1 DYNAMIC VOCABULARY INSTRUCTION
1DYNAMICVOCABULARYINSTRUCTIONWords, Words, Words
2Anita L. Archer, PHDAuthor, Consultant, Teacherarcherteach@aol.com
3Vocabulary "Vocabulary knowledge is knowledge; the knowledge of aword not only implies a definition, but also implies how thatword fits into the world.” Steve Stahl, 2005
4Topics Importance of Vocabulary Instruction Explicit Vocabulary Instruction Word-Learning StrategiesThe content of this presentation is expanded in Chapter 3 of the following book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching.NY: Guilford Publications.
5IMPORTANCE OFVOCABULARY INSTRUCTION
6Vocabulary GapLinguistically “poor” first graders knew5,000 words; linguistically “rich” first gradersknew 20,000 words. (Moats, 2001)By first grade, higher SES groups are likelyto know about twice as many words as lowerSES children. (Graves, 2006)
7Vocabulary Gap Gap in word knowledge persists thoughthe elementary years. (White, Graves, & Slater, 1990) The vocabulary gap between strugglingreaders and proficient readers growseach year. (Stanovich, 1986)
8Vocabulary Gap After the primary grades, the “achievementgap” between socioeconomic groups is alanguage gap. (Hirsh, 2002) For English Language Learners, the“achievement gap” is primarily a vocabularygap. (Carlo, et al., 2004)
9Why - Vocabulary InstructionVocabulary is related to readingcomprehension.“Indeed, one of the most enduring findingsin reading research is the extent to whichstudents’ vocabulary knowledge relates totheir reading comprehension.”(Osborn & Hiebert, 2004)
10Why - Vocabulary Instruction“direct vocabulary instruction has animpressive track record of improvingstudents’ background knowledge andcomprehension of academic content”Marzano, 2001, p. 69
11EXPLICIT INSTRUCTIONOF VOCABULARY
12Why - Explicit Vocabulary Instruction .evidence suggests that as late as Grade 6, about 80% ofwords are learned as a result of direct explanation, eitheras a result of the child’s request or instruction, usually bya teacher.(Biemiller, 1999, 2005)
13Why - Explicit Vocabulary InstructionTeaching word meanings significantly improvedchildren’s vocabulary knowledge as well asimproving their comprehension of textscontaining the taught words. (Effect size .97)(Stahl and Fairbanks, 1986)Additional studies (Beck, Perfetti, & McKeown, 1982; McKeown, Beck,Omanson, & Perfetti, 1983; McKeown, Beck, Omanson, & Pople, 1985)
14Selection of Vocabulary Select a limited number of words for in-depthexplicit vocabulary instruction. Three to five words per selection for in-depth instruction. Ten to fifteen words per week for in-depth instruction. Briefly tell students the meaning of other words that are neededfor comprehension.
15Selection of Vocabulary Select words that are unknown. Select words that are critical to understanding. Select words that students are likely to encounterin the future and are generally useful. (Stahl, 1986)
16Types of Words(Beck & McKeown, 1985; Beck, McKeown & Omanson, 1987; Beck, McKeown & Kucan, 2002) Tier One – Conversational WordsMost frequent words in language Students acquire on their own. Examples: chair, bed, happy, house
17Types of Words Tier Two – General Academic Vocabulary Less likely to be learned independently Used across domains Suitcase Words Examples: analyze, summarize, determine, demonstrate, compare,contrast absurd, fortunate, relieved, dignity, convenient,persistent
18Types of WordsTier Three - Domain Specific AcademicVocabulary Low frequency wordsLimited to a specific domainCritical for content area understanding and growth Examples by domain
19Types of Words Tier Three - Domain Specific AcademicVocabularyLanguage graphsynonymcontext clues
20Types of Words Tier Three – Domain Specific er thanless r
21Types of Words Tier Three – Domain Specific AcademicVocabularySocial milyrelativesgenerationancestors
22Types of Words Tier Three – Domain Specific AcademicVocabularySciencecyclewater cycleevaporation condensationprecipitationclimate
23Selection of vocabularySelect words that have word wildwildernessreformreformation
24Selection of VocabularySelect words that contain “meaningful parts” (prefix,suffix, root) that would generalize to other vocabularyterms. autobiography auto – self other words automobile autocrat autoimmune system
25Selection of vocabularySelect words that are more difficult toobtain. Words having an abstract versus aconcrete reference Words with no known synonym Words not clearly defined in passage
26Selection of Vocabulary - Summary Select a limited number of words. Select words that are unknown. Select words critical to passage or unitunderstanding. Select words that can be used in the future. Select words that have word relatives. Select words that contain “meaningful parts”(prefix, suffix, root). Select difficult words that need interpretation.
27Selection of Words for Explicit VocabularyInstruction (Narrative Text)Enemy Pie by Derek MunsonSecond Grade oomerang
28Selection of Words for Explicit VocabularyInstruction (Narrative Text)The Family Under the Bridge by Natalie Savage CarlsonFifth Graders reading Chapter ture
29Selection of Words for Explicit VocabularyInstruction (Informational Text)Tornadoes by Gail GibbonsSecond onstructed
30Student-Friendly Explanation Present a student-friendly explanation: Definition language is understandable Aligns with the meaning of the word used incontext Options Use a student-friendly explanation in sentenceform Break the definition into the critical attributes
31Student-Friendly ExplanationsDictionary DefinitionAttention - a. the act or state of attending throughapplying the mind to an object of sense or thought b. acondition of readiness for such attention involving aselective narrowing of consciousness and receptivityUse a student-friendly explanation in sentence formIf you give someone or something your attention,you look at them, listen to them, or think about themcarefully.
32On-line Dictionaries withStudent-friendly ExplanationsCollins Cobuild Dictionary of American ngman’s Dictionary of Contemporary English .aspx(Heinle’s Newbury Dictionary for American English)Merriam nciation assistance: www.howjsay.com)
33Meaning – Critical AttributesDefinition: Suffrage is the right to vote in politicalelectionsBreak the definition into the critical attributes.Suffrage- the right- to vote- in political elections
34Vocabulary Instructional RoutineStep 1: Introduce the word’s pronunciation.Step 2: Introduce the word’s meaning.Step 3: Illustrate the word with examples.(and non-examples when helpful)Step 4: Check students’ understanding.
35Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 1. Introduce the word’s pronunciation.a)Write the word on the board or display the word on thescreen.b)Read the word and have the students repeat the word.c)To ensure the correction pronunciation of the word, havestudents repeat the word a number of times OR havestudents tap and say the oral syllables in the word. This word is relieved. What word? relievedTap and say the syllables in relieved. re lievedAgain. re lievedWhat word? relieved
36Teach the meaning of critical, unknown vocabulary words.Instructional Routine (continued)Step 2. Introduce the word’s meaning.Option 1: Present a student-friendly explanation.Tell students the explanation. ORb) Have them read the explanation with you.a)When something that is difficult is over or never happenedat all, you feel relieved. So if something that is difficult isover, you would feel . relieved
37Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 2. Introduce the word’s meaning.Option 2: Break the definition into critical attributes.Definition in text: A plain is a landform that is a large areaof flat land with few trees.plain landform large area of flat land with few trees
38Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 3. Illustrate the word with examples.a) Concrete examplesb) Visual examplesc) Verbal examples
39Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 3. Illustrate the word with examples.a) Concrete examplesObjectActions or gesturesWatch me show relieved. (Teacher demonstrates relieved.) Showme how you would feel if you were relieved. (Studentsdemonstrate relieved.)
40Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 3. Illustrate the word with examples.b) Visual representationsDisplayed on screenMarcus was relieved whenthe job interview was over.He feltrelieved
41Teach the meaning of critical, unknownvocabulary words. Instructional RoutineStep 3. Illustrate the word with examples.c) Verbal examples When a difficult spelling test is over, you feel. relieved When you have finished giving the speech that youdreaded, you feel relieved
42Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 4.Check students’ understanding.Option #1.Ask deep processing questions.When Maria was told that the soccer game hadbeen cancelled, she said, “I am so relieved.”Why might Maria feel relieved? (Providethinking time.)Ones, tell your partner why Maria might feelrelieved. Begin by saying: Maria might berelieved because.
43Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 4.Option #2.Check students’ understanding.Have students discern betweenexamples and non-examples.If you were nervous singing in front of anaudience,would you feel relieved when the concert wasover(Provide thinking time.) yes Why?If you loved singing in front of an audience, wouldyou feel relieved when the concert was over(Provide thinking time.) no Why not?
44Teach the meaning of critical, unknown vocabulary words.Instructional RoutineStep 4.Option #3Check students’ understanding.Have students generate their ownexamples.Think of a time when you felt relieved becausesomething difficult was over or never happened.First ones - then twos, tell your partner a time whenyou were relieved. Begin by saying:One time when I was relievedwas .
45Vocabulary Instructional RoutineStep 1: Introduce the word.Step 2: Introduce the word’s meaning.Step 3: Illustrate the word with examples.(and non-examples when helpful)Step 4: Check students’ understanding.
46Explicit Instruction of VocabularySecondary Example (Tier 3 – Domain Specific)Step 1. Introduce the word’s pronunciation.a)b)Show the word on the screen.Read the word and have the students repeat the word.If the word is difficult to pronounce or unfamiliar have thestudents repeat the word a number of times or say the parts ofthe word as they tap.Introduce the word with me.This word is suffrage. What word? suffrageTap and say the parts of the word. suf frageRead the word by parts. suf frageWhat word? suffrageSuffrage is a noun.
47Explicit Instruction of VocabularyStep 2. Introduce meaning of word.Have students locate the definition in theglossary or text and break the definition into thecritical attributes. ORPresent the definition using critical attributes.Glossary: Suffrage - the right to votesuffrage- the right- to vote
48Explicit Instruction of VocabularyStep 3. Illustrate the word withexamples.a. Concrete examples- objects- acting outa. Visual examplesb. Verbal examples
49Explicit Instruction of VocabularySuffrage ExamplesWhen the United States was founded only whitemen with property had suffrage.At the time of the American Civil War, mostwhite men had been granted suffrage.
50Explicit Instruction of VocabularySuffrage ExamplesIn 1920, women weregranted suffrage. Thepassage of the NineteenthAmendment grantedwomen the right to vote inall United States elections.
51Explicit Instruction of VocabularySuffrage ExamplesThe Voting Rights Act of1965 outlaweddiscriminatory votingpractices that deniedsuffrage to many AfricanAmericans in the UnitedStates.
52Explicit Instruction of VocabularyStep 4. Check students’ understanding.Option #1. Ask deep processing questions.Check students’ understanding with me.Why is suffrage a critical aspect of a democracy?Begin by saying or writing:Suffrage is a critical aspect of democracy for the followingreasons. First,
53Explicit Instruction of VocabularyStep 4. Check students’ understanding.Option #2. Have students discernbetween examples and non-examples.Check students’ understanding with me.Tell me suffrage or not suffrage.The right to run for elected office. not suffrage Why not?The right to vote. suffrage Why?The right to develop ads for a candidate. not suffrage Why not?
54Explicit Instruction of VocabularyStep 4. Check students’ understanding.Option #3. Have students generate their ownexamples.Check students’ understanding with me.Make a list of ways that suffrage could be limitedor compromised.
55Explicit Instruction of VocabularyStep 4. Check students’ understanding.Option #4. Compare and contrast.Check students’ understanding with me.Think of how the words suffrage and legislationare similar and different.
56Explicit Instruction of VocabularysuffragesuffragistnounnounIn 1917, all women in the United Statesdid not have suffrage, the right to vote.Suffragists in New York City collectedmore than a million signatures ofwomen demanding voting rights. Theythen paraded down Fifth Avenue withthe signature placards.
57Suffrage – Knowledge NetworkHistory SuffrageDefinition SuffrageCurrentQualificationsBarriers toSuffrageOther Words Related toSuffrage
58Explicit Instruction of VocabularySecondary Example (Tier 2 – General AcademicVocabulary)Step 1. Introduce the word’s pronunciation.a)b)Show the word on the screen.Read the word and have the students repeat the word.If the word is difficult to pronounce or unfamiliar have thestudents repeat the word a number of times or say the parts ofthe word as they tap.Introduce the word with me.This word is complication. What word? complicationTap and say the parts of the word. com pli ca tionRead the word by parts. (loop under the parts of the word) complicationWhat word? complicationComplication is a noun.
59Explicit Instruction of VocabularyStep 2: Introduce the word’s meaning.Tell students the explanation. OR Have them read theexplanation with you.A complication is something that makes a situationharder to deal with or more difficult to do.
60Step 3: Illustrate the word with examples.Construction of Panama Canal 1881 – 1914complications hot temperatures jungle environment mosquitos disease deaths engineering challenges and many MORE
61Step 3: Illustrate the word with examples.SituationComplicationYou are preparing to study.You left your book at school.That is a .You are going to wash thefamily’s clothes.The washing machine isbroken. That is a .You are going to a friend’sbirthday party.You don’t know the friend’saddress and you don’t havea present. Those are .You are fixing spaghetti for afamily dinner.There is no pasta in thecupboard. That is a .
62Step 4: Check students’ understanding.Everyday complicationsSituationYou are hoping to run amarathon.You have to walk one mileto school.You are babysitting twochildren, ages 3 and 5.You are planning a trip toFlorida in the winter.ComplicationOne complication is .One complication is .One complication is .Some complicationsinclude .
63Vocabulary Instruction - Extensions1. Introduce the part of speech.2. Introduce synonyms (same) and/or antonyms(opposite).3. Tell students when and where the word is oftenused.
64Vocabulary Instruction - Extensions4.When appropriate, introduce the history ororigin of the word.5.Introduce other words in the same wordfamily.
65Vocabulary InstructionRemember: After a word has been taught, introduce students to theword ormity
66Vocabulary Logs What can be recorded on a vocabulary log? Word Meaning in their own words OR Critical attributes Any of these options A sentence to illustrate the word’s meaning Examples and non-examples An illustration (quick draw) In lower grades, create a group log on a flip chart.
67WORD LEARNINGSTRATEGIES
68Word-Learning Strategies Use of context clues. Use of meaningful parts of the word. Compound words Prefixes Suffixes Word families Use of dictionary, glossary, or other resource.
69Word Learning Strategies Use of context cluesStrategy - Context Clues1.INSIDE - Find parts of the word that give you hints about themeaning of the word.2.OUTSIDE - Read the sentence. Find hints as to the word’smeaning.3.OUTSIDE - Read the surrounding sentences. Find hints asto the word’s meaning.4.Ask yourself, “What might the word mean?”5.Try the possible meaning in the sentence.6.Ask yourself, “Does it make sense?”
Context Clues – I do it.A hippo can submerge in the water to stay cool under thehot African sunshine. Sometimes you can’t even see thehippo in the watering hole.
Context Clues - We do it.The hippo lives on the African savannah, a dry,hot grassland. A small number of shrubs and treesare scattered across the savannah.
Context Clues – We do it.During the day, hippos remain cool by staying inthe water or mud. At dusk, they emerge out of thewater to graze on grasses.
Context Clues – You do it.While hippos rest near each other in the water,grazing is a solitary activity. The hippos spreadout to eat on the Savannah.
74Word Learning Strategies –Compound Words Teach students that the meaning of compoundwords can often be derived from the meaning ofthe two smaller words.birdhouse atdaydream But not always!butterflyhotdogs
75Word Learning Strategies PrefixesElements attached to beginning of Englishwords that alter meaning.Prefixes are useful because they are used in many words,consistently spelled,easy to identify,clear in meaning. (Graves, 2004)Teach very common prefixes. Un, re, in, anddis found in 58% of prefixed words.
76The Most Common Prefixes in EnglishPrefixMeaning% of prefixed wordsExamplesunnot; reversal of26%uncoverreagain, back, really14%rewritein/imin, into, not11%incorrect, insertdisaway, apart, negative7%discover, discontenten/emin; within; n favor of; before1%protectanot; in, on, without1%atypical
77Word Learning Strategies Prefixes1.2.Introduce prefix.“Re means again. What does re mean?”Determine meaning of a word with a prefix.“Read the word.” rewrite“If you rewrite your paper, you write it .” again“Read the word.” rebuild“If you rebuild a house, you build it .” again(Repeat with retell, redo, repaint, remake.)But not always! real, rent, reign
78Word Learning Strategies Suffixes Elements attached to ending of English words. Can change the part of the speech or the meaning. Focus on co
explicit vocabulary instruction. Three to five words. per selection for in-depth instruction. Ten to fifteen words . per week for in- depth instruction. Briefly . tell students the meaning of other words. that are needed for comprehension. 14
Vocabulary for Colloquial English Vocabulary for English: FCE Vocabulary for English: IELTS Vocabulary for English: PET Vocabulary for English: TOEFL Vocabulary for Hotels, Tourism, Catering Vocabulary for Law Vocabulary for Marketing Vocabulary for Medicine, 2nd edition -948549-96-3 1-901659-27-5 -948549-97-1 1-901659-11-9 1-901659-60-7 1 .
vocabulary instruction also has a place in encouraging vocabulary development and enabling reading comprehension (Carlo et al., 2004; Graves, 2000; Nagy, 1997; Swanborn & de Glopper, 1999). Research focusing on English monolinguals and explicit vocabulary instruction supports direct and varied age-appropriate vocabulary instruction as an important
CHAPTER 4 Vocabulary List 1—Prefixes 31 CHAPTER 5 Vocabulary List 2—Suffixes 45 CHAPTER 6 Vocabulary List 3—Learning Roots 59 CHAPTER 7 Vocabulary List 4—More Roots 73 CHAPTER 8 Vocabulary List 5—Foreign Language Terms Used in English 87 CHAPTER 9 Vocabulary List 6—Business Terms 101
K-5 Grade-Level Vocabulary Standards February, 2016 Wisconsin Department of Public Instruction K-5 Grade-Level Vocabulary Standards 1 Students come to school with varying levels of vocabulary knowledge, so vocabulary instruction needs to be responsive to the needs of students. All students – all ages and all ability levels - benefit from .
Dec 06, 2018 · Dynamic Strategy, Dynamic Structure A Systematic Approach to Business Architecture “Dynamic Strategy, . Michael Porter dynamic capabilities vs. static capabilities David Teece “Dynamic Strategy, Dynamic Structure .
Vocabulary Instruction Good vocabulary instruction helps children gain ownership of words, instead of just learning them well enough to pass a test. Good vocabulary instruction provides multiple exposures through rich and varied activities to meaningful information about the word. (Stahl & Kapinus, 2001)
on word learning [6,20–22]. Below, we will focus on the findings from several review papers to present an overview of recent studies on vocabulary instruction. Hairrell, Rupley, and Simmons engaged in a systematic review of vocabulary research and determined that targeted vocabulary instruction leads to increased word knowledge for elementary
Vocabulary Basics (reading level 4-6) Groundwork for a Better Vocabulary, 2/e (reading level 5-8) Building Vocabulary Skills, 2/e (reading level 7-9) Improving Vocabulary Skills, 2/e (reading level 9-11) Advancing Vocabulary Skills, 2/e (reading level 11-13) Building Vocabulary Skills, Short Version, 2/e (reading level 7-9)
