IEL: Focus on IEL: Focus on Phonics and Phonics and VocabularyVocabulary

NJDOE - Office of LiteracyNJDOE - Office of Literacy

Critical ElementsCritical Elements

• Motivation and Background Motivation and Background KnowledgeKnowledge

• Phonemic AwarenessPhonemic Awareness

•Phonics•Vocabulary• ComprehensionComprehension• FluencyFluency• Writing Writing

• What was your experience What was your experience with with phonicsphonics as a student? as a student?

Background Knowledge Background Knowledge SystemsSystems

• GraphophonicGraphophonic (Linguistic) Students know the (Linguistic) Students know the core structure of their oral language ; English core structure of their oral language ; English is CVCis CVC

• SyntacticSyntactic (Grammar) English and most (Grammar) English and most languages are NP + VP. English is highly languages are NP + VP. English is highly structured and controlled by word order.structured and controlled by word order.

• SemanticSemantic (Vocabulary) English is a (Vocabulary) English is a conglomerate, freely borrowing from many conglomerate, freely borrowing from many languageslanguages

(Freeman, D. E. & Yvonne S., (Freeman, D. E. & Yvonne S., 1994)1994)

Characteristics of Strong Characteristics of Strong Phonics InstructionPhonics Instruction

• Clear, direct and explicitClear, direct and explicit• Ample modeling of applying Ample modeling of applying

phonics skillsphonics skills• Focuses on reading words and Focuses on reading words and

connected text, not learning rulesconnected text, not learning rules• Contains repeated opportunities Contains repeated opportunities

to apply learned sound-spelling to apply learned sound-spelling relationships to reading and relationships to reading and writingwriting

Phonics Development and Phonics Development and the Alphabetic Principlethe Alphabetic Principle

• The Probable Acquisition System for The Probable Acquisition System for English Language Background English Language Background StudentsStudents

• Using a CVC approach, explicit Using a CVC approach, explicit systems introducesystems introduce– Initial consonantsInitial consonants– Final consonantsFinal consonants– Medial short vowelsMedial short vowels– Medial long vowelsMedial long vowels

Phonics and Phonics and VocabularyVocabulary

• Phonics instruction needs words to Phonics instruction needs words to make sense to studentsmake sense to students– Depends on building the connection Depends on building the connection

between phonemic awareness and between phonemic awareness and background oral proficiencybackground oral proficiency

• Words must have meaning to Words must have meaning to connect to studentsconnect to students– Depends on oral proficiency and Depends on oral proficiency and

background knowledgebackground knowledge

Phonics Development and Phonics Development and the Alphabetic Principlethe Alphabetic Principle

• Introduce and Practice with the usual, less common Introduce and Practice with the usual, less common graphemic representations (digraphs)graphemic representations (digraphs)– Letters “ai” , and “ay” make the /e/ long “a” soundLetters “ai” , and “ay” make the /e/ long “a” sound– Letters “ee”, and “ea” make the /i/ long e soundLetters “ee”, and “ea” make the /i/ long e sound

• Introduce and Practice even more less frequent Introduce and Practice even more less frequent graphemic representationsgraphemic representations– Letters “gh”, and “ph” usually make the /f/ sound, Letters “gh”, and “ph” usually make the /f/ sound,

“ph” can occur anywhere, but “gh” only occurs “ph” can occur anywhere, but “gh” only occurs medially or at the end, and it is not always true. medially or at the end, and it is not always true. Example “igh” negates the “gh” (high), and there Example “igh” negates the “gh” (high), and there are other possibilities as well “bought”are other possibilities as well “bought”

Phonics Development and Phonics Development and the Alphabetic Principlethe Alphabetic Principle

• Introduce and Practice the most unusual Introduce and Practice the most unusual graphemic representations – Late graphemic representations – Late DecodingDecoding– ough = rough - /rough = rough - /rəəf/f/– ough = doughnut - /donough = doughnut - /donəətt//– ough = bought- /bough = bought- /bככtt//– ough = bough- /baUough = bough- /baU/ / – and then there are:and then there are:

house, courtesy, numerous, would, pour, house, courtesy, numerous, would, pour, hourhour

Instructional Strategies Instructional Strategies with Early Phonicswith Early Phonics

Blending: isolated sounds join together to Blending: isolated sounds join together to form wordsform words /k/ /æ/ /t/ = cat/k/ /æ/ /t/ = cat

Whole word to part(s): What is the first Whole word to part(s): What is the first sound you hear in cat = /k/sound you hear in cat = /k/

Rhymes, families:Rhymes, families:

the _at family = cat, bat, hatthe _at family = cat, bat, hat

Late DecodingLate Decoding

• All these acquired skills are applied to All these acquired skills are applied to compound words and other polysyllabic compound words and other polysyllabic wordswords– Compounds like doghouse, blackboard, etc.Compounds like doghouse, blackboard, etc.– With polysyllabic words a new situation With polysyllabic words a new situation

presents itself – stress and intonation so presents itself – stress and intonation so that sound/letter arrangements changethat sound/letter arrangements change•ApplyApply /əplaI/ /əplaI/ becomesbecomes applicationapplication

/æplIke/æplIkeککəən/ n/ which becomes applicablewhich becomes applicable /əplIkəbəl/ or /æplIkəbəl/ /əplIkəbəl/ or /æplIkəbəl/

Syllabication Syllabication GeneralizationsGeneralizations

• If the word is a compound word, divide the If the word is a compound word, divide the word between the two words that comprise itword between the two words that comprise it

• Inflectional endings such as Inflectional endings such as ing, er, est, ing, er, est, and and eded often form separate syllables often form separate syllables

• When two or more consonants appear in the When two or more consonants appear in the middle of the word, divide the word between middle of the word, divide the word between them (CVC + CVC) wordsthem (CVC + CVC) words

• When only one consonant appears betweenWhen only one consonant appears between two vowels, divide the word before the two vowels, divide the word before the

consonantconsonant

Structural Analysis- PrefixesStructural Analysis- PrefixesGuidelinesGuidelines

• Explicitly define, model, and Explicitly define, model, and practicepractice

• Discuss prefix “warnings”Discuss prefix “warnings”

• Teach only the most common Teach only the most common prefixesprefixes

Structural Analysis- Structural Analysis- SuffixesSuffixes

GuidelinesGuidelines• Explicitly define, model, and Explicitly define, model, and

practicepractice

• Teach suffix “warnings” Teach suffix “warnings” concerning spelling changesconcerning spelling changes

• Teach only the most common Teach only the most common

suffixessuffixes

Guidelines for Roots Guidelines for Roots InstructionInstruction

• Teach common Greek and Latin Teach common Greek and Latin roots in grades 3 -8 to give students roots in grades 3 -8 to give students access to a larger number of wordsaccess to a larger number of words

• Teach Greek and Latin roots in Teach Greek and Latin roots in categories (i.e. number, size, body)categories (i.e. number, size, body)

• Focus on the most common, high-Focus on the most common, high-utility rootsutility roots

Word Analysis GamesWord Analysis Games

• Word Webs w/Latin and Word Webs w/Latin and Greek RootsGreek Roots

• Root SearchRoot Search

• Word DetectivesWord Detectives

• PasswordPassword

• What was your experience What was your experience with with vocabularyvocabulary as a as a

student?student?

Vocabulary and Vocabulary and ComprehensionComprehension

One of the oldest findings in One of the oldest findings in educational research is the strong educational research is the strong relationship between vocabulary relationship between vocabulary knowledge and reading knowledge and reading comprehension.comprehension.

(Stahl, 1999, (Stahl, 1999, p. 3)p. 3)

The Role of VocabularyThe Role of Vocabulary

• All of the energy and time expended in All of the energy and time expended in acquiring the “decoding” system is applied acquiring the “decoding” system is applied to known and unknown vocabularyto known and unknown vocabulary

• Initially efforts are made to present common Initially efforts are made to present common CVC words so that the “rules apply”CVC words so that the “rules apply”– -cat, dog, run, and, at, etc-cat, dog, run, and, at, etc

• However, dolch/sight words must be However, dolch/sight words must be introduced immediately for the earliest introduced immediately for the earliest reading to take placereading to take place

Multiple UnknownsMultiple Unknowns

The gobbledorph drined a The gobbledorph drined a bleen in the shile to rend bleen in the shile to rend its crill.its crill.

Comprehension Questions:Comprehension Questions:Please answer in complete Please answer in complete

sentences.sentences.

1.1. Who drined the Who drined the bleen?bleen?

2.2. What did the What did the gobbledorph drine?gobbledorph drine?

3.3. Where did the Where did the gobbledorph drine gobbledorph drine the bleen?the bleen?

4.4. Why did the Why did the gobbledorph drine gobbledorph drine the bleen in the the bleen in the shile?shile?

1.1.

2.2.

3.3.

4.4.

Vocabulary and DecodingVocabulary and Decoding

• Children who are capable decoders often Children who are capable decoders often experience difficulty in reading when they experience difficulty in reading when they encounter too many words for which they encounter too many words for which they have no meaning. (Rupley, 2003)have no meaning. (Rupley, 2003)

• Thus, an extensive vocabulary is the bridge Thus, an extensive vocabulary is the bridge between the word-level processes of between the word-level processes of phonics and the cognitive processes of phonics and the cognitive processes of comprehension. (Kamil & Hiebert, in press)comprehension. (Kamil & Hiebert, in press)

Vocabulary and Vocabulary and Background KnowledgeBackground Knowledge

Children’s vocabulary knowledge closely Children’s vocabulary knowledge closely reflects their breadth of real-life and reflects their breadth of real-life and vicarious experiences.vicarious experiences.

• If children have printed words in their oral If children have printed words in their oral vocabulary, they can easily and quickly sound vocabulary, they can easily and quickly sound out, read, and understand them, as well as, out, read, and understand them, as well as, comprehend what they are reading (National comprehend what they are reading (National Reading Panel)Reading Panel)

• There are profound differences in vocabulary There are profound differences in vocabulary knowledge among learners from different knowledge among learners from different ability or socioeconomic (SES) groups from ability or socioeconomic (SES) groups from toddlers through high school.toddlers through high school.

(Beck, McKeown, Kucan, 2002, (Beck, McKeown, Kucan, 2002, p. 1)p. 1)

Vocabulary AcquisitionVocabulary Acquisition

• Students arrive with social (kitchen) Students arrive with social (kitchen) English knowing (orally) most dolch English knowing (orally) most dolch words and critical “irregulars” like words and critical “irregulars” like are, was, been, etc.are, was, been, etc.

• Vocabulary instruction unfolds Vocabulary instruction unfolds similarly to phonics instruction with similarly to phonics instruction with CVC words preceding late decoding CVC words preceding late decoding words, compounds, polysyllabic etc.words, compounds, polysyllabic etc.

Immediate Immediate ConsiderationsConsiderations

• ELLs do not arrive with social ELLs do not arrive with social EnglishEnglish

• Students, who have been read to, Students, who have been read to, will enter with broader experiential will enter with broader experiential vocabulary (incidental vocabulary – vocabulary (incidental vocabulary – huff and puff)huff and puff)

Differentiating Instruction Differentiating Instruction for ELLsfor ELLs

• ELL students need opportunities to ELL students need opportunities to actively engage with new words.actively engage with new words.

• Thematic approaches which involve Thematic approaches which involve the development of conceptual the development of conceptual networks. networks.

• ELL students require instruction in ELL students require instruction in both basic and sophisticated both basic and sophisticated vocabulary words.vocabulary words.

• Explicit instruction of idiomatic Explicit instruction of idiomatic expressions and figurative language.expressions and figurative language.

What Does it Mean to What Does it Mean to Know a Word?Know a Word?

No knowledge

Heard it, but does not know it’s meaning

Recognizes it in contextKnows it well

(Beck, McKeown, & Kucan, 2002)

What does scientifically-What does scientifically-based research tell us based research tell us

about vocabulary about vocabulary instructioninstruction??

• MostMost vocabulary is learned indirectly: vocabulary is learned indirectly:

Children learn word meanings indirectly in three Children learn word meanings indirectly in three ways:ways:

• Conversations with adults. Conversations with adults. • Listening to adults read and engaging in Listening to adults read and engaging in

conversations about books.conversations about books.• Reading extensively on their own, Reading extensively on their own,

encountering unfamiliar words.encountering unfamiliar words.

• SomeSome vocabulary should be taught directly: vocabulary should be taught directly:

Direct instruction includes:Direct instruction includes:•Teaching specific words before reading. Teaching specific words before reading.

•Providing instruction over an extended Providing instruction over an extended

period of time and working actively with period of time and working actively with words. words.

•Using new words in different contexts.Using new words in different contexts.

•Repeated exposure and active engagement.Repeated exposure and active engagement.

Vocabulary PyramidVocabulary Pyramid

Tier 3

Tier 2

Tier 1

• Tier 3 Tier 3 Mitosis, ubiquitousMitosis, ubiquitous

• Tier 2Tier 2Journey, defiant,Journey, defiant,

• Tier 1Tier 1(at-Dolch), (love-(at-Dolch), (love-

sight), (play-sight), (play-everyday wordseveryday words))

Vocabulary TiersVocabulary Tiers

Tier 1Tier 1• You can see it, touch it, draw itYou can see it, touch it, draw it• It is used in everyday speech (social It is used in everyday speech (social

English)English)Tier 2Tier 2

• Common words you run into in school Common words you run into in school and readingand reading

• You can use Tier 1 words as synonyms You can use Tier 1 words as synonyms or explain through situationsor explain through situations

Tier 2Tier 2

• Gigantic is very, very bigGigantic is very, very big• Journey is a trip, it is when you go to Journey is a trip, it is when you go to

a new place with your family or frienda new place with your family or friend

• Don’t use Tier 2 unknown to explain a Don’t use Tier 2 unknown to explain a Tier 2 unknownTier 2 unknown

• Gigantic = enormousGigantic = enormous• Journey = excursionJourney = excursion

Multiple Meanings and Multiple Meanings and Tier 2Tier 2

• Students will acquire most common Students will acquire most common meaning first height = tall(ness)meaning first height = tall(ness)

• Additional meanings need to be Additional meanings need to be explicitly taughtexplicitly taught

The The heightheight of the Roman empire was of the Roman empire was reached in the first century C.E.reached in the first century C.E.

Height = zenith, apex (Synonyms Height = zenith, apex (Synonyms may not be very helpful) Use graphic may not be very helpful) Use graphic organizersorganizers

Tier 3Tier 3

• Content or usage specific words, Content or usage specific words, rarely used:rarely used:

Ubiquitous (rarely used), Ubiquitous (rarely used),

photosynthesis (content specific)photosynthesis (content specific)

What words should I teach?What words should I teach?• Since text may have many unknown words, Since text may have many unknown words,

direct vocabulary instruction is time direct vocabulary instruction is time consuming, and most text can be understood consuming, and most text can be understood without knowing the meaning of every word;without knowing the meaning of every word;

• Teach: Teach: Tier 2 vocabularyTier 2 vocabularyUseful wordsUseful words that students will see or use that students will see or use

repeatedly.repeatedly.

Difficult wordsDifficult words that have multiple meanings. that have multiple meanings.

Important wordsImportant words that are significant for that are significant for understanding understanding concepts within the text. (could be concepts within the text. (could be Tier2 or Tier 3)Tier2 or Tier 3)

Direct InstructionDirect InstructionVocabulary Learning:Vocabulary Learning:

• A A fewfew key words are taught within meaningful key words are taught within meaningful contexts.contexts.

• Words are related to students prior knowledge Words are related to students prior knowledge in ways that actively involve them in learning.in ways that actively involve them in learning.

• Student-centered activities are available in Student-centered activities are available in classroom centers.classroom centers.

• Students are given multiple exposure to the Students are given multiple exposure to the words.words.

• Students are taught to identify root or base Students are taught to identify root or base words through the use of prefixes, suffixes and words through the use of prefixes, suffixes and other word parts.other word parts.

Learning a definition is not learning a word. Learning a definition is not learning a word. Students mustStudents must

relate it to other concepts and words they relate it to other concepts and words they already know.already know.

A Word about Word A Word about Word WallsWalls

• They change with growth of vocabularyThey change with growth of vocabulary

• They have purpose(s)They have purpose(s)– New words from readings New words from readings

• (Story word wall, content word walls, wow words, (Story word wall, content word walls, wow words, Tier 3 )Tier 3 )

– Tier 2 words (prefer) that are hard to spell Tier 2 words (prefer) that are hard to spell (bought)(bought)

– Words that are useful in writing (although, Words that are useful in writing (although, even though,…transition words)even though,…transition words)

Building Word Knowledge with Building Word Knowledge with English Language Learners:English Language Learners:

Many ELL students bring a rich store of first Many ELL students bring a rich store of first language word knowledge that can serve as a language word knowledge that can serve as a foundation for learning new words in English.foundation for learning new words in English.

• Cognates (words similar in English and the first Cognates (words similar in English and the first language)language)

• Many Tier 2 and even Tier 3 words in English are Many Tier 2 and even Tier 3 words in English are everyday Tier 1 words in Spanisheveryday Tier 1 words in SpanishPreocupadoPreocupado preoccupied (worried)preoccupied (worried)ValienteValiente valiant (brave)valiant (brave)SignificarSignificar significant (mean)significant (mean)

Vocabulary StrategiesVocabulary Strategies

• Concept Definition MapConcept Definition Map

• Cloze ProceduresCloze Procedures

• Vocab-O-GramsVocab-O-Grams

(Blachowicz & Fisher, 2002)(Blachowicz & Fisher, 2002)

What do I take from this?What do I take from this?

• When reading, students must be able to When reading, students must be able to decode the worddecode the word

• Students will immediately attempt to Students will immediately attempt to relate sounded out word to oral relate sounded out word to oral vocabulary and background knowledgevocabulary and background knowledge

• Read, read, read to students because Read, read, read to students because most vocabulary acquisition is incidentalmost vocabulary acquisition is incidental

• Some vocabulary must be explicitly Some vocabulary must be explicitly taughttaught

• Tier 2 words are criticalTier 2 words are critical

Resources:Resources:

Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Beck, Isabel, McKeowon, M, & Kucan, L, (2002). Bringing Bringing Words to Life: Robust Vocabulary Instructiion, Words to Life: Robust Vocabulary Instructiion, Guilford. Guilford.

Bos, C.S., & Vaughn, S. (2002). Bos, C.S., & Vaughn, S. (2002). Teaching Students with Teaching Students with Learning and Behavior Problems. Learning and Behavior Problems. Boston: Allyn and Bacon.Boston: Allyn and Bacon.

Balajthy, E., & Lipa-Wade, S. (2003). Balajthy, E., & Lipa-Wade, S. (2003). Struggling Readers: Struggling Readers: Assessment and Instruction in Grades K-6. Assessment and Instruction in Grades K-6. New York: New York: Guilford Press.Guilford Press.

Catts, H.W., & Kamhi, A.G.. (1999). Catts, H.W., & Kamhi, A.G.. (1999). Language and Reading Language and Reading Disabilities. Disabilities. Boston: Allyn and Bacon. Boston: Allyn and Bacon.

Cooper, J.D. (2000). Cooper, J.D. (2000). Literacy: Helping Children Construct Literacy: Helping Children Construct Meaning. Meaning. Boston: Houghton Mifflin.Boston: Houghton Mifflin.

Cunningham, P., & Allington, R.L. (2003). Cunningham, P., & Allington, R.L. (2003). Classrooms that Classrooms that Work: They can all read and write. Work: They can all read and write. New York: Harper New York: Harper Collins.Collins.

Resources:Resources:Freeman, Yvonne & Freeman, D. (1994). Freeman, Yvonne & Freeman, D. (1994). Between Worlds: Access to Between Worlds: Access to

Second Language Acquisition. Second Language Acquisition. Portsmouth, NH: Heinemann.Portsmouth, NH: Heinemann.

Kamil, M.L., & Hiebert, E.H. (in press). The teaching and learning of Kamil, M.L., & Hiebert, E.H. (in press). The teaching and learning of vocabulary: Perspectives and persistent issues. In E.H. Hiebert & vocabulary: Perspectives and persistent issues. In E.H. Hiebert & M. Kamil (Eds.), M. Kamil (Eds.), Teaching and learning vocabulary: Bringing Teaching and learning vocabulary: Bringing scientific research to practicescientific research to practice. Mahwah, NJ: Erlbaum.. Mahwah, NJ: Erlbaum.

Lehr, Fran, Osborn , J. & Herbert, E. (2003)Lehr, Fran, Osborn , J. & Herbert, E. (2003)A Focus on VocabularyA Focus on Vocabulary, , Pacific Resources for Education and LearningPacific Resources for Education and Learning

Peregoy, S., & Boyle, O. (2001). Peregoy, S., & Boyle, O. (2001). Reading, Writing and Learning in ESL: Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers. A Resource Book for K-12 Teachers. New York: Longman.New York: Longman.

Rupley, William H , John Logan, & William Nichols (2003) Rupley, William H , John Logan, & William Nichols (2003) Vocabulary Vocabulary Instruction in a Balanced Reading ProgramInstruction in a Balanced Reading Program, EBSCO., EBSCO.

Put Reading First: The Research Building Blocks for Teaching Children Put Reading First: The Research Building Blocks for Teaching Children to Read to Read (2001). The Partnership for Reading: National Institute for (2001). The Partnership for Reading: National Institute for Literacy; National Institute for Child Health and Human Literacy; National Institute for Child Health and Human Development; and the U.S. Department of Education.Development; and the U.S. Department of Education.

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