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8/9/2019 myprofessionaldevelslides

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Vocabulary Instruction

Wake Robin Elementary

August 13, 2010


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What is Vocabulary Instruction?

vocabulary means learning meanings ofnew words and it can alsomean words that a reader recognizes in print(Beck, McKeown, &Kucan, 2008, p. 1).

L

iteracy experts generally agree that a systematic and multifacetedapproach to vocabulary and word-building skill instruction isnecessary. Specific components include

(a) providing students with direct instruction of keywords and word-learning strategies

(b) exposing students to extensive and vocabulary-rich reading, and

(c) creating an environment that encourages students to develop aword consciousness, described as interest in and curiosity aboutwords (Graves,2006; Yopp & Yopp, 2007).


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Students can increase their

vocabulary if they have: wide rangingexperiences

sufficient number ofexposures

active engagement

consistent direct

instructionuseful word learningstrategies


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Number of Exposures Needed to Learn

a New Word

Level of Intelligence IQ Required Exposures

Signif. above average 120-129 20

Above average 110-119 30

Average 90-109 35

Slow learner 80-89 40

Mild cognitive impairment 70-79 45

Moderate cog impairment 60-69 55

(Gates, 1931; McCormick, 1999)


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Vocabulary also

Plays a critical part in learning to read

Helps children make sense of the words they

see by comparing them to the words theyhave heard

Is one of the 5 building blocks of reading

Can be divided into four types


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Four types of vocabulary

Listening Speaking

Reading

Writing


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Vocabulary Demands on Students are

Daunting

450,000 words inEnglish- largestvocabulary of languages

in use today Students must learn

3,000 words per year by3rd grade.

Only 400 words a yearare directly taught byteachers.

Academic demands arehigh

Everyday speechconsists of only 5,000-7,000 words.

Conversation cannotmake up the difference(Frey & Fisher)


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The Myth of Age or

Grade Level Vocabulary

Students do not

learn vocabulary

words based on their

age or their grade.

They learn words

based on their

experiences.

(Beck, et al, 2002)


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What does research tell us?

Most vocabulary is

learned indirectly

Some vocabulary must

be taught directly

Poor vocabulary is a

hallmark of language,

literacy, and cognitive

disabilities


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Children learn word meanings

indirectly in three ways:

Daily conversations and

oral language

experience with adults

and other children

Listening to adults read

to them

Reading extensively on

their own


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Vocabulary: Four Steps to knowing

1. Never heard the word before

2. Heard it, but dont know what it means

3. In context, I know it has something to dowith_____

4. Know it and use it

(Beck, McKeown & Kucan, 2002; Carey, 1978)


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Vocabulary Acquisition Builds

Background Knowledge

Words are labels students store in their memorypackets for single objects and for groups orfamilies of objects.

Only if the student has a memory packet can thatstudent apply background knowledge to newexperiences through words.

A store becomes a grocery store, a convenience store, adepartment store, etc., only for the student with anexpanded memory packet.

Mississippi Department of Education 2007


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Did you know

Word learning depends how well a child is ableto make connections between words.

(Hoover & Storkel, 2005).


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Word Associations

In order to make a connectionwith a new word a studentmust:

First, realize he doesnt knowthe word

Select information in thecontext that gives theunknown word meaning

Combine clues and make aguess about the wordsdefinition

Finally, refine the definitionupon encountering furtherinformation (check if it makessense)

This requires:

Good reasoning

Good attention and

motivation Good working memory

Also, good contextualcues

(Beck, McKeown, Kucan)


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Did you know

Vocabulary knowledge, story comprehension,

and story sequencing are the language skills

with the strongest relationship to improved

reading outcomes (Snow, Tabors, Nicholson & Kurland, 1994).

Words are used to think. The more words we

know, the finer our understanding of theworld (Stahl, 1999).

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