Vocabulary IN THIS ISSUE - Prestwick House
GuidetoTeaching:VocabularyIssue 1, Volume 1IN THIS ISSUE How Important is Vocabulary Instruction? Indirect vs. Explicit Vocabulary Instruction Methods of Vocabulary Instruction Prestwick House Vocabulary Programs
GuidetoTeaching:VocabularyI. Introduction. 3II. How Important is Vocabulary Instruction?. 4III. Indirect vs. Explicit Vocabulary Instruction. 5IV. Methods of Vocabulary Instruction. 7Indirect Instruction – Passive Acquisition. 8Indirect Instruction – Context Skills. 9Indirect Instruction – Multiple Exposures. 10Explicit Instruction – Direct Vocabulary Instruction. 11Explicit Instruction – Root Analysis. 12Explicit Instruction – Pre-TeachingVocabulary from Literature. 13Explicit Instruction – Dictionary Skills. 14Explicit Instruction – Developing Word Consciousness. 15V. Prestwick House Vocabulary Programs. 16Vocabulary Power Plus for College and Career Readiness. 16Vocabulary from Latin and Greek Roots. 17Growing Your Vocabulary:Learning from Latin and Greek Roots. 17Vocabulary for the College Bound. 17Standards-Based Vocabulary Study. 18Vocabulary from Literature. 18
GuidetoTeaching:Vocabulary“Vocabulary size is a convenientproxy for a whole range of educa-I. IntroductionAnalyzing literature,writing essays andstories, understanding difficult informational texts, speaking persuasively, developingtional attainments and abilities—notrhetorically effective arguments: There’s no elementjust skill in reading, writing, listen-area for that matter, in which having a powerful vo-ing, and speaking but also generalof English/language arts instruction, or any subjectcabulary isn’t important—at times it’s crucial—yet it’sdifficult to find the time to make vocabulary a prior-knowledge of science, history, and theity in an already over-extended classroom. We oftenarts. If we want to reduce economicvocabulary just by reading, but those who are belowinequality in America, a good place tostart is the language-arts classroom.”hope that students will be able to pick up enoughgrade level in vocabulary almost never catch up.Prestwick House has been developing vocabulary programs to help busy teachers like you help your students score better on standardized tests and become better readers for more than 25 years. In this guide,— E .D. Hirsch Jr.you’ll find advice on adding vocabulary to your classroom, tips on how to teach more effectively, andbackground information that we’ve learned and disseminated over the last quarter century.If you have any feedback or tips you’d like to share, please give us a call at 1-800-932-4593 or email us atinfo@prestwickhouse.com. We’d love to hear from you.James Scott, Ed.DFounder of Prestwick House3
GuidetoTeaching:Vocabulary“The limits of my languagemean the limits of my world.”II. How Important is Vocabulary Instruction?How Important is Vocabulary Instruction?Awell-developed vocabularyis essential for success on more than just standard-ized tests; it’s critical in nearly every element of academic life. Students who— ― Ludwig Wittgensteinstruggle understanding words will struggle in every academic pursuit—from history and social studies to science and other STEM classes. Those students who don’t have the basic tools it takes to understand the texts that they’rereading quickly give up and don’t do the work necessary to succeed. We lose toomany students this way; too many become either apathetic or frustrated.Studies have shown that socioeconomic background correlates with vocabularydevelopment; children from poorer households tend to enter school with a smaller vocabulary than children from richer households. Schools catering to students from lower-income neighborhoods may need to compensate by devoting more time to explicit vocabulary instruction.The writers of modern standards—from the Common Core to the Texas Essential Knowledge and Skills—have all specified that vocabulary needs to be a central element in your classroom, so what are the bestways to teach vocabulary?4
GuidetoTeaching:Vocabulary“Will I have to use a dictionary to readyour book?” asked Mrs. Dodypol.III. Indirect vs. Explicit Vocabulary InstructionIndirect vs. Explicit Vocabulary InstructionIndirect vocabularylearning comes from encountering the words in context, not from focusedinstruction based on working with specific words. Indirect vocabulary learning can be improved by“It depends,” says I, “how much you usedthe dictionary before you read it.”— A l e x a n d e r T h e r o u x , D a r c o n v i l l e ’ s C atteaching the skills that students need in order to draw their own conclusions about vocabulary, dis-cover word meanings through root analysis, and develop context skills.Explicit vocabulary instruction is based on the teacher clearly laying out the goals for the student anddirectly teaching the meanings of words through a close examination of specifically targeted words.Which method is most effective?5
GuidetoTeaching:VocabularyIII. Indirect vs. Explicit Vocabulary InstructionIndirect vs. Explicit InstructionAlthough there are as many differentmethodsof teaching vocabulary asthere are teachers, the most successfulteachers use a variety of different approaches tovocabulary, including both explicit and indirectmeans to help their students build languageskills.One Vanderbilt University1 study on wordacquisition showed that excellent readerssucceeded through both methods of vocabularyinstruction, but those previously identified asaverage or below average readers had to workharder with indirect instruction—for them, explicit instruction was more valuable.When you’re developing your vocabulary curriculum, it’s important to keep in mind that having a broadrange of approaches to learning new words will be most effective in your classrooms.1Neural circuitry associated with two different approaches to novel word learning. Neuroscience & Education, Feb. pii/S18789293110005826
GuidetoTeaching:Vocabulary“One forgets words as oneforgets names. One’s vocabularyneeds constant fertilizingor it will die.”IV. Methods of Vocabulary InstructionMethods of Vocabulary InstructionThe most effectivevocabulary instruction doesn’t focus on one type of instruction; it blendsmultiple different elements of indirect and explicit instruction including:Indirect InstructionPassive Acquisition— E v e ly n W a u g hContext SkillsMultiple ExposuresIndirectExplicit InstructionVocabulary from LiteratureRoot AnalysisDirect Vocabulary InstructionDictionary SkillsWord ConsciousnessExplicit7
VocabularyInstructionInstructionIV. MethodsIndirect InstructionIndirect Instruction – Passive AcquisitionAbsolutely criticalto developing a strong vocabulary, incidental learning—or learning words nat-urally from reading—is the way that students gain the most words throughout their lives, yet it’svery difficult to apply this technique in the classroom. It’s nearly impossible to assess what yourstudents have learned or help them without supplementing their learning with some of the more directmethods. However, interrupting in-class reading for vocabulary instruction often spoils students’ appreciation for the richness of literature.The good news, though, is that as students become more familiar with the othervocabulary acquisition methods—such asroot analysis and using context clues, theability to grow vocabulary through readingis lifted.One of the best methods of improving incidental learning is by pre-teaching wordsthat students will encounter in their reading assignments. This improves vocabularyawareness, gives students targeted wordsto focus on, eliminates interruptions toin-class reading, and directly improvescomprehension.8
GuidetoTeaching:VocabularyIV. Methods of Vocabulary InstructionIndirect InstructionIndirect Instruction – Context SkillsWhen your students encounternew words in reading passag-es, how do they try to figure out their meaning? The bestreaders are able to quickly assess the context, which assistsin deciphering the word’s meaning, while those who struggle have a moredifficult time. One quick way of helping to develop skills is to help yourstudents learn to identify the following 4 context clues.Comparing/Contrasting – While Tom’s musical tastes areeclectic, I only like Rock and Roll.Definition – Susan blanched at the sight of the ghost, his face turning white as a sheet.Synonym – While that movie might be good for the hoi polloi, the commoners, my tastes aremore refined.Illustration – The field was filled with the dross of the party, food wrappers,popped balloons, and leftover soda bottles.99
GuidetoTeaching:Vocabulary“The beginning ofwisdom is to call thingsby their right name.”— ConfuciusIV. Methods of Vocabulary InstructionIndirect InstructionIndirect Instruction – Multiple ExposuresRegardless of the methodof acquisition used, studentsneed repeated exposure to vocabulary words in orderto internalize them, and simply reviewing the sameflashcard over and over again isn’t enough. Students need toexplore the words repeatedly in different contexts to get themost out of their study time. They should encounter wordsrepeatedly in different contexts and over a longer time periodthan a single class period.Using a vocabulary workbook, students first encounter theword in class, and then given a number of repeated exposuresto that word over the course of a week. Best practices wouldencourage students to do more than just work with cloze passages; classes should also have experiences that encourage exploring word use, e.g., creatively completingsentences showing context, drawing examples of the words, and making personal connections to words.If you’re developing your own vocabulary curriculum for the classroom, repeated exposure takes a bitmore work, but using concepts such as word walls, using words from the literature you’re teaching, developing your own cloze sentences, and encouraging students to write their own examples will yield more lasting results than simply writing down the definition andinstructing students to memorize it will.10
GuidetoTeaching:VocabularyIV. Methods of Vocabulary InstructionExplicit InstructionExplicit Instruction – Direct VocabularyInstructionThe core of most vocabulary programsis direct instruction—introducinga series of words, learning the defi-nitions, synonyms, antonyms, and learninghow these words are used in context. Whilethis may seem old fashioned, study afterstudy shows that direct vocabulary instruction is effective in both teaching studentsto understand a set list of words and in becoming more conscious of words that theyencounter in indirect meanings.In his article “Teaching Vocabulary to Improve Reading Comprehension,” Dr. William Nagy cites a study that finds that uninstructed students have a one-in-twenty chance of incidentallylearning a new word only from context. While different researchers show different effects of vocabulary“The difference between theright word and the almost rightinstruction—from Bromley’s article in the Journal of Adolescent & Adult Literacy, which states that directinstruction is the most important influence on comprehension to Marazano, who writes that it is one ofthe “most crucial services teachers can provide,” researchers repeatedly show that direct instruction, whichhas been used in classrooms for almost 100 years, has proven to augment natural acquisition.word is the difference betweenlightning and a lightning bug.”— M a r k T wa i n11
GuidetoTeaching:Vocabulary“The more words you know themore clearly and powerfully youwill think and the more ideasyou will invite into your mind.”— Wilfred FunkIV. Methods of Vocabulary InstructionExplicit InstructionExplicit Instruction – Root AnalysisWhen we encounter a new word, there are three distinct strategies for discovering meaning: looking the word up in a dictionary, using context clues todecode the word, and analyzing word roots to understand the etymology ofthe word. None of these methods works in isolation, but together they make up the toolkit for developing a strong vocabulary. While most students will inherently understandthat words with similar forms often have related meanings, explicit instruction in understanding roots, prefixes, and suffixes will make sure that students get the most out of their studies.Organizing your entire vocabulary lessons around roots can be daunting, but there are programs available,like Vocabulary from Latin and Greek Roots and Growing Your Vocabulary: Learning from Latin and Greek Roots,that are entirely based around using root words. If you don’t want to make root study the focus of yourclass, an alternative is to add a weekly activity in which you target the root words in one or two of yourvocabulary words and brainstorm other words that use those roots. Then, use an etymological dictionaryto learn the origins of the roots and the word’s meaning.Vocabulary From Latin andGreek RootsUnit twoTOMGreek TEMNEIN “tocut”TOME (t¶m) n. Alarge and serious bookG. temnein, “to cut”When I removed thescholarly tome fromthe shelf, I saw thafor years.t it had not been readEPITOME (i pit ç m ) n. The best or most typical exampleG. epi, “upon,” temnein cut uponI hardly think I amthe epitome of goodcitizenship, since I’mvoter.not even a registeredsyn: embodiment12DICHOTOMY (d kot ç m ) n. Twoopposite parts of onG. dicho, “two,” e wholetemnein cut in twoThe film critic discussed the fundamental dichotomy in themovie.ANATOMY An epitome (literally “cut off from”)wasoriginally the bookin aseries that summarizedthe other books (thinkof an index to a setofencyclopedias). It now12
GuidetoTeaching:Vocabulary“The most important thing is to readas much as you can, like I did. It willgive you an understanding of whatmakes good writing and it willenlarge your vocabulary.”— J.K. R o w l i n gIV. Methods of Vocabulary InstructionExplicit InstructionExplicit Instruction – Pre-Teaching Vocabularyfrom LiteratureWhile students will gain some exposureto vocabulary merely through passively encounteringnew words in the books they’re reading, studies show that students vary greatly in theirability to pick up words as they’re reading. To help students both understand what they’rereading and better retain vocabulary words, one of the best ways to teach vocabulary is through pre-teaching potentially difficult words that students will encounter in their reading.It’s very time-consuming to read a book, highlighter in hand, and develop vocabulary activities to exposeyour students to the words they’re likely to have trouble with, but there are some commercial productsthat can help. Some editions of literature, like Prestwick House’s Literary Touchstone Classics, include vocabulary words and definitions directly in the text. If your edition doesn’t include vocabulary, some teachingguides such as Prestwick House Literature Teaching Units also include vocabulary and definitions, which willgive you a great start on your vocabulary lessons.13
GuidetoTeaching:Vocabulary“Words—so innocent and powerlessas they are, as standing in a dictionary, how potent for good and evilthey become in the hands of onewho knows how to combine them.”— N at h a n i e l H aw t h o r n eIV. Methods of Vocabulary InstructionExplicit InstructionExplicit Instruction – Dictionary SkillsIn the21st century classroom, the dictionary, often seen as outdated, remains a powerful tool for stu-dents to get the most out of their vocabulary instruction, and we shouldn’t neglect to teach studentshow to effectively use this resource, especially as digital tools make it more useful than ever before.Beyond encouraging students to use the dictionary for definitions, your students can also find root words,example sentences, pronunciations, alternate meanings, word histories, special uses, and related words,with little effort. A fifteen-minute introduction to dictionary usage will make your students more comfortable in developing their own vocabularies.Dictionaries in the 21st-CenturyIn the always-connected worlds in which your students live, a dictionary is always at hand, so it’s easy to encourage students to look upwords that they don’t understand. In addition, some specialty onlineresources have brought a new approach to classic dictionaries.Ninjawords is a fast dictionary that uses the open source dictionaryWiktionary to let people search multiple words at once. Very usefulfor students who refuse to crack open a book because it takes toolong.http://ninjawords.com/Onelook is a bit more complex, but it provides tools for complexsearches like searching only adjectives or words related to a topic.http://www.onelook.com/Visual Thesaurus is a fun one to get lost in. It shows students a map of synonyms to explore word meanings.http://www.visualthesaurus.com/14
GuidetoTeaching:VocabularyIV. Methods of Vocabulary InstructionExplicit InstructionExplicit Instruction – Developing WordConsciousnessScott andNagy defined word consciousness as “the knowledge and disposition necessary forstudents to learn, appreciate, and effectively use words,” especially as it relates to understandingthe difference between formal and informal means of communication, making effective argu-ments, and understanding the language of schooling.Regardless of the methods used, spending time working on vocabularythroughout the course of the year lifts word consciousness and helpsyour students become aware of the words around them. Spending time learning words on a weekly basis helps your studentslearn about the importance of a powerful vocabulary. It encourages them to take the time to look up difficult words, torecognize the roots that they’re already familiar with, and to stopand pay attention to clues in the sentences they’re reading.“By wordsthe mindis winged.”— Aristophanes.15
GuidetoTeaching:VocabularyV. Prestwick House Vocabulary ProgramsPrestwick House Vocabulary ProgramsWhile it’s certainly possibleto develop your own vocabulary regimen in your classroom, weknow how busy the life of a modern teacher is. To that end, every Prestwick House vocabulary program is designed to be ready to use right out of the box. Whether you’re looking fora program based around word roots, one designed to improve test scores, or one to help students readingbelow grade level, Prestwick House has something that will help. Find out more about our programs atwww.prestwickhouse.com.Vocabulary Power Plus for Collegeand Career ReadinessThe new edition of the best-selling program that has helped morethan one million students prepare for the SAT and ACT was updatedin 2014, with more tier 3 words and new exercises similar to thosefound on the PARCC and Smarter Balanced Tests. Each lessonincludes word in context, roots, prefixes and suffixes, inference, and sentence completion exercises; and each lessonalso includes test prep activities, including writing prompts,multiple choice grammar and usage, and reading comprehension passages modeled after the SAT, ACT,and other standardized tests.Click here to get a sample of our most popularvocabulary program for grades 7-12.16
GuidetoTeaching:VocabularyV. Prestwick House Vocabulary ProgramsVocabulary from Latin and Greek RootsThe #1 roots-based program for grades 7-12, Vocabulary from Latinand Greek Roots makes teaching from classical roots easy. Every lessonis organized around root words to hel
Vocabulary Power Plus for College and Career Readiness. 16 Vocabulary from Latin and Greek Roots. 17 Growing Your Vocabulary: Learning from Latin and Greek Roots . 17 Vocabulary for the College Bound. 17 Standards-Based Vocabulary Study
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