Does Vocabulary Instruction

Make a Difference?

February 19, 2013

Mitzi Hoback and

Suzanne WhislerESU 4

Explicit Instruction: Chapter 3

http://explicitinstruction.org/

Anita Archer

CharlesHughes

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Purposes of Session

Participants will be able to:1. Select vocabulary for explicit

instruction. 2. Provide student-friendly

explanations.3. Develop examples and non-

examples for vocabulary instruction.

4. Design basic lessons for teaching vocabulary.

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Characteristics - Effective Vocabulary Instruction1. Instruction is clear and

unambiguous.2. Instruction involves presentation of

word meanings and contextual examples.

3. Multiple exposures to the word are provided.

4. Sufficient instructional time is devoted to vocabulary instruction.

5. Students are actively engaged in vocabulary instruction.

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Characteristics - Effective Vocabulary Instruction

1. Instruction is clear and ______________.2. Instruction involves presentation of

word __________and contextual __________.

3. __________ exposures to the word are provided.

4. Sufficient instructional ______ is devoted to vocabulary instruction.

5. Students are actively _______________in vocabulary instruction.

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Explicit Vocabulary Instruction

Preliminary evidence…suggests that as late as Grade 6, about 80% of words are learned as a result of direct explanation, either as a result of the child’s request or instruction, usually by a teacher.

(Biemiller, 1999)

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Preparation for Explicit Vocabulary Instruction – 3 Steps

1. Select words for explicit instruction

2. Develop or adopt student-friendly explanations

3. Develop examples and non- examples for introducing word or for checking understanding

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Explicit Vocabulary Instruction –Step 1 - Selection of Vocabulary

Select a limited number of words for robust, explicit vocabulary instruction

Three to ten words per story, portion of story, or section of a chapter

Briefly tell students the meaning of other words needed for comprehension

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Explicit Vocabulary Instruction-Selection of Vocabulary Select words that are unknown Select words that are critical to passage

understanding Select words that students will encounter in

future (Stahl, 1986) Focus on Tier Two words (Beck & McKeown,

2003) Academic Vocabulary – Larry Bell’s Power

Words Select words that are more difficult to obtain

Words having an abstract versus concrete reference

Words with unknown concept Words not adequately explained within the text

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Selection of Vocabulary (Beck & McKeown, 1985)

Tier One - Basic words chair, bed, happy, house

Tier Two - Words in general use, but not common

General Academic Vocabulary concentrate, absurd, fortunate, relieved, dignity,

convenient, observation, analyze, persistence

Tier Three - Rare words limited to a specific domainBackground Vocabulary

tundra, perimeter, igneous rocks, constitution, area, sacrifice fly, genre, foreshadowing

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Practice Activity -Select words for robust, explicit instruction

Fifth Graders

The Family Under the Bridge by Natalie Savage Carlson

Preparation for reading Chapter 1.

monsieur can’t abide

cathedral dignity

cowered gratitude

hidey-hole fastidious

hyacinths loitering

adventure roguish

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Practice Activity -Select 5 words for robust, explicit instruction

Reading Level: Eighth Grade Passage: Breaker’s BridgeSeries: Prentice Hall Words: *Selected for instruction in manual.

obstacle district amplify

writhing gorge imperial

piers miniature emerged

executioner defeated insult

immortals desperation deposited

emperor supervising deadline

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Preparation – Step 2 - Student-Friendly Explanations Dictionary Definition

relieved - (1) To free wholly or partly from pain, stress,

pressure. (2) To lessen or alleviate, as pain or pressure

Student-Friendly Explanations (Beck, McKeown, & Kucan, 2003)

Uses known words Easy to understand

You feel relieved when something that was difficult is over or never happened at all.

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Preparation - Student-Friendly Explanations

Dictionary Definition Attention - a. the act or state of attending through

applying the mind to an object of sense or thought b. a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity

Dictionary for English Language Learners(Collins COBUILD School Dictionary of American English)

If you give someone or something your attention,you look at them, listen to them, or think about them carefully.

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Practice Activity - Student-Friendly Explanations

Dictionary Definition Student-Friendly Explanations

disgusting - to cause to feel disgust; be sickening, repulsive, or very distasteful to

When something is disgusting, you really dislike it. It can almost make you sick.

fragile - easily broken, damaged, or destroyed

If something is fragile, it can be broken or damaged easily.

gratitude - a feeling of thankful appreciation for favors or benefits received

loitering - to linger in an aimless way; spend time idly

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Step 3 - Designing Examples and Non-examplesStep 1: Examine the definition and determine

thecritical attributes or parts of the definition Glossary Entry

foreshadowing. Foreshadowing is the author’s use of clues to hint at what might happen later in the story. Writers use foreshadowing to build their readers’ expectations and to create suspense.

Critical Attributes foreshadowing Author’s procedure Use of clues Hints at what might happen later in the story

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Designing Examples and Non-examples

Glossary EntryPerpendicular lines. Two lines that intersect to form a

right angle.

Critical Attributes Perpendicular lines

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Designing Examples and Non-examples

Step 2. Design examples in which all attributes are present

foreshadowing Author’s procedure Use of clues Hints at what might happen later in the story

Early in the story about Blue Cloud, the author indicatedthat Dakota babies are taught not to cry. Later in the story, the baby who was lost in the grass did not cry, making it impossible to locate the baby. This is an example of foreshadowing. The author gave us hints about what might happen later in the story.

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Designing Examples and Non-examples

Step 2. Design examples in which all attributes are present

perpendicular two lines Intersect form right angle

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Designing Examples and Non-examples

Step 3. Design non-examples in which some,but not all, critical attributes are missing foreshadowing

Author’s procedure Use of clues Hints at what might happen later in the story

Early in the story about Blue Cloud, the author told about theDakota tribe moving to a new location. This is NOT an example of foreshadowing. The author is telling what is happening, but is not giving hints about what will happen later in the story.

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Designing Examples and Non-examples

Step 3. Design non-examples in which some,

but not all, critical attributes are missing

perpendicular lines two lines Intersect for a right angle

Share the 3 steps for preparing for vocabulary instruction.

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Basic Lesson Design - Vocabulary

Step 1. Introduce the worda) Write word on board or display on screen

b) Read word and have students repeat word

c) If word is difficult to pronounce or unfamiliar have students repeat word a number of times

Introduce the word with me

“ This word is compulsory. What word?”

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Basic Lesson Design – Vocabulary . . .

Step 2. Introduce meaning of word Option # 1. Present a student-friendly

explanationa) Tell students the explanation ORb) Have them read the explanation with you

Present the definition with me.

“When something is compulsory, it is required and you must do it. So if it is required and you must do it, it is _______________.”

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Basic Lesson Design - Vocabulary (continued)

Step 2. Introduce meaning of word Option # 2. Have students locate definition in glossary or text

a) Have them locate the word in the glossary or textb) Have them break the definition into the critical attributes

Glossary Entry: Industrial Revolution Social and economic changes in Great Britain, Europe, and the United States that began around 1750 and resulted from making products in factories

Industrial Revolutiono Social & economic changeso Great Britain, Europe, USo Began around 1750o Resulted from making products in factories

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Basic Lesson Design - Vocabulary(continued)

Step 2. Introduce meaning of wordOption # 3. Introduce word using morphemes

(meaningful parts of word)

o autobiography auto = selfbio = lifegraph = letters, words, or pictures

o dehydrationhydro = water

o inspectionspect = see

o telephonetele = distantphone = sound

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Basic Lesson Design - Vocabulary (continued)

Step 3. Illustrate the word with examples a) Concrete examples

- Object- Act out

b) Visual examplesc) Verbal examples(Also discuss when the term might be used and who might use the

term.)

Present the examples with me.

“Coming to school as 8th graders is compulsory.”“Stopping at a stop sign when driving is

compulsory.”

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Basic Lesson Design - Vocabulary (Continued)

Step 4. Check students’ understanding

Option #1. Firm up with choices

Check students’ understanding with me.

If something is compulsory is it required or not required? required

If something is compulsory can you choose to not do it? Yes or No? no

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Basic Lesson Design - Vocabulary (continued)

Step 4. Check students’ understanding

Option #2. Have students discern between

examples and non-examplesCheck students’ understanding with me.

Tell me compulsory or not compulsory

Attending school as 8th graders compulsory

How do you know it is compulsory? It is required

Going to college when you are 25 not compulsory

“Why is it not compulsory?” It is not required. You get to choose to go to college.

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Basic Lesson Design - Vocabulary(continued)

Step 4. Check students’ understandingOption #3. Have students generate

examples

Check students’ understanding with me.

There are many things at this school that arecompulsory. Think of things that are compulsory.

Talk with your partner. List things that are compulsory at this school.

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Basic Lesson Design - Vocabulary

I do it 1. Introduce the word2. Present a student-friendly explanation3. Illustrate the word with examples

You do it4. Check students’ understanding

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Elaborated Lesson Design - Vocabulary and Concepts

I do it. 1. Introduce the word2. Present student-friendly explanation3. Illustrate the word with examples and non-

examples

We do it.4. Guide students in analyzing examples and non- examples using critical attributes

You do it. 5.Check students’ understanding

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Practice Activity: Teaching Critical Vocabulary (Example A)

1. Introduce the word.This word is migrate. What word?

2. Introduce the meaning of the word. Present a student-friendly explanation.When birds or other animals migrate, they move from one place to another at a certain time each year.So if birds move to a new place in the winter or spring, we say that the birds _________________. Animals usually migrate to find a warmer place to live or to get food.

3. Illustrate the word with examples.Sandhill Cranes fly from the North to the South so they can live in a warmer place. Sandhill Cranes _______________.

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Practice Activity: Teaching Critical Vocabulary (Example A continued)

The wildebeests in Africa move to a new place so that they can find water and grass. Wildebeests _______.

4. Check students’ understanding. (Deep processing question.)

Why might birds migrate? Tell your partner. Start by saying: One reason birds migrate is __________. (Monitor and coach. Then call on individuals.)

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Vocabulary Instruction -Extensions1. Introduce the part of speech

2. Introduce synonyms (same), antonyms (opposite), homographs (same spelling - different meaning)

4. Tell students when and where the word is often used

5. Introduce the etymology (history and/or origin) of the word

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Vocabulary Instruction -Extensions

5. Introduce students to other members of word family

conform wild conforms wilderness

conformedconformingconformist protest

non-conformist Protestant non-conforming

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Vocabulary Logs

Have students maintain log of vocabulary to facilitate study and review

What can be recorded on a vocabulary log? Word Student-friendly explanation Any of these options

Sentence to illustrate the word’s meaning Examples and non-examples An illustration

In lower grades, create a group log on flip chart

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Word Walls

Create a word wall in your classroom Post a reminder of the context

Copy of the cover of the read-aloud bookCopy of the first page in the storyThe topic in science or social studies

Post the vocabulary words Incorporate the words into your classroom

language Encourage students to us words when

speaking and writing

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Conclusion

“Words are all we have.”

Samuel Beckett