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Building Vocabulary Through Voice and Choice
Jennifer D. Montgomery
July 5, 2005
Greater Houston Area Writing Project
The difference between the right word and the almost
right word is the difference between lightning and the
lightning bug.
Mark Twain
What is vocabulary?
“a sum or stock of words employed by a language, group, individual, or work or in a field of knowledge” (Merriam-Webster’s Collegiate Dictionary, Eleventh Edition)
Listening, speaking, reading, and writing Expressive: speaking, writing Receptive: listening, reading
Why is it important?
Vocabulary learning: “the acquisition of words and allusions which permit quality expression” (Manzo & Sherk, 1971-72)
“…a rich vocabulary is generally equated with a high degree of education. The best communicator is one who uses words that express precisely the meaning that he is intending to convey….” (Fillmer, 1977)
Why is it important?
“Acquiring a rich vocabulary is everyone’s idea of being learned…a rich vocabulary is not only a sign of learning, but it is also an important means by which we learn. That is to say, vocabulary is central to concept formation, acculturation, articulation, and, apparently, all learning.”
Manzo & Sherk (1971-72)
Challenges
Number of words in the English language 290,500 entry words in Oxford English
Dictionary (Berg, 1993 in Johnson, 2001) Growth of language: science, technology,
slang, jargon Idioms
Nagy & Anderson (1984) identified “88,533 distinct ‘word’ families in printed school English”
Challenges
Number of words students acquire “Average child has acquired around 9000 root
words” by the end of elementary school (Biemiller, 2003)
Vocabulary gap of at-risk learners Hart & Risley (2003): at about 36 months, a
significant difference in the number of words known by a child from a professional family and the number of words a child from a welfare family knows – 1116 versus 525 words
High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders (Smith, 1941 in Beck, McKeown, and Kucan, 2002).
What does it mean to know a word?
PrecisionBreadth of knowledge
Number of words Multiple meanings of words
Ability to use the word
(Russell, 1954 in Graves, 1986)
How do we learn new words?
Learning New Words
Conditions/Reasons for Learning
Sound/AdultnessStrong Emotion
Immediate UsefulnessPeer Usage
Role of Affect(Haggard, 1980)
Effective Vocabulary Development
Wide readingTeaching individual wordsTeaching word-learning strategiesFostering word consciousness
(Graves, 2002)
Vocabulary Self-Collection Strategy (VSS)
(Haggard, 1986;
Ruddell & Shearer, 2002)
Vocabulary Self-Collection Strategy
Words come from the studentsCapitalizes on students’ experiences
and world knowledge
Student choice and voiceAttention to affect
Haggard, M.R. (1986)
Vocabulary Self-Collection Strategy
Students select words for studyStudents bring words to class
Words listed on chalkboard Share where word found, definition from
context, why think class should learn Teacher clarifies and extends as needed
Class list is finalized for study
Modes of Implementation
General vocabulary development
Basal reading vocabulary development
Content area vocabulary development
VSS with At-risk Learners
Focused on what students wanted to know, what was important to them, what was interesting to them
Sought to give access to words students needed, teach ways to learn new words, and develop skills to continue to learn new words
Ruddell, M.R., & Shearer, B.A. (2002)
VSS with At-risk Learners
Utilized peer talk and social interaction
Gave multiple and varied opportunities to interact with language
VSS with At-risk Learners
Students and teacher each selected one word per week from any source
Words nominatedClass finalized words for the week, refined
definitions, and recorded words/definitions in their vocabulary journals
VSS with At-risk Learners
Types of words “Significant difficulty” From content-area subjects, outside reading, home,
conversations, music, etc.
Test results 94% correct mean
Journal entries Becoming “strategic, independent word learners”
VSS in Third Grade
Words selectedMagma, lava, destruction, tsunami, venom, occur,
plummet, concentrate, outrageous
Vocabulary activitiesWord mapsWebs – word parts, semantic relationships, multiple
meanings, derivationsWord sorts20 questionsDramaAcrostics
Trying It Out
Skim the book you have selected.Select one word you think the group
should learn. Be ready to explain why you selected your word.
We will compile and vote on a group list.
Extensions/Adaptations
Unique use of languageWord choice
Precision Connotation vs. denotation
cheap - inexpensive
“Words I Love” section of Writer’s NotebookWord Wizard (Beck, McKeown, & Kucan, 2002)
Word Wall
Vocabulary Self-collection Strategy (VSS)
CHOICE = OWNERSHIP
INTEREST MOTIVATION
Word Consciousness
Lifelong Word Lovers
References
Beck, I.L., McKeown, M.G., & Kucan, L. (2002) Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology,24, 323-335.
Fillmer, H.T. (1977). A generative vocabulary program for grades 4-6. The Elementary School Journal, 78(1), 53-58.
Graves, M.F. (1986). Vocabulary learning and instruction. Review of Research in Education, 13, 49-89.
Graves, M.F. (2002). A vocabulary program to complement and bolster a middle-grade comprehension program. In B.M. Taylor, M.F. Graves, & P. van den Broek, P. (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp.116-135). New York: Teachers College Press.
Haggard, M.R. (1980). Vocabulary acquisition during elementary and post-elementary years: A preliminary report. Reading Horizons, 21, 61-69.
References
Haggard, M.R. (1986). The vocabulary self-collection strategy: Using student interest and world knowledge to enhance vocabulary growth. Journal of Reading, 29, 634-642.
Hart, B. & Risley, T.R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, Spring. Retrieved July 3, 2003, from http://www.aft.org/american_educator/spring2003/catastrophe.html
Johnson, D.D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.
Manzo, A.V. & Sherk, J.K. (1971-1972). Some generalizations and strategies for guiding vocabulary learning. Journal of Reading Behavior, 4(1), 78-89.
Nagy, W.E. & Anderson, R.C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
Ruddell, M.R., & Shearer, B.A. (2002). “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with the Vocabulary Self-Collection Strategy (VSS). Journal of Adolescent & Adult Literacy, 45, 352-363.
