Greg CondermanGconderman@niu.edu

Laura HedinLhedin@niu.edu

Northern Illinois UniversityIllinois CEC Conference

Fall, 2013

To differentiate between direct and indirect methods of teaching vocabularyTo provide a rationale for direct (explicit) vocabulary instructionTo share a few vocabulary methods and strategiesTo provide ideas for vocabulary activities (handout)

Passive, inferential, occurs naturally through reading and listening

BUT “learning vocabulary during independent reading is inefficient for students with disabilities” (Jitendra et al., 2004, p. 300) due to:

Lack of strategies to learn words from context Poor overall word knowledge

Therefore, students require some explicit instruction with 300-400 words per year

Students with disabilities have inadequate reading skills (decoding), vocabulary skills, and background knowledgeVocabulary instruction supports comprehensionVocabulary instruction supports higher level thinking skillsMany disciplines have their own vocabularyCommon core standards

Teacher picks and isolates target words

Teacher systematically teaches word meanings

Teacher plans meaningful encounters with words for the student to really “own” it (10 – 15 encounters)

Use words in contexts that reinforce meanings

Read

Write

Listen

Say

(As well as draw, demonstrate, connect, compare, evaluate…)

1. Important words- needed to understand a concept or text2. Useful words- words students will be required to recognize and use on a ongoing basis3. Difficult words- words that pose particular challenges for students such as multiple meanings, idiomatic expressions, or where meanings are context specific

Activity: Selection: What are animal adaptations?Pick no more than six target vocabulary words

Important words…Useful words…Difficult words…

Key word method/mnemonicsCognitive strategies

Semantic feature analysisSemantic mapping

Direct Instruction

Wide range of subject areasUsed to teach factual informationHelp students with high incidence disabilities remember main ideas in content areasUsed to teach vocabulary for standardized tests

Reconstruct term to be learned into an acoustically similaralready familiareasily pictured concrete term

A KEYWORDA KEYWORD

Relate the keyword to the

to-be-learned information in an

interactive picture, image, or sentence.

___________

____________________

Model how to retrieve the appropriate response by thinking of:

The keyword The pictureThe “action” in the picture

Vocabulary Word: Apex

Definition: The highest point

Key word: Ape

(Acoustically similar, familiar and can be drawn)

Interactive Image: Ape on highest point

Write a key word next to one of the words from your list from the selection “What are animal adaptations”?The key word should sound like the vocabulary word, be known to the student, and be easily drawnExample:Survive is the vocabulary wordI’m alive is the key wordMy interactive image would be a person surviving an accident saying, “I’m alive!”

Involves using a chart or grid [the relationship chart] to compare and contrast words or concepts within a unit on a similar topicEX: The 4 types of paragraphs we have learned, the 5 types of governments we have studied, the planets, etcStudents (by themselves, pairs, groups, or as a class) rate the relationship among items in that class by noting if the specific characteristic is present (+) or not present (-)

Equilateral Triangle

Isosceles Triangle

Scalene Triangle

Right Triangle

Three sides + + + +

Three angles add up to 180 degrees

+ + + +

All sides equal

+ - - -

All angles equal

+ - - -

Use class discussion and a graphic organizer to build the meaning of the wordAnswer questions such as: What is it? What is it like? What are some examples? What are some synonyms? What are some antonyms? EtcPlace word in middle of page and build the meaning through discussion by answering those questionsThese are not “worksheets”; they need to be accompanied by teacher instruction

Involves explicit systematic presentation of a word and its meaningHighly structured lessons/scripted lessonsCan be used along with many of the methods described

Student reads: ResponseTeacher says: Response means action an animal takes. When a prairie dog sees an enemy, it has a response. It takes action; it squeaks. What does response mean?Student: Action an animal takesTeacher: Yes, once more. What does response mean?Student: Action an animal takes

[context dependent]

Choose one of the methods◦ Key Word, Semantic Feature Analysis, Semantic Mapping,

Direct Instruction Discuss with a partner how you would teach one of

your vocabulary words (or words typical for your students) using that method

Before reading During reading After reading

Not just for early childhood!

Especially helpful with informational text

Hare, prairie dog, etc.

Older students- survey chapter, WARM UP

Preview using oral language

In oral discussion, use new terms in ways that support comprehension (model new vocabulary)Prompt student comment: What do you see in this picture?

Student: The rabbit is hiding in the snow.Recast with new term and more detail: Yes, the hare is blending in with the snow, so it

is safe…Hares are a kind of rabbit.

Definition cannot be derived from context

Familiar words are used in unusual waysHare versus hair…burrow (dig) versus burrow (home underground)

Words are difficult to decode and are critical to comprehension

Use when verbal explanations are inadequate or inappropriate

The teacher acts it out, shows it, shows a picture of it, has the class act it out, or shows a video of it

The most “concrete” method

Helpful for students who are ELL of for young children with limited language skills

Teacher provides a synonym of the wordOur character today is described as gorgeous; that is, she is very pretty. Need to know student’s languageMay not capture the richness or subtleties of the word

Most abstractUse definitions that are kid-friendly:Use words students already knowInclude words that are easy to understandUse a succinct definitionDemonstrate how the word is used in a sentence

(Conderman, Hedin, Bresnahan, 2012)

After presenting the KFD, provide three examples that illustrate the use of the word that students can identify withThen provide three non-examples Next, ask students for their examples and non-examplesFinally, ask several yes/no questions to assess student understanding of the word

Word Dictionary Definition KFD

rebel One who rebels or participates in a rebellion

A person who goes against the law

disagree To differ in opinion When you say or think an idea that is not the same as someone else’s idea

scornful Full of scorn, contemptuous

When you really do not like something or someone and you show it with your face, words, or body in a disrespectful way

Think of a word and how you might present it through:ModelingSynonyms

orDefintions

Compare/contrastAnchor in background knowledgeShades of meaning:

Let’s look at the colors in this box of crayons…Cornflower? Azure? Teal?

Same “shades” work for some other vocabularyangry, happy, friendly/unfriendly big/small

Context sentence for dedicated word wall:The NICE boy scout helped the old lady cross the

busy street.KFD: Nice means: Thinks of others and helps them

Pre teach: We will see this sentence in our passage todayHer friends were very considerate of her feelingsUnderline considerateConsiderate is a synonym for NICE, let’s add it to

our word wall for NICE

Teach students meanings of affixes (pre and suffixes) and how those change the meaning of the root wordEr means “one who”Farmer is one who farms; teacher is one who teaches etcCheck for understanding: What does a writer do? A singer? A dancer?

Especially helpful for advanced classes and content areas with specialized vocabularySimilar to word-part clues Teach students origins of a word part Tract means pullThis helps students remember meanings of tractor, attraction, distraction, etcMake a list of words with that word part

Directly teach context use Read around the wordRestate definition---look for punctuationHighlight definition, so it serves as reference Substitute synonym and rereadUse pictures and diagrams

Contextual analysis- using the sentence to figure out the meaning of the unknown wordCall on student to read passage: Aunt Phoebe has things. Things and things and things. She has a collection.Call on a student to find the words that tell the meaning of the underlined word. Ask: What words in the passage tell what a collection is?Check for understanding: Do you have a collection? Tell about it. Do you know anyone who has a collection? Tell about it.

Adaptations Passage, p. A11

Word Stimulus Response

Definition from text

Synonym

Example from text

If goal is to expand vocabulary,students should be able to use words meaningfully

Speak

Write

DoSee handout with some activities

My Animal:

ADAPTATIONS: (write definition)

What is the animal’s environment like?

How does the animal act?

What body parts?

More information

Source 1 (textbook)

Source 2 (internet)

Source 3 (video)

Summary from sources

Show relationships between concepts in the text

Reflects the structure (organization) of the text

Avoid:Just giving a list of words for students to look up or memorize Only assessing meaning through matching quizzes Providing activities such as word searches that are void of meaningful contextIntroducing every new word through pre teaching

Do:Vary your instruction based on your objectives, the text, the word, and student’s skillPre teach a few key terms per short unit or storyRelate the term to student’s backgroundTeach students various strategies for unlocking new termsAssess through authentic activities

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. Conderman, G., Hedin, L., & Bresnahan, V. (2012). Strategy instruction for middle and secondary students with mild disabilities: Creating independent learners. Thousand Oaks, CA: Corwin Press. Current Practice Alerts. (2010). A focus on vocabulary instruction. 18, Division for Learning Disabilities. Jitendra, A., Edwards, L., Sacks, G., & Jacobson, L. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children 70 (3), 299-322.

http://larryferlazzo.edublogs.org/2008/04/06/the-best-websites-for-developing-academic-english-skills-vocabulary/

Edutopia: http://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber

Nagy, W. (2008). http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCwQFjAA&url=http%3A%2F%2Fcurry.virginia.edu%2Freading-projects%2Fprojects%2Fgarf%2FPowerPoints%2FNagy%2520Georgia%2520RF.ppt&ei=Zhd5UqyWIMbXyAH_4YC4BA&usg=AFQjCNE3bcuq-FspoJfaUtBRz_LIDqVHaA&sig2=k0m9VZMpbRGcbkOs3gDEyg&bvm=bv.55980276,d.aWc