Vocabulary:Defining Best Practice in

Reading First Schools

Part 2

Georgia Reading First

Today’s Goals

Learn about scientifically-based instructional approaches (in addition to read-alouds)

Discuss how these approaches are being (or could be) implemented in Reading First schools

In addition to read-alouds, what are some of the most effective ways of teaching vocabulary?

Some Research-Based Techniques

Semantic Feature Analysis Graphic Organizers List-Group-Label Semantic Maps (word webs) Word Lines Word Sorts

As we examine these approaches, think about how well your core incorporates each one.

(We’ll come back to this question!)

A Closer Look at Definitions

golf

golf n.1. a good walk spoiled

(Mark Twain)

2. a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course (Webster)

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

class distinguishing features

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

class distinguishing features

Semantic Feature Analysis

humans adult female

woman + +

man + o

girl o +

boy o o

games clubs ball o

golf + +

hockey + o

basketball o +

games clubs ball o

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

games clubs ball

golf + +

hockey + o

basketball o +

Characters Wise Adventurous

Frog

Toad

Curious George

Graphic Organizers

A graphic organizer is a diagram that shows how key terms are

related.

What’s so great about them?

They help kids “see” abstract content.

There is little to “read.”

They are easy to construct and discuss.

Technical terms can be taught in clusters.

They enhance recall and understanding.

They have an impressive research base.

Time Lines

Columbus Pilgrims American reaches land at RevolutionNorth America Plymouth begins

1500 1600 1700 1800

pupa

egg

larvaadult

Tree Diagrams

Musical Instruments

wind nonwind

brass woodwind string percussion

trumpet clarinet violin drum

Venn Diagrams

Frog and Toad Curious George

No people

AnimalCharacters

Animals talk

Could happen

wing

antennae leg

abdomen

thorax

Labeled Picture

List-Group-Label

Hilda Taba

ListStudents brainstorm all the words they can recall at the end of a unit.

GroupStudents suggest logical ways to group the words.

LabelStudents suggest a label for each group they form.

no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

Kinds of Snakes garter boa copperhead cobra coral

Things Snakes Might Have rattle scales fang no legs venom tail

Where Snakes Are Found trees holes ground

Semantic Maps

(Word Webs)

BrainstormingStudents offer ideas related to a topic.

MappingTeacher and students form categories and map the words into a diagram.

ReadingStudents read a nonfiction selection.

Completing the MapTeacher and students revisit the map and together refine and expand it.

no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

Kinds of Snakes garter boa copperhead cobra coral

Things Snakes Might Have rattle scales fang no legs venom tail

Where Snakes Are Found trees holes ground

Snakes

treesholes

ground

garterboa

copperheadcobracoral

Kinds Where

Things Snakes Might Have

rattle no legsscales venomfang tail

Semantic maps have the advantage of mirroring how

words are stored in the lexicon.

cat

/kat/

dog

mammal

4 legs

“meow”c-a-t

animal

petlion

Word Lines

hot tepid cold

sweltering chilly

Word Sorts

thorax pupaabdomen antennaewing larvaadult headegg leg

Open Sort Categories are not given.

Closed Sort Parts Stages

thorax pupaabdomen eggwing larvahead adultlegantennae

Closed Sort Parts Stages

Some Research-Based Techniques

Semantic Feature Analysis Graphic Organizers List-Group-Label Semantic Maps (word webs) Word Lines Word Sorts

What do all of these techniques have in common?

1. They involve clusters of related words.

2. They encourage children to categorize.

How well are these instructional techniques incorporated into our cores?

“In the long run, effective intervention will involve extended vocabulary work as a normal part of a primary curriculum.” (p. 34)

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

AndyBiemiller

Suggested ReferencesBaumann, J.F., & Kame’enui, E.J. (2004). Vocabulary

instruction: Research to practice. New York: Guilford.Bear, D.R., Invernizzi, M., Templeton, S.R., & Johnston, F.

Words their way (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: IRA.

Stahl, S.A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.

Stahl, S.A., & Kapinus, B.A. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: NEA.

Stahl, S.A., & Nagy, W.E. (2005). Teaching word meanings.Mahwah, NJ: Lawrence Erlbaum.