Professional Development
Vocabulary Literacy Design Collaborative
Outcomes • • • •
Learn about vocabulary acquisition Review research findings on vocabulary instruction View instructional strategies related to vocabulary instruction Develop or revise a mini-task for an LDC module
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Session Outline 1. Introduction 2. Reading Assignment 3. Research 4. Research to Action - Activities 5. Research to Action - Video Clip 6. Take Action - Assignment/mini-task 7. Resources
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Reading Assignment •
Please go to the link below and read pp. 32-35 of Appendix A from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
•
Guiding Questions on the next page
•
http://www.corestandards.org/assets/Appendix_A.pdf
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Guiding Questions 1. What research based practice is recommended for students to increase and retain new vocabulary? 2. Think of examples where you might provide direct instruction for Tier one, Tier Two and Tier Three words? 3. What process is most effective for acquiring Tier Three words in content learning?
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Research
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A Vocabulary Riddle To comprehend what we read, at least 95% of the words must be recognized automatically. How is this possible given the number of words in English?
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The Vocabulary Catch-22 Students need to learn more words to read well, but they need to read well to learn more words.
McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.
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The Importance of Vocabulary Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later.
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.
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Why is a large vocabulary associated with good comprehension?
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The Instrumental Hypothesis Vocabulary aids comprehension by providing the reader with a tool, or instrument.
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The Knowledge Hypothesis It’s not so much the words themselves that help, but the knowledge they represent.
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The Aptitude Hypothesis Comprehension and vocabulary are correlated “not because one causes the other, but because both reflect a more general underlying verbal aptitude.” – Stahl & Nagy (2005)
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The Access Hypothesis A larger vocabulary means • deeper understanding of words (including nuances of meaning) • quicker access to words in the lexicon • flexibility in deciding among multiple meanings
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The Reciprocal Hypothesis Having a bigger vocabulary makes you a better reader Reading more gives you a bigger vocabulary
Being a better reader makes it possible for you to read more
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Four Obstacles to Acquiring a Large Vocabulary 1.The number of words in English is very large 2.Academic English differs from the kind of English used at home 3.Word knowledge involves far more than learning definitions 4.Sources of information about words are often hard to use or are unhelpful Stahl & Nagy (2005)
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How do we learn words from experiences?
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Gavagai
An aborigine points to a running rabbit and says “Gavagai.” Can you infer the word’s meaning?
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Meaning Each encounter with a word helps a student narrow its meaning. For example, if he hears the word gavagai used to refer to a sitting rabbit, the student will infer that running is not connected with the meaning.
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Meaning Young children learn word meanings from one-on-one interactions with parents and siblings. These interactions may be rich or poor. Consider two examples based on Hart and Risley’s (1995) comparison of families of different socioeconomic levels.
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Yeah.
Do I have to eat these? W W W . C O L E G A C Y . O R G
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“Motherese� Yes, because they have vitamins that will help you grow and get stronger. Do I have to eat these? W W W . C O L E G A C Y . O R G
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What does it mean to know a word?
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A Continuum of Word Knowledge No knowledge
A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings
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Lexicon That part of long-term memory devoted to word knowledge. For example, when we read the word cat, this word is accessed in the lexicon, along with the various connections we have associated with it.
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How is a word stored in the lexicon?
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cat
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cat
c-a-t /kat/
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“meow” cat 4 legs
c-a-t /kat/
pet
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animal
“meow” cat
c-a-t /kat/
4 legs
pet lion
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animal mammal
“meow� cat
c-a-t /kat/
4 legs pet lion W W W . C O L E G A C Y . O R G
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animal mammal
“meow� cat
c-a-t /kat/
4 legs pet lion W W W . C O L E G A C Y . O R G
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animal mammal
“meow� cat
dog
c-a-t /kat/
4 legs
pet lion W W W . C O L E G A C Y . O R G
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animal mammal
“meow� cat
dog
c-a-t /kat/
4 legs
pet lion W W W . C O L E G A C Y . O R G
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animal mammal
“meow� cat
dog 4 legs
c-a-t /kat/
pet lion
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Dual Coding Theory Two systems are involved in learning words. One contains verbal information, the other non-verbal (images). When we learn a word, real-world images that we associate with the concept are also stored. Accessing a word in the lexicon therefore involves both the verbal system and non-verbal (imagery) system. ~ Moral ~ When teaching new words, use pictures and other images where possible.
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New meanings and even new pronunciations of a word may be added to a student’s lexicon over time.
pró duce
prodúce produce
Raw veggies
to make
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“Lean� For example, the word lean is initially learned around fourth grade as the act of allowing one object to rest against another. It is typically not until eighth grade that children learn that one person might lean on someone else for emotional support.
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lean
To rest one object against another
To rely on another person for support
K 1 2 3 4 5 6 7 8 ••• 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.
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Is wide reading enough?
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Why Wide Reading Is Enough
Why Wide Reading Is Not Enough
Vocabulary size and the amount a child reads are correlated.
Context is generally unreliable as a means of inferring word meanings.
Direct instruction cannot possibly account for the number of word meanings children acquire.
Most words occur too infrequently to provide the number of exposures needed to learn them.
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“There is no obvious reason why direct vocabulary instruction and wide reading cannot work in tandem.” – Marzano (2004, p. 112)
Robert Marzano W W W . C O L E G A C Y . O R G
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What are some of the guiding principles of teaching vocabulary?
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Guiding Principle Pre-teach key words to improve comprehension.
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Guiding Principle Provide more than definitions.
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Definitions Are Only a Start Some teachers fall into the trap of assuming that if a child can match a word to its definition, the words meaning has been acquired.
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WORD = DEFINITION Stimulus
Response
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WORD = DEFINITION Stimulus
Response
“Truncate” = “to cut off”
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WORD = DEFINITION Stimulus
Response
“Truncate” = “to cut off” “She truncated the lights.” W W W . C O L E G A C Y . O R G
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Guiding Principle Combine definitions and contextual examples.
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Guiding Principle Minimize rote copying of definitions. • Click to edit Master text styles – Second level – Third level • Fourth level – Fifth level
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Guiding Principle Introduce new words in related clusters. • Click to edit Master text styles – Second level – Third level • Fourth level – Fifth level
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antennae
leg
thorax wing
abdomen
In content areas, clustering words is natural!
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But general vocabulary words can be clustered too!
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Guiding Principle Provide brief, periodic review.
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A Thought Experiment
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Group 1 • Receives 1 hour of direct instruction on 20 new words • Spends 1 full hour of intense review on all 20 words • This hour is uninterrupted
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Group 2 The second group receives the same instruction
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Group 1 • Receives 1 hour of direct instruction on 20 new words • Spends 1 full hour of intense review on all 20 words
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Group 2 • Receives 1 hour of direct instruction on 20 new words • Spends 1 full hour of intense review on all 20 words • This hour is broken into 6 10-minute sessions, 1 per month for 6 months
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Assuming that no one encountered any of the 20 words again, which group would do better on a test after a delay of 10 years?
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Group 2 will do far better on any delayed test.
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Massed vs. Distributed Practice
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What did the National Reading Panel conclude about teaching vocabulary?
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NRP Findings on Vocabulary • Teaching vocabulary improves general comprehension ability • Pre-teaching vocabulary helps both word learning and comprehension of a selection • Much vocabulary is acquired through incidental exposure • Repeated exposures in a variety of contexts are important
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NRP Findings on Vocabulary • A combination of definitions and contextual examples works better than either one alone • Many instructional methods can be effective in teaching vocabulary • Instructional methods should result in active engagement • Both direct and indirect methods should be used
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NRP Findings on Vocabulary • The more connections that are made to a word, the better the word tends to be learned • Computer applications can be effective • The effectiveness of some instructional methods depends on the age or ability of the student
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What the NRP Doesn’t Know About Vocabulary Instruction • Which methods work best with students of different ages and abilities? • How can technology best be used to teach vocabulary? • How is vocabulary best integrated with comprehension instruction? • What combinations of instructional methods tend to work best? • What are the best ways to assess vocabulary?
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What are some of the most effective ways to teach vocabulary?
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Some Research-Based Techniques • • • • • • • •
Read-Alouds Semantic Feature Analysis Graphic Organizers List-Group-Label Semantic Maps (word webs) Word Lines Word Sorts Possible Sentences
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A Closer Look at Definitions
• Click to edit Master text styles – Second level – Third level • Fourth level – Fifth level
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golf n. 1. 2.
a good walk spoiled (Mark Twain) 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)
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golf n. …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 This definition, like nearly all definitions of nouns, has two components.
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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
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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
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Graphic Organizers
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A graphic organizer is a diagram that shows how key terms are related. • Click to edit Master tex o edit Master text styles – Second level
ond level
– Third level
level
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urth level – Fifth level
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– Third level
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Why Use Graphic Organizers? • They are easy to construct and discuss • Technical terms can be taught in clusters • They help kids “see” abstract content • They enhance recall and understanding • They have an impressive research base
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Shakespearean Tragedy Act 1 Act 2 Act 3 Act 4 Act 5
Exposition Complication Climax Resolution Conclusion
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Exposition Complication
Climax
Resolution
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Conclusion
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Exposition Complication Climax
Resolution
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Conclusion
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Complication Exposition
Complication Climax
Resolution
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Conclusion
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Climax Complication Exposition
Complication
Resolution Climax
ResolutionConclusion
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Rising Action
Climax Complication
Exposition
Complication
Resolution Climax
ResolutionConclusion
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Rising Action
Climax Complication
Exposition
Falling Action
Complication
Resolution Climax
ResolutionConclusion
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egg adult
larva pupa W W W . C O L E G A C Y . O R G
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Tree • Click to edit Master text styles Diagrams – Second level – Third level • Fourth level – Fifth level
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drugs stimulants depressants alcohol barbiturates caffeine Dexedrine
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drugs stimulants
depressants
caffeine Dexedrine
alcohol
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barbiturates
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Musical Instruments
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Musical Instruments wind
nonwind
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Musical Instruments
wind
brass
nonwind
woodwind
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Musical Instruments wind
brass
nonwind
woodwind
string
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percussion
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Musical Instruments wind
brass
trumpet
nonwind
woodwind
clarinet
string
violin
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percussion
drum
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Venn Diagrams
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Frog and Toad
Curious George
No people
Animals talk
Animal Characters
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Could happen
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Sociograms
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Sara Delano (1855-1941)
James Roosevelt (1828-1900)
Elliott Roosevelt (1860?-94)
Franklin Delano Roosevelt (1882-1945)
Anna b. 1906
James b. 1907
Anna Hall (1863-92)
Anna Eleanor Roosevelt (1884-1962)
Elliott b. 1910
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FDR, Jr. b. 1914
John b. 1916
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List-Group-Label
Hilda Taba’s idea later led to many related techniques.
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List Students brainstorm all the words they can recall at the end of a unit. Group Students suggest logical ways to group the words. Label Students suggest a label for each group they form.
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List Students brainstorm all the words they can recall at the end of a unit. Group Students suggest logical ways to group the words. Label Students suggest a label for each group they form.
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List Students brainstorm all the words they can recall at the end of a unit. Group Students suggest logical ways to group the words. Label Students suggest a label for each group they form .
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no legs boa venom
garter cobra
fang scales coral tail rattle copperhead trees holes ground
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no legs garter boa venom cobra fang scales coral tail rattle copperhead trees holes ground W W W . C O L E G A C Y . O R G
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no legs boa venom
garter cobra
fang scales coral tail rattle copperhead trees holes ground
garter boa copperhead cobra coral Thing Snakes Might Have rattle scales fang no legs venom tail trees holes ground W W W . C O L E G A C Y . O R G
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no legs boa venom
garter cobra
fang scales coral tail rattle copperhead trees holes 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 W W W . C O L E G A C Y . O R G
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Semantic Maps (Word Webs)
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Brainstorming Students offer ideas related to a topic Mapping Teacher and students form categories and map the words into a diagram Reading Students read a nonfiction selection Completing the Map Teacher and students revisit the map and together refine and expand it
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rattle scales fang
no legs venom tail
Things Snakes Might Have
Snakes garter boa copperhead cobra coral
Kinds
Where
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trees holes ground
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Semantic maps have the advantage of mirroring how words are stored in the lexicon.
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animal mammal
“meow� cat
dog 4 legs
c-a-t /kat/ lion
pet
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Word Lines
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hot
cold
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hot
tepid
cold
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hot
tepid
cold
sweltering
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hot
tepid sweltering
cold chilly
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hot
tepid sweltering
cold chilly
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Word Sorts
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Open Sort Categories are not given thorax abdomen wing adult egg
pupa antennae larva head leg
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Closed Sort Parts
Stages
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Closed Sort Parts thorax abdomen wing head leg antennae
Stages pupa Egg larva adult
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Possible Sentences • Present a list of 8-12 words the students will encounter in the new text • Add a few familiar terms • Ask for sentences containing at least two of the words • Teach the text • Return to the sentences • Together decide whether they are correct or can be edited to make them so
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Word Cards • Students need to focus on words for more than a few seconds to increase understanding • Students “do the work!” • Provide 5x7 note cards and have students divide in 4 quadrants
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Vocabulary Card: Frayer Model Essential Characteristics
Nonessential Characteristics
word Non-exemplars
Examples
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Marzano’s 6-step Process for Direct Vocabulary Instruction 1. Teacher provides a description and example of the new term 3. Students restate the explanation in their own terms 3. Students create a non-linguistic representation of the word
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Marzano’s 6-step Process for Direct Vocabulary Instruction 4. 5.
Students do activities with the identified words to ensure distributed practice and multiple exposures Students discuss the terms with one another ● Students use games to “play” with the words. ●
In addition, he recommends the use of a vocabulary notebook for each student.
● ●
Marzono, R. (2004) Building BackgroundKnowledge for Academic Achievement. Alexandria, VO: ASCD.
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Research in Action
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Integrating Vocabulary Instruction in the Content Area 1. Intentionally select words that are worth teaching 2. Model use of the selected words 3. Allow time for students to use the words immediately after modeling
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Integrating Vocabulary Instruction In the Content Area 4. Give tasks that promote application and personalization 5. Engage students in authentic reading tasks, daily, focusing on high-frequency prefixes, suffixes and root words (Fisher & Frey, 2008)
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Selecting Words to Teach “Research shows that some words can be learned from reading, but not until students encounter the new words repeatedly-through reading many other texts, verbal discussion,….” Fisher, D. & Frey, N. (2008)
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Word Selection With the idea that students can learn (successfully) eight to ten words a week, how can we select the words that are worth teaching? Isabel Beck (2002) and Fischer and Frey (2008) suggest choosing words from Tier 2 & Tier 3 that fit the following guidelines‌.
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Representation • Is the word critical to understanding the text? • Is the word representative of a family of words? • Does the word represent an idea that is necessary to understand related concepts?
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Repeatability • Does the word occur repeatedly in the text? • Will the word be used again this year?
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Transportability • Will the word be used in discussion? • Will the word be required in writing? • Will the word be used in other content areas?
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Contextual Analysis •
Will students be able to figure out the meaning using context clues or is direct instruction needed?
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Structural Analysis • Will students use structural analysis to determine the meaning or do they need direct instruction?
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Cognitive Load •
Have I identified an appropriate number of words that students will be able to integrate and apply the meanings of the words?
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Choice Literacy Podcast Learn more about vocabulary instruction and how it is connected to the Common Core Standards and reading comprehension. https ://itunes.apple.com/us/podcast/doug-fisher-on-vocabulary/id488875239?i=111953207
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Tier 1 Words Some learners new to English may also need background knowledge and support in Tier 1 words. This is a link to a word list that includes 850 words that are phonetically regular, easy to pronounce and could be a boost for English learners. Ogden’s Basic English Word List http://ogden.basic-english.org/words.html
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More Vocabulary Resources
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• Click to edit Master text styles – Second level – Third level • Fourth level – Fifth level
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“In the long run, effective intervention will involve extended vocabulary work as a normal part the curriculum.”
Andy Biemiller 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.
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Online Dictionaries • • • • • •
General Words: www.merriam-webster.com Visual Dictionary: www.infovisual.info Rhyming Words: www.rhymezone.com Spanish Language: www.spanishdict.com World Languages: www.wordreference.com Thesaurus: www.bartleby.com/thesauri
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References Baumann, 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. Beck, I.L., McKeown, (2008). Rev It Up: Robust Encounters with Vocabulary. Orlando, Florida: Steck-Vaughn. Blachowicz, C., & Cobb, C., (2007). Teaching Vocabulary Content Areas. Alexandria, VA : ASCD.
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References Fisher, D. & Frey,N. (2008). Word Wise Content Rich: Five Essential Steps to Teaching Academic Vocabulary. Porstsmouth, NH: Heinemann. Marzano, R. (2004) Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD. Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: IRA.Erlbaum. 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.
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