pbs module 1 - vocabulary

Literacy Design Collaborative

Professional Development

Vocabulary

2W W W . C O L E G A C Y . O R G

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


Session Outline1. Introduction2. Reading Assignment3. Research4. Research to Action - Activities5. Research to Action - Video Clip6. Take Action - Assignment/mini-task7. Resources


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

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_A.pdf


Guiding Questions1. 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?


Research


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?

A Vocabulary Riddle


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.

The Vocabulary Catch-22


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.

The Importance of Vocabulary


Why is a large vocabulary associated with good

comprehension?


The Instrumental Hypothesis

Vocabulary aids comprehension by providing the reader with a tool, or instrument.


The Knowledge Hypothesis

It’s not so much the words themselves that help, but the knowledge they represent.


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)


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


The Reciprocal Hypothesis

Being a better reader makes it possible for you to read more

Reading more gives you a bigger vocabulary

Having a bigger vocabulary makes you a better reader


1. The number of words in English is very large2. Academic English differs from the kind of English used at

home3. Word knowledge involves far more than learning definitions4. Sources of information about words are often hard to use

or are unhelpful

Stahl & Nagy (2005)

Four Obstacles to Acquiring a Large Vocabulary


How do we learn words from experiences?


Gavagai

An aborigine points to a running rabbit and says “Gavagai.” Can you infer the word’s 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.

Meaning


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.


Do I have to eat these?

Yeah.


Do I have to eat these?

Yes, because they have vitamins that will help you grow and get stronger.

“Motherese”


What does it mean to know a word?


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

A Continuum of Word Knowledge


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.

Lexicon


How is a word stored in the lexicon?


cat


cat

/kat/

c-a-t


cat

/kat/4 legs

“meow”c-a-t

pet


cat

/kat/4 legs

“meow” c-a-t

animal

petlion


cat

/kat/

mammal

4 legs

“meow” c-a-t

animal

petlion


cat

/kat/

mammal

4 legs

“meow”c-a-t

animal

petlion


cat

/kat/

dog

mammal

4 legs

“meow” c-a-t

animal

petlion


cat

/kat/

dog

mammal

4 legs

“meow”c-a-t

animal

petlion


Dual Coding TheoryTwo 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.


New meanings and even new pronunciations of a word may be added to a student’s lexicon

over time.

produce

próduce

Raw veggies

prodúce

to make


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.

“Lean”


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.

K 1 2 3 4 5 6 7 8 •••

lean To rest oneobject againstanother

To rely on anotherperson forsupport


Is wide reading enough?


Vocabulary size andthe amount a child reads are correlated.

Direct instruction cannot possibly account for the number of word meanings children acquire.

Context is generally unreliable as a means of inferring word meanings.

Most words occur too infrequently to provide the number of exposures needed to learn them.

Why Wide Reading Is Enough

Why Wide Reading Is Not Enough


“There is no obvious reason why direct vocabulary instruction and wide reading cannot work in tandem.”

– Marzano (2004, p. 112)

RobertMarzano


What are some of the guiding principles of teaching vocabulary?


Guiding Principle

Pre-teach key words to improve comprehension.


Provide more than definitions.

Guiding Principle


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.

Definitions Are Only a Start


WORD = DEFINITION

Stimulus Response


WORD = DEFINITION

Stimulus Response

“Truncate” = “to cut off”


WORD = DEFINITION

Stimulus Response

“Truncate” = “to cut off”

“She truncated the lights.”


Combine definitions and contextual examples.

Guiding Principle


Minimize rote copying of definitions.

Guiding Principle


Introduce new words in related clusters.

Guiding Principle


wing

antennae leg

abdomen

thorax

In content areas, clustering words is natural!


But general vocabulary words can be clustered

too!


Provide brief, periodic review.

Guiding Principle


A Thought Experiment


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


Group 2

The second group receives the same instruction


Group 1

• Receives 1 hour of direct instruction on 20 new words



Group 2• Receives 1 hour of direct instruction on 20 new words


• This hour is broken into 6 10-minute sessions, 1 per month for 6 months


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?


Group 2 will do far better on any delayed test.


Massed vs. Distributed Practice


What did the National Reading Panel conclude about teaching

vocabulary?


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



• 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



• 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


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?


What are some of the most effective ways to teach

vocabulary?


Some Research-Based Techniques

• Read-Alouds• Semantic Feature Analysis • Graphic Organizers• List-Group-Label• Semantic Maps (word webs)• Word Lines• Word Sorts• Possible Sentences


A Closer Look at Definitions


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

This definition, like nearly all definitions of nouns, has two components.

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

class distinguishing features


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

class distinguishing features


Graphic Organizers


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

related.


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


Act 1 ExpositionAct 2 ComplicationAct 3 ClimaxAct 4 ResolutionAct 5 Conclusion

Shakespearean Tragedy


Exposition Complication Climax Resolution Conclusion



Complication


Exposition Complication Climax ResolutionConclusion

Complication

Climax

Resolution



Complication

Climax

Resolution

RisingAction



Complication

Climax

Resolution

RisingAction

FallingAction


pupa

egg

larvaadult


Tree Diagrams


drugsstimulantsdepressantsalcoholbarbituratescaffeineDexedrine


drugsstimulants depressants

caffeine Dexedrine alcohol barbiturates


Musical Instruments


Musical Instruments

wind nonwind


Musical Instruments

wind nonwind

brass woodwind


Musical Instruments

wind nonwind

brass woodwind string percussion


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


Sociograms


James Roosevelt(1828-1900)

Sara Delano(1855-1941)

Elliott Roosevelt(1860?-94)

AnnaHall(1863-92)

FranklinDelanoRoosevelt(1882-1945)

AnnaEleanorRoosevelt(1884-1962)

Anna James Elliott FDR, Jr. Johnb. 1906 b. 1907 b. 1910 b. 1914

b. 1916


List-Group-Label

Hilda Taba’s idea later led to many related techniques.


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


no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

garter boa copperhead cobra coralThing Snakes Might Have rattle scales fang no legs venom tail trees holes ground


no legs garterboa

venomcobra

fang scales

coral tail

rattlecopperhead

treesholes

ground

Kinds of Snakes garter boa copperhead cobra coralThings Snakes Might Have rattle scales fang no legs venom tailWhere 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


Snakes

treesholesground

garterboacopperheadcobracoral

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 cold


hot tepid cold


hot tepid cold

sweltering


hot tepid cold

sweltering chilly


Word Sorts


thoraxpupaabdomenantennaewinglarvaadultheadegg leg

Open Sort Categories are not given


Closed SortParts Stages


Closed SortParts Stages

thoraxabdomen

wingheadleg

antennae

pupaEgglarvaadult


• 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

Possible Sentences


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


Vocabulary Card: Frayer Model

Essential Characteristics

Nonessential Characteristics

Examples word

Non-exemplars


Marzano’s 6-step Process for Direct Vocabulary Instruction

1. Teacher provides a description and example of the new term

2. Students restate the explanation in their own terms

3. Students create a non-linguistic representation of the word


4. Students do activities with the identified words to ensure distributed practice and multiple exposures

5. Students discuss the terms with one another6. 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.

Marzano’s 6-step Process for Direct Vocabulary Instruction


Research in Action


Integrating Vocabulary Instruction in the Content Area

1. Intentionally select words that are worth teaching

2. Model use of the selected words3. Allow time for students to use the words immediately

after modeling


4. Give tasks that promote application and personalization5. Engage students in authentic reading tasks, daily, focusing on high-frequency prefixes, suffixes and root words

(Fisher & Frey, 2008)

Integrating Vocabulary Instruction In the Content Area


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)


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….

Word Selection


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?


Repeatability

• Does the word occur repeatedly in the text?

• Will the word be used again this year?


Transportability

• Will the word be used in discussion?

• Will the word be required in writing?

• Will the word be used in other content areas?


Contextual Analysis

• Will students be able to figure out the meaning using context clues or is direct instruction needed?


Structural Analysis

• Will students use structural analysis to determine the meaning or do they need direct instruction?


Cognitive Load

• Have I identified an appropriate number of words that students will be able to integrate and apply the meanings of the words?


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




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 Listhttp://ogden.basic-english.org/words.html

http://ogden.basic-english.org/words.html

http://ogden.basic-english.org/words.html


More Vocabulary Resources


“In the long run, effective intervention will involve extended vocabulary work as a normal part the curriculum.”

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


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

http://www.merriam-webster.com/

http://www.infovisual.info/

http://www.rhymezone.com/

http://www.spanishdict.com/

http://www.wordreference.com/

http://www.bartleby.com/thesauri


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.

Beck, I.L., McKeown, (2008). Rev It Up: Robust Encounters with Vocabulary. Orlando, Florida: Steck-Vaughn.

Blachowicz, C., & Cobb, C., (2007). Teaching Vocabulary Across the Content Areas. Alexandria, VA : ASCD.


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.

References

pbs module 1 - vocabulary

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