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Bolstering Confident and Competent Vocabulary Use Through
Explicit Instruction
From a Presentation by Dr. Kate KinsellaSan Francisco State University
ED.810.629/Supporting English Language Learners inLiteracy and Content Knowledge Development (SELL)
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Read Dr. Kinsella’s overview of effective vocabulary
instruction
Heard about the components of a school-wide vocabulary
development program
Identified common vocabulary activities that fail to teach
word meanings
Learned the steps in the research-informed explicit
instructional routine
Viewed of taped lessons with explicit vocabulary instruction
Outcomes:By the need of today’s class we will have
Read the two pages that have been assigned to you from the article: “Preparing for effective vocabulary instruction.”
Highlight the main points Get together with your classmates
and share your section. Work with your classmates to create a
four sentence summary of the article.
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Building Academic Vocabulary: Instructional Cornerstones
1. Fluent, Wide Reading with Increased Nonfiction
3. Word Knowledge & Study Strategies
4. Structured Contexts for Applying New Words in Speaking, Writing
Increased Lexical Power & Reading/Writing Proficiency
2. Explicit Teaching of Critical New Words
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Percentile Rank on Chapter Test
9080706050403020100
No VocabularyInstruction
Explicit Vocabulary Instruction: Content Related Words
(effect size = .97)
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Impact of Explicit Vocabulary Instruction
Stahl & Fairbanks (1988)
o Independent or collaborative dictionary work devoid of explicit prior instruction in word meaning
o Activities devoid of explicit prior instruction: word sorts, word walls, crossword puzzles, work sheets
o Sustained silent reading to get exposure to new words
o Context meaning guessing versus analysis followed by verification of work meaning and additional examples
o Preparation-free meaning mentioning by the teacher at the point of word encounter within a lesson 6
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A common assignment in both elementary and secondary classes is looking up a list of lesson terms in a desktop dictionary then applying the new words in original sentences. Consider the potential limitations of this widespread task in terms of genuine vocabulary learning.
WHY?
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Definition: categorize, v.t.
Random House Webster’s Dictionary (2001): to arrange in categories; classify. Longman Advanced American Dictionary (2001): to put people or things into groups according to what type, level, etc. they are, or to say what group they are in.
The population is categorized according to age, gender and occupation. How would you categorize your relationship with your parents?
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Receptive Vocabulary:
Expressive (Productive) Vocabulary:
words that are recognized and understood when we hear or see them; typically much larger than expressive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and connotations, or ever use them as we speak and write
words we use comfortably in speaking and writing
Receptive vs. Expressive Word Knowledge
Conscientiously directing students’ attention to a new word, language rule, or form;
Clearly explaining and demonstrating that language element;
Guiding appropriate use of newly-taught language elements in a gradual release model: I do it, We do it, You do it;
Providing ample meaningful opportunities for use of newly-taught language elements with high accountability for application.
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Guide students in reading and pronouncing the word a few times.
Have students clap/tap out the syllables for polysyllabic words.
Provide a cognate connection when possible.
Explain the meaning using familiar language.
Provide two examples within students’ experiential realm.
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“Natural”Grade 3 - "Natural"
Write down the steps the teacher goes through to teach this word.
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Grade 4 - "Ecstatic"
Write down the steps Dr. Kinsella uses
to teach this word
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(You either know a word or you don’t.)
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(Our familiarity with a word exists upon a continuum of knowledge.)
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Noun Verb Adjective Adverb
accuracyinaccuracy
accurateinaccurate
accuratelyinaccurately
prediction predict predictableunpredictable
predictably
production produce productiveunproductive
productivelyunproductively
dependenceindependence
depend (on/upon sth)
dependentindependent
symptom symptomaticasymptomatic
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Academic talk is “comprehensible verbal output” addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar.
Dutro & Kinsella, 2009Swain & Lampkin, 1998
Expressing an opinion Asking for
clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor
Acknowledging ideas Comparing ideas Justifying Predicting Summarizing Offering a
suggestion Reporting/Citing
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Criteria for selecting key words
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Group 1/10 (Highest Incidence):
analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . .
word family: assume, v. assumed, adj. assumption, n.
Source: (Averil Coxhead, 2000)
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“big idea” words that relate to lesson concepts stereotype, outsourcing, fossil fuel
high-frequency/high-utility “academic tool kit” words consequence, issue, analyze
high-use “disciplinary tool kit” words economy, metaphor, species
words to engage in literate discourse about the topic words relevant to discussing the theme or issues
yet not included in the text (esp. with literature!)
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analyzeapproach role consistmajorrequiresignificantvaryinterpretrespondconsequence
Word Types: A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach
Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific
homedoghappyseecomeagainfindgolookboy
volcanolavapumiceglaciatedabdominalpeninsulamoltenphonologicaldiphthong
Research: Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml
“brick” words
“mortar”words
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Academic English is not a natural language that we acquire through extensive listening and social interaction.
Academic English, including vocabulary, syntax and grammar must be explicitly and systematically taught, not merely caught.
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45,000headwords
100,000 words and phrases
23,500 headwords
55,000 words and phrases
12,000 headwords
24,000 words
and phrases
10,500 headwords
20,000 words
and phrases
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Licensed Lexical Contractors
NOT Lexical Decorators
Equip your students with high-leverage words through explicit, accountable instruction!
August, D. & Shanahan, T., (Eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Youth. Lawrence Erlbaum.
Goldenberg, C. (Summer 2008). Teaching English Learners: What the Research Does-and Does Not-Say. American Educator.
California Department of Education. (Fall 2009). Improving Education for English Learners: Research-Based Approaches.
Dutro, S. & Kinsella, K. (2009). English Language Development: Issues and Implementation in Grades 6-12. In CDE (Fall 2009).
Norris, J. & Ortega, L. (2006). Synthesizing Research on Language Learning and Teaching. John Benjamin.
Saunders, W. & Golderberg, C. (2009). Research to Guide English Language Development Instruction. In CDE (Fall 2009).
Spada, N. & Lightbown, P. (2008). Form-Focused Instruction: Isolated or Integrated. TESOL Quarterly, 42(2).
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