VocabularyVocabulary

August 2008August 2008

What do you know about What do you know about vocabulary ?vocabulary ?

1.1. The smallest unit of meaning in language isThe smallest unit of meaning in language isa.a. morphememorphemeb.b. graphemegraphemec.c. phonemephonemed.d. letterletter

2.2. A word’s meaning depends largely on theA word’s meaning depends largely on thea.a. context in which it is usedcontext in which it is usedb.b. part of speechpart of speechc.c. reader’s interpretationreader’s interpretationd.d. phonemic rulesphonemic rules

3. Words can have3. Words can have

a. the same sounds but different meaningsa. the same sounds but different meanings

b. different sounds but the same spellingb. different sounds but the same spelling

c. the same spelling but different meaningsc. the same spelling but different meanings

d. all of the aboved. all of the above

4. “Passive” vocabulary refers to4. “Passive” vocabulary refers to

a. nouns and pronounsa. nouns and pronouns

b. words we are indifferent tob. words we are indifferent to

c. words we recognize but don’t know wellc. words we recognize but don’t know well

d. words we don’t recognize at alld. words we don’t recognize at all

5. “Active” vocabulary refers to5. “Active” vocabulary refers to

a. verbsa. verbs

b. words we use regularlyb. words we use regularly

c. words we can say but not definec. words we can say but not define

d. words we recognized. words we recognize

6. According to the 6. According to the Oxford English DictionaryOxford English Dictionary, , how many meanings are there for word run?how many meanings are there for word run?

a. 82a. 82

b. 43b. 43

c. 6c. 6

d. 28d. 28

7. One of the best ways to expand vocabulary 7. One of the best ways to expand vocabulary is throughis through

a. wide readinga. wide reading

b. spelling listsb. spelling lists

c. memorizationc. memorization

d. writing compositionsd. writing compositions

8. Learning a new word “concept” requires8. Learning a new word “concept” requires

a. 5 exposuresa. 5 exposures

b. 12 exposuresb. 12 exposures

c. multiple exposuresc. multiple exposures

d. multiple exposures in different contextsd. multiple exposures in different contexts

9. Which of the following is a good way to teach 9. Which of the following is a good way to teach vocabulary?vocabulary?a. student exploration of various resourcesa. student exploration of various resourcesb. word sortsb. word sortsc. direct instruction of key wordsc. direct instruction of key wordsd. wide readingd. wide readinge. all of the abovee. all of the above

10. Which of the following is 10. Which of the following is notnot a good way to teach a good way to teach vocabulary?vocabulary?a. memorizing definitionsa. memorizing definitionsb. direct instruction of key wordsb. direct instruction of key wordsc. word games (Wordo)c. word games (Wordo)d. literature discussionsd. literature discussions

Answers~Think~ Pair~ Answers~Think~ Pair~ ShareShare

Answers: 1-a; 2-a; 3-d; 4-c; 5-b; 6-a; 7-a; 8-d; Answers: 1-a; 2-a; 3-d; 4-c; 5-b; 6-a; 7-a; 8-d; 9-e; 10-a9-e; 10-a

Turn to the person on your left and share what Turn to the person on your left and share what you knew and what surprised you.you knew and what surprised you.

VocabularyVocabularyGrades K-5Grades K-5

Vocabulary refers to words we must Vocabulary refers to words we must know to communicate effectively.know to communicate effectively.

Oral vocabulary refers to words that we Oral vocabulary refers to words that we recognize in listening (receptive) or use recognize in listening (receptive) or use in speaking (productive).in speaking (productive).

Written vocabulary refers to words we Written vocabulary refers to words we recognize in reading (receptive) or use in recognize in reading (receptive) or use in writing (productive).writing (productive).

Research says…Research says… Becoming literate requires knowing thousands of words.Becoming literate requires knowing thousands of words. Gaps in vocabulary start in preschool.Gaps in vocabulary start in preschool. Word knowledge in preschool correlates to comprehension in Word knowledge in preschool correlates to comprehension in

middle school. (Scarborough, 1998)middle school. (Scarborough, 1998) Vocabulary is central to comprehension and learning.Vocabulary is central to comprehension and learning. (McKeown, Beck, Omanson and Perfetti,1983, 2002)(McKeown, Beck, Omanson and Perfetti,1983, 2002) Lots of exposure to books and wide reading are essential.Lots of exposure to books and wide reading are essential. Instruction Instruction can can make a difference. make a difference. (Snow & Dickinson)(Snow & Dickinson)

Vocabulary knowledge predicts comprehension performance Vocabulary knowledge predicts comprehension performance with positive correlations between .6 and .8.with positive correlations between .6 and .8.

(Pearson, Kamil, & Hiebert, 2007)(Pearson, Kamil, & Hiebert, 2007) Students with poor vocabulary by third grade have declining Students with poor vocabulary by third grade have declining

text comprehension scores in fourth and fifth grade. text comprehension scores in fourth and fifth grade.

(Chall, Jacobs and Baldwin, 1990)(Chall, Jacobs and Baldwin, 1990)

What Does It Mean to What Does It Mean to “Know a Word’s Meaning?“Know a Word’s Meaning?

Continuum of Word KnowledgeContinuum of Word Knowledge Level 1 “I’ve never seen it before.”Level 1 “I’ve never seen it before.” Level 2 “I’ve heard of it, but I don’t know what it Level 2 “I’ve heard of it, but I don’t know what it

means.means. Level3 “I recognize its context, it has something to Level3 “I recognize its context, it has something to

do with…do with… Level 4 “I know it.”Level 4 “I know it.” (Dale & O’Rourke 1986)(Dale & O’Rourke 1986)

Context Clues Word Study Context Clues Word Study ChartChart

WordWord

Code: Code:

!=Know it!=Know it

+=Heard it+=Heard it

X=Never heard itX=Never heard it

Think It Means Think It Means (Must take a (Must take a

guess-can’t write guess-can’t write “don’t know.”“don’t know.”

DefinitionDefinition

simultaneouslysimultaneously++

similarsimilar To happen at the To happen at the same time.same time.

Context Clue Chart continued…Context Clue Chart continued…

DayDay Sentence-underline vocabulary word and circle clue word (s)/phrase.Sentence-underline vocabulary word and circle clue word (s)/phrase.

9/89/8

When the two actors in the musical sang When the two actors in the musical sang simultaneouslysimultaneously their voices their voices became one. became one.

InferenceInference

Types of Clues:Types of Clues:Explanation clues-definitionExplanation clues-definition

Synonym clues-restatementSynonym clues-restatement

Antonym clues-contrastAntonym clues-contrast

General context clues-inferenceGeneral context clues-inference

How do children learn How do children learn words?words?

Direct InstructionDirect Instruction Estimates are that teachers can directly teach between 300 and Estimates are that teachers can directly teach between 300 and

600 words per year.600 words per year. Indirect InstructionIndirect Instruction

Estimates are that children can learn about 3000-3500 words Estimates are that children can learn about 3000-3500 words per year from listening and reading in context.per year from listening and reading in context.

The teacher still plays a role in creating experiences and The teacher still plays a role in creating experiences and guiding discovery.guiding discovery.

You need both instruction and context, but context provides You need both instruction and context, but context provides many more word meanings. many more word meanings.

How Many Words Should How Many Words Should Students Know?Students Know?

Some estimate that students learn about 7 Some estimate that students learn about 7 new words a day elementary through high new words a day elementary through high school.school.

Results in about 2,700-3,000 words a year.Results in about 2,700-3,000 words a year. However, others argue that students may be However, others argue that students may be

exposed to 7 words a day but to understand exposed to 7 words a day but to understand and use words productively requires a much and use words productively requires a much longer process.longer process.

(Snow, Burns, Griffin, 1998)(Snow, Burns, Griffin, 1998)

Independent ReadingIndependent ReadingWhat MattersWhat Matters (Trelease2006, Allington (Trelease2006, Allington

19881988Percentile RankPercentile Rank Minutes of Reading Per DayMinutes of Reading Per Day Words Read Per YearWords Read Per Year

9898 65.065.0 4,358,0004,358,000

9090 21.221.2 1,823,0001,823,000

8080 14.214.2 1,146,0001,146,000

7070 9.69.6 622,000622,000

6060 6.56.5 432,000432,000

5050 4.64.6 282,000282,000

4040 3.23.2 200,000200,000

3030 1.81.8 106,000106,000

2020 0.70.7 21,00021,000

1010 .1.1 8,0008,000

Language Development in Young Language Development in Young ChildrenChildren

Amount of time spent in Amount of time spent in conversation conversation GradeGrade

Number of Words Number of Words KnownKnown

Growth in that Growth in that YearYear

50 hours (2 minutes a 50 hours (2 minutes a day)day)

1800 (1 hour a day)1800 (1 hour a day)

2,000 (1.1 hours a day)2,000 (1.1 hours a day)

KK 4,000 of fewer 4,000 of fewer wordswords

8,000-10,0008,000-10,000

11,50011,500

2,000 Words 2,000 Words

2,5002,500

3,0003,000

Prior to enteringPrior to entering

SchoolSchool

11 6,000 Words6,000 Words

10,50010,500

15,00015,000

2,500 Words2,500 Words

3,7503,750

4,0004,000

22 8,500 Words8,500 Words

14,22514,225

19,00019,000

3,000 Words3,000 Words

4,5004,500

5,0005,000

33 11,500 Words11,500 Words

18,75018,750

24,00024,000

3,500 Words3,500 Words

5,0005,000

5,5005,500

What Can We Do to Close the What Can We Do to Close the Gap?Gap?

Explicit robust vocabulary instruction:Explicit robust vocabulary instruction: Offers rich information about words and their uses.Offers rich information about words and their uses. Provide frequent and varied opportunities for students to Provide frequent and varied opportunities for students to

think about and use words.think about and use words. Enhance students’ language comprehension and Enhance students’ language comprehension and

production.production. Connect new words with prior experiences.Connect new words with prior experiences. Include labeling and classifying sorts.Include labeling and classifying sorts. Teaching students a few select strategies for unlocking Teaching students a few select strategies for unlocking

word meanings during readingword meanings during reading

Teacher’s Must…Teacher’s Must…

Choose appropriate words for instruction.Choose appropriate words for instruction. Vary instruction according to the nature Vary instruction according to the nature

of the words.of the words. Provide active engagement of the Provide active engagement of the

students.students. Provide multiple exposures.Provide multiple exposures. Help them understand the structure of Help them understand the structure of

words, prefixes, suffixes and roots.words, prefixes, suffixes and roots.

Teacher’s Will…Teacher’s Will…

Encourage wide reading.Encourage wide reading. Provide instruction before reading, Provide instruction before reading,

during reading, and after reading.during reading, and after reading. Provide definitional, contextual, Provide definitional, contextual,

conceptual, and relational emphases.conceptual, and relational emphases. Provide modeling and instruction in Provide modeling and instruction in

independent word-learning strategies.independent word-learning strategies.

Student’s Must…Student’s Must…

Learn and refine the meanings for Learn and refine the meanings for unfamiliar words.unfamiliar words.

Actively engage in discussions about Actively engage in discussions about words in the story.words in the story.

Develop an appreciation for WOW words. Develop an appreciation for WOW words.

Student’s Will…Student’s Will…

Use strategies to figure out word Use strategies to figure out word meanings, when appropriate.meanings, when appropriate. Identify word parts.Identify word parts. Use context clues.Use context clues. Use the dictionary effectively and efficiently.Use the dictionary effectively and efficiently. Ask for help when needed.Ask for help when needed.

Tier One: Basic Words Tier One: Basic Words

The most basic words; rarely require The most basic words; rarely require instruction.instruction. clockclock babybaby happyhappy boyboy sitsit toto runrun

Tier Three: Low-Tier Three: Low-Frequency WordsFrequency Words

Seldom used, often limited to specific Seldom used, often limited to specific domainsdomains isotopeisotope lathelathe peninsulapeninsula prospectorprospector outrideroutrider

Tier Two: Rich WordsTier Two: Rich Words

High Frequency wordsHigh Frequency words Instruction with these words can add Instruction with these words can add

productively to a student’s language productively to a student’s language abilityability coincidencecoincidence absurdabsurd deliciousdelicious fortunatefortunate eagereager

Tier Two WordsTier Two Words

Generate a list of possible words which Generate a list of possible words which describe a picture.describe a picture.

Beat the TeacherBeat the Teacher ““I’m thinking of a word” ex. HappyI’m thinking of a word” ex. Happy

What’s in the bag?What’s in the bag? Each child gets one bag, looks inside, and Each child gets one bag, looks inside, and

chooses six words that describe the item.chooses six words that describe the item.

WORDS ALIVEWORDS ALIVE Students are divided into small groups. Students are divided into small groups.

Each group is given a few words. Each group is given a few words. The teacher discusses the meanings of the The teacher discusses the meanings of the

words. words. Each group comes up with an action or Each group comes up with an action or

"tableaux" (still life, involving students) that "tableaux" (still life, involving students) that illustrates the meaning of each assigned illustrates the meaning of each assigned words for other studentswords for other students. .

The Words Alive strategy

• Teaches words effectively.• Allows students to process words deeply.• Students to cooperate.• Differentiates • Excellent for teaching technical words.

Vocabulary Frames Vocabulary Frames Vocabulary Frames are a flashcard method for learning new vocabulary. Do not use Vocabulary Frames for every vocabulary word. Words that introduce new concepts are best used with Vocabulary Frames.

Frame DirectionsFrame Directions Top Right Corner: Write the word’s definitionTop Right Corner: Write the word’s definition

Top Left Corner: Write the word’s opposite and cross Top Left Corner: Write the word’s opposite and cross it outit outLower Left Corner: Write a silly sentence that uses Lower Left Corner: Write a silly sentence that uses the definition of the wordthe definition of the wordLower Right Corner: Draw a graphic to help you Lower Right Corner: Draw a graphic to help you visualize the conceptvisualize the conceptIn the Center: Write the wordIn the Center: Write the word Isolate any prefixesIsolate any prefixes

Isolate the rootIsolate the rootNote the meaning of the rootNote the meaning of the rootIsolate any suffixesIsolate any suffixesLabel the part of speech in parenthesisLabel the part of speech in parenthesis

ANYTHING GOESANYTHING GOES

increases automaticity. increases automaticity. provides review.provides review. deepens processing.deepens processing. takes five to ten minutes.takes five to ten minutes.

The teacher lists words on the board or overhead, then “anything goes.” The teacher can ask any questions he or she wants.

Sample “Anything Goes” questions include:

What does __________ mean?Find me two adjectives (or other parts of speech).Find a word with a positive meaning.How are ________ and __________ related?Find two words with prefixes (suffixes).Give me another form of _________.Find me a word that can be both a noun and a verb.Find me a word that has to do with _________.Find me a word with two (or three) meanings.

Show how you ____________.

WebsitesWebsites www.manatee,k12.fl.us/sites/elementary/pal

masola.rvocabindex.htm

www.vocabulary.com

www.wordexplorations.com

www.wordcentral.com

ReferencesReferencesAllen, Janet, Allen, Janet, Words, Word,Words, Word, Teaching Vocabulary in Teaching Vocabulary in

Grades 4-12Grades 4-12 (Stenhouse Publishers, 1999, ISBN 1-57110- (Stenhouse Publishers, 1999, ISBN 1-57110-085-7)085-7)

Beck, Isabel, Beck, Isabel, Bringing Words to LifeBringing Words to Life (Guilford Press, 2002, (Guilford Press, 2002, ISBM 1-57230753-6ISBM 1-57230753-6

Graves, Michael F., Graves, Michael F., The VO CAB U-LAR-Y Book Learning The VO CAB U-LAR-Y Book Learning & Instruction& Instruction (International Reading Association, 2006, (International Reading Association, 2006, ISBN 0-8077-4627-4)ISBN 0-8077-4627-4)

Hoyt, Linda, Hoyt, Linda, Revisit, Reflect, Retell Strategies for Revisit, Reflect, Retell Strategies for Improving Reading ComprehensionImproving Reading Comprehension (Heinemann, 1999, (Heinemann, 1999, ISBN 0-325-00071-9)ISBN 0-325-00071-9)

Rasinski, Timothy and Nancy Padak, Rasinski, Timothy and Nancy Padak, Effective Reading Effective Reading Strategies: Teaching Children Who Find Reading Strategies: Teaching Children Who Find Reading Difficult (3Difficult (3rdrd Ed.) Ed.) (Prentice Hall 2004 ISBN 0-1311-2186-3) (Prentice Hall 2004 ISBN 0-1311-2186-3)