Transcript Vocabulary

Vocabulary Development and
Effective Vocabulary Instruction
BEST PRACTICES
Explicit Vocabulary Instruction
Today’s Objectives:
• Understand the research behind vocabulary acquisition.
• Explore vocabulary instruction and why it is important.
• Identify key points of effective explicit vocabulary instruction:
• Effective instructional practices for target vocabulary words.
• Guidelines for the types of words to be chosen for instruction.
• Creating a word-rich environment
• Student selected vocabulary strategies
Vocabulary knowledge is a measure of
general verbal ability that underlies all
learning and is one of the strongest
predictors of reading comprehension.
(Adlof et al., 2013; Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006; Stanovich, 1986)
The size of a child’s receptive vocabulary
has a dramatic effect on his reading
development and later reading
achievement as well as his expressive
vocabulary and writing development.
(Lesaux, 2012; Stanovich, 1987)
The Vocabulary Gap:
Children from low
socioeconomic status are
exposed to significantly
fewer words than their
peers, resulting in an
estimated 30 million gap in
word exposure by age 4.
(Hart & Risley, 2003)
Vocabulary Gap
• The gap in vocabulary knowledge begins before children
enter school and is, too often, not closed in later years.
• The absence of either decoding skills or adequate
vocabulary ensures a low level of reading
comprehension.
• From about third grade on, 95% of students can read
more words than they can explain or use.
• The effect of an early deficit in oral vocabulary becomes
magnified as the child grows.
Research on Vocabulary for ELLs:
• English language vocabulary is a significant stumbling
block for English-language learners. (Blachowitz, et al., 2006)
• Vocabulary knowledge is the single best predictor of
academic success for English-language learners across
subject areas.
(Saville-Troike, 1984)
The Matthew Effect:
Children who have good vocabularies will read
more, acquire more vocabulary through their
reading and will become even better readers.
Children with inadequate vocabularies will read
more slowly and read less resulting in inhibited
reading achievement and reading motivation.
(Stanovich, 1987)
What does this mean in your classroom?
• Vocabulary and verbal ability underlies all learning.
• Receptive vocabulary predicts reading achievement and literacy
development.
• Low SES children are exposed to 30 million fewer words by age 4
creating an achievement gap.
• The success of ELLs is high related to vocabulary knowledge.
• Vocabulary knowledge leads to “The Matthew Effect” wherein the
rich get richer and the poor get poorer. (Stanovich, 1986)
Explicit Vocabulary Instruction:
• The direct, intentional teaching of target words in
an unambiguous way.
• Providing a clear presentation of word meanings
and contextual examples.
(Archer & Hughes, 2011)
Components of Effective Vocabulary Instruction
Vocabulary Instruction for English-Language
Learners (ELLs)
• Take advantage of student’s primary language if it shares
cognates with English. Be aware of false cognates.
• Teach the meaning of basic words (words that most English-only
students know).
• Provide sufficient review and reinforcement.
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Reading aloud to students
Listening to audio tapes
Activities to extend word use outside of classroom
Parental involvement
The research behind explicit vocabulary instruction:
• Studies indicate that direct, explicit
vocabulary instruction has a positive impact
on both immediate word learning and longterm reading comprehension
(Baker, Simmons & Kame-enui, 1995; Beck, McKeown, & Kucan, 2002; Biemiller, 2003).
• Systematic vocabulary instruction is an essential
element in closing the achievement gap for
students at risk
(Marzano, 2004).
The 4 Es of Vocabulary Instruction
• Experience – Connected to students’ life experience.
• Environment – Used in context rather than isolation.
• Exposure – Multiple exposures to the word.
• Engagement – Active meaningful involvement.
(Morrison & Wilcox, 2010)
Explicit Vocabulary Instruction Sequence:
• Pronounce/ students say the word aloud.
• Explain/define in a child-friendly way.
• Provide multiple examples and contexts of usage, connect to students’ background
knowledge.
• Elaborate:
• Provide synonyms/antonyms
• Show a picture
• Students share examples with a partner
(Honig et al., 2008; Morrison & Wilcox, 2010)
Practice:
Core Reading Program Vocabulary Words
• 2 words per day
• 8-10 words per week
• Some words require less instruction than others
• How do you know if your students already
know a word in the vocabulary list?
Fist to 5 Assessment
• 5 fingers – I can use it in multiple ways and teach it to
someone else!
• 4 fingers – I know it.
• 3 fingers – I can recognize the word in context, I know it
means something about…
• 2 fingers – I’ve heard it but I don’t know what it means.
• 1 finger – I know it’s a word but I need help.
• Fist – I’ve never heard of the word before.
(Dale & O’Rourke, 1986; Morrison & Wilcox, 2010)
Rich and Robust Vocabulary Instruction Includes:
• Using vocabulary contextualized in literature
• Text Talk
• Meaning vocabulary: Direct Explanation Method
• Problem solving methods for independently reading text
• Introducing specific words
• Student friendly definitions
• Teacher-created contexts
• Active engagement with words
• Developing in-depth word knowledge
• Use the words
• Explore facets of word meaning and varied applications
• Consider relationships among words
• Extending word use beyond the classroom
Choosing Words to Teach
The Three-Tier System (Beck & McKeown, 1985)
• Tier-One Words- Basic conversational words.
• Tier-Two Words – Central to comprehension and
understood by mature readers.
• Tier-Three Words – Specialized words, low frequency,
domain specific.
Modified Criteria for Tier System for ELLs
• Concreteness: Is the word abstract or concrete? Can it be
shown or demonstrated?
• Cognate status: Does it have a cognate?
• Depth of meaning: Does it have multiple meanings?
• Utility: Is the meaning of the word key to understanding
selection?
Word Acquisition Sequence
• Students acquire vocabulary in a relatively well-defined
sequence that is ordered by vocabulary size rather than
grade level.
• Students (regardless of their grade) know certain words
well, others only partially, and are unlikely to learn some
without direct instruction.
Choosing Words to Teach
• Words not well established in students’ vocabularies
and will be encountered frequently in the future.
• Academic and disciplinary “tool kit” words.
• Words with multiple meanings (particularly in
academic contexts).
• Words that are important to what is being read.
• Words that can be used to learn other words.
(Blachowicz et al., 2006; Feldman & Kinsella, 2005, )
The importance of root words, affixes,
and derived words:
• Knowledge of affixes and roots can help students find the
meaning of derived words (Blachowicz et al., 2006).
• Knowledge of affixes and roots is the hallmark of
students with extensive vocabularies (Freyd & Barons, 1982).
• Skilled readers automatically break words into chunks
and look for common letter patterns found in other words
(Adams 1990; Mewhort & Campbell, 1981)
• By the end 2nd grade students are reading mostly two and
three syllable words (Honig et al, 2008)
Roots & Affixes
• 80% of unfamiliar words readers
encounter are derived words (roots
with affixes)
(Cunningham, 1998).
• 20 prefixes account for 97% of prefixed
words (White, Sowell, & Yanagihara, 1989).
• Each root word facilitates the
comprehension of an average of three
derived words in 1st grade and five
derived words by 5th grade
(Anglin, 1993; Coxhead, 2000).
Morphemic Awareness
• Key instructional elements in morphemic analysis include
• Root words and word families: teaching root word and its
derived forms;
• Compound words: contain two free morphemes that stand
alone as two word parts;
• Greek and Latin Roots: bound morphemes that cannot
stand alone as words in English
When to Teach
• Morphemic awareness can be taught early.
Deeper morphemic analysis begins around
fourth grade.
• Instruction in compound words, word families,
and simple affixes begins by second grade.
Choosing Words to Teach
• Words not well established in students’ vocabularies
and will be encountered frequently in the future.
• Academic and disciplinary “tool kit” words.
• Words with multiple meanings (particularly in
academic contexts).
• Words that are important to what is being read.
• Words that can be used to learn other words.
(Blachowicz et al., 2006; Feldman & Kinsella, 2005, )
Student Selected Vocabulary
• “Crazy Words”: Words that students
don’t know or can’t decode.
• Can be done in connection with partner
or independent reading time.
• Students work in pairs to decode words
or determine meanings.
• Words that partnerships can decode are
written on the whiteboard.
Increases word awareness
Effective collaborative activity
Teaches problem-solving skills
Vocab Volley — Content Area Vocabulary
Collaborative Vocabulary Activity
• Working in pairs:
• Select 5 vocabulary words for your partner from a weekly reading selection
(Language Arts, Social Studies or Science) and give them to your partner
• Type the words on the computer and right click to find 3 interesting synonyms
• Type a definition in your own words
• Type the word in a sentence
• Print or electronically exchange Vocab Volley projects with your partner
• Read the words, synonyms, definition, and sentence that your partner completed
• Give your partner a score for their work (using a rubric).
• Turn it in (print or electronically).
Strategies for Independent Problem Solving
• Students MUST learn strategies to help them
problem solve while reading independently.
• Dictionary use
• Computer technology
• Strategies for morphemes/compound words
• Context clues
Research on Word-Learning Strategies
Word-learning strategies can help students
to determine meanings of unfamiliar words
independently and transfer the strategies to
other words.
Dictionary Use
• Mechanics of using a dictionary
• finding an entry alphabetically
• using guide words
• separating words into syllables
• using pronunciation keys
• Translating dictionary definitions into word knowledge
• finding the appropriate definition to fit the context
• confirming and deepening knowledge of a word
Contextual Analysis
• Types of helpful context clues in text – look for signal words.
• Definition: direct definition within the sentence (is, are, means, refers to).
• Appositive: a word or phrase that defines or explains a word that
precedes it (set off by commas).
• Synonym: a word or phrase that is similar in meaning (also, as, like,
similarly, resembling).
• Antonym: words that mean the opposite or in contrast (instead of, unlike,
however, rather than, however).
• Example: several words or ideas as examples (for instance, including)
When to Teach Context Clue Strategies
• Beginning in Kindergarten, teachers can model the use
of context clues in reading and listening.
• By grades 2 and 3, students begin learning to use
context clues independently.
Implicit or Indirect Vocabulary Strategies:
• College Talk
• Teaching words “in the moment” in context
• Supported wide reading of challenging text (partner reading, reading aloud)
• Encourage wide independent reading
• Encourage word consciousness in writing (use of interesting synonyms)
National Reading Panel Report (2000)
• Vocabulary should be taught both directly and indirectly.
• Repetition and multiple exposures to words are important in learning.
• Learning in rich context, incidental learning, and computer technology enhance
vocabulary acquisition.
• Vocabulary learning must involve active engagement.
• Relying on a single vocabulary instruction method will not result in optimum
learning.
Selected References:
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
Adlof, S. M., Perfetti, C. A., Stone, A., Ehren, B., Silliman, E., & Wallach, G. (2013). Individual differences in word learning and reading ability. Handbook of language and literacy
development and disorders, 246-264.
Baker, S. K., Simmons, D. C. & Kame'enui. E. J. (1995). Vocabulary Acquisition: Synthesis of the Research. Technical Report No. 13. Eugene: OR: University of Oregon.
Blachowicz, C. L. Z., Fisher, P. J. L., Ogle, D., & Watts-Taffe, S. (2006). Theory and Research into Practice: Vocabulary: Questions from the Classroom. Reading Research Quarterly,
41(4), 524–539.
Feldman, K., & Kinsella, K. (2005). Narrowing the language gap: The case for explicit vocabulary instruction. Scholastic.
Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American educator, 27(1), 4-9.
Honig, B., Diamond, L., Gutlohn, L. (2008). Teaching Reading Sourcebook. Navato, CA: Arena Press
Lesaux, N. K. (2012). Reading and Reading Instruction for Children from Low-Income and Non-English-Speaking Households. The Future of Children, 22(2), 73–88.
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD Publications.
Morrison, T. G., & Wilcox, B. G. (2012). Developing literacy: Reading and writing to, with, and by children. Pearson Higher Ed.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Saville-Troike, M. (1984). What really matters in second language learning for academic achievement?. TESOL quarterly, 199-219.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading research quarterly, 360-407.