Embed Size (px)
Citation preview
Improving Vocabulary Instruction
TED 406 Teaching Secondary ReadingJill Aguilar
Overview
Components of vocabulary instruction Overview of effective vocabulary instruction Vocabulary strategies and resources and their
application to classrooms Where does vocabulary instruction fit?
How many words do students need to know?
Early vocabulary researchers: – 2,500 to 26,000 words typical grade 1 students– 19,000 to 200,000 words college graduate students
(Beck & McKeown, 1991)
Current consensus among researchers:– students add approximately 2,000 to 3,500 distinct words
yearly to their reading vocabularies (Anderson & Nagy, 1992; Anglin, 1993; Beck & McKeown, 1991; White et al., 1990)
What does it mean to know a word?
Definitional knowledge
– What the word means
Contextual knowledge
– How the word functions in different contexts
What does it mean to know a word?
No knowledge General sense Narrow context bound knowledge,
e.g. radiant bride Know the word but can’t recall it readily
enough to apply Rich, decontextualized knowledge
What does it mean to know a word?
Spoken/written All meanings Parts of speech Frequency Register—
formal/informal Collocation (phrases
commonly found in)
Association with other words
Grammar Connotation Spelling Pronunciation Derivation Shades of meaning
What you have to know about words
Incremental - Multiple exposures in different contexts, degrees of knowledge
Multidimensional - Ways of knowing words Polysemous - Multiple meanings of words Interrelated - Connections to other words Heterogeneous - What kind of word it is,
functions of different words
Four-Part Vocabulary Program Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction.
Providing rich and varied language experiences
Teaching individual words
Teaching word-learning strategies
Fostering word consciousness
Components of a Comprehensive Approach to Vocabulary Instruction Stahl, S.A. & Nagy, W.E. (2006). Teaching Word Meanings.
Teaching specific words
Immersion in rich language
Encouraging wide reading
Exposing students to rich oral language
Developing generative word knowledge
Word consciousness
Word-learning strategies
Four Essential Classroom Components
Specific words (based on specific criteria)
Independent word learning strategies
Wide reading
Word consciousness
Teaching Specific Words
New meanings for known words—synonyms for words that students already know
New words representing known concepts—multiple meanings, such as attention, channel, and practice
New words representing new and complex concepts—liberty, biome, probability
Teaching Independent Word Learning Strategies
Morphology– Root words
– Prefixes and suffixes
– Cognates
Context clues
Use of dictionaries and other references
Teaching words well means giving students multiple opportunities to develop word meanings and learn how words are conceptually related to one another in the texts they are studying.
Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading: Literacy and Learning Across the Curriculum p. 142. Boston: Pearson, Allyn and Bacon.
Selecting Words to Teach (Graves 2006)
Is understanding the word important to understanding the selection in which it appears?
Are students able to use context or structural-analysis skills to discover the word’s meaning?
Can working with this word be useful in furthering student’s context, structural-analysis, or dictionary skills?
How useful is this word outside of the reading selection currently being taught?
Usefulness and Frequency (Beck 2002)
Tier One - words such as clock, baby, and happy whose meanings students are likely to know
Tier Two - words such as fortunate, maintain, and merchant; likely to appear frequently in a wide variety of texts and in the written and oral language of mature language users; whose meanings students are less likely to know.
Tier Three - words such as irksome, pallet, and retinue that appear in text rarely; often unknown to students, appearance in texts limited to one or two occurrences; often specific to particular content, students often can use the context of texts to establish their meaning.
Some Criteria for Identifying Tier Two Words(Beck et al., 2002, p. 19)
Importance and Utility: Words that are characteristic of mature language users and appear frequently across a variety of domains.
Instructional Potential: Words that can be worked with in a variety of ways so that students can build deep knowledge of them and of their connections to other words and concepts.
Conceptual Understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept.
Types of Vocabulary Found in Textbooks
General vocabulary - everyday words with widely acknowledged meanings in common usage
Special vocabulary - words from general vocabulary that take on specialized meanings when adapted to a particular content area
Technical vocabulary - words that have usage and application only in a particular subject area
Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading, p. 145.
octogon
hemisphere
decagon
hexagon
bisect
equilateral
quadrilateral
pentagon
polyunsaturated
glycogen
monosaccharide
hydrogenation
enzymes
lyzine
cellulose
metaphor
allusion
irony
paradox
symbolism
imagery
simile
prestissimo
adagio
larghetto
presto
allegro
largo
andante
tempo
nationalism
imperialism
naturalism
instrumentalism
isolationist
radicalism
fundamentalist
anarchy
Which content areas include the terms in the lists below?
Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading, p. 145.
Why Not Teach All Unknown Words in a Text?(Armbruster, Lehr, & Osborn, 2001)
The text may have a great many words that are unknown to students – too many for direct instruction.
Direct vocabulary instruction can take a lot of class time – time that teachers might better spend having students read.
Students may be able to understand a text without knowing the meaning of every word in the text.
Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words.
The Academic Word List (AWL)10 groups of approximately 60 headwords each—intended for high school & college
Sublist 1
analyzeapproachareaassessassumeauthorityavailablebenefitconceptconsistconstitutecontextcontractcreatedatadefinederivedistribute
economyenvironmentestablishestimateevidentexportfactorfinanceformulafunctionidentifyincomeindicateindividualinterpretinvolveissue
laborlegallegislatemajormethodoccurpercentperiodpolicyprincipleproceedprocessrequireresearchrespondrolesectionsector
significantsimilarsourcespecificstructuretheoryvary
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Teaching Independent Word Learning Strategies
Morphology– Root words
– Prefixes and suffixes
– Cognates
Context clues
Use of dictionaries and other references
Examples of morphologically rich families* create
created creates creating creation creations creative creatively creativity creator creators recreate recreated recreates recreating
interpret interpretation interpretations interpretative interpreted interpreting interpretive interprets misinterpret misinterpretation misinterpretations misinterpreted misinterpreting misinterprets
reinterpret reinterpreted reinterprets reinterpreting reinterpretation
reinterpretations
*Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Examples of “strong” cognates: 1st Sub-List of the Academic Word List
analyze analizarbenefit beneficiodefine definirdistribute distribuiridentify identificarindicate indicarindividual individual
The danger of relying on context – Directive contexts– General contexts– Nondirective contexts– Misdirective contexts
Characteristics of Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement.
Effective vocabulary instruction does not rely on definitions.
Students must represent their knowledge of words in linguistic and nonlinguistic ways.
Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
Characteristics of Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement.
Teaching word parts enhances students’ understanding of terms.
Different types of words require different types of instruction.
Students should discuss the terms they are learning.
Characteristics of Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement.
Students should play with words.
Instruction should focus on terms that have a high probability of enhancing academic success.
Six Steps to Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement.
1. The teacher provides a description, explanation, or example of the new term.
2. Students restate the explanation of the new term in their own words.
3. Students create a nonlinguistic representation of the term.
Six Steps to Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement.
1. Students periodically do activities that help them add to their knowledge of vocabulary terms.
2. Periodically students are asked to discuss the terms with one another.
3. Periodically students are involved in games that allow them to play with the terms.
Teaching Specific Words
Teaching Specific Words
New meanings for known words—synonyms for words that students already know
New words representing known concepts—multiple meanings, such as attention, channel, and practice
New words representing new and complex concepts—liberty, biome, probability
New Meanings for Known Words
Illustrations and examples Clarifying misconceptions Introducing New Meanings (Graves, 2006)
Introducing New Meanings
Acknowledge the known meaning Give the new meaning Note the similarities between the meanings
(if any)
Introducing New Meanings
Wax a material used to make candles & polish things to grow bigger There is no apparent similarity.
Product something made by a company the number made by multiplying other numbers In both instances something is produced or made
by some process.
New Words for Known Concepts
Keyword method Synonyms and antonyms What am I? Context procedures
– Context-dictionary-discussion– Definition-plus-rich-context
Keyword method
stereotype
+ type
Synonyms and Antonyms
Example: persuade
hinderinducesweet-talk
suppressconvertbrainwash
preventaffectwin over
dissuadeswayconvince
AntonymsTeachers’ Synonyms
Students’ Synonyms
What Am I?
Term: license
But you will find me…You will not find me…
But I can…I can’t…
But I do have…I don’t have…
But I am…I am not…
Context Procedures
Context-Dictionary-Discussion– Give word in context– Students look up word– Discuss definitions they come up with
Context Procedures
Definition-Plus-Rich-Context– Give definition for a word – Give word in rich context– Discuss definition, the context, and other contexts
in which word might be used
Now you…
New Words for New Concepts
Interconnected concepts– Semantic gradient– Maps
Discriminating features– Semantic feature analysis– Possible sentences– Focused discussion– Frayer model
Textbooks– Concept guide– Analogical study guide– Vocabulary overview
guide
Strategies that focus on
Concept/Semantic Map
Causes
GangsBroken homesMedia violenceBullyingMoneyBeing a kid
Juvenile hallProbationCommunity serviceAdult prisonDeath penalty
TaggingDrugsColumbineDrive-bysMurder
Juvenile Crime
Kinds of Crime
Punishment
Interconnected concepts
Semantic gradient
Courage
Cowardice
Interconnected concepts
List, Group, Label
Students brainstorm items related to concept Students group items into categories Students label categories and form maps
Interconnected concepts
Structured Overview
Superordinate Concept
Coordinate Concept Coordinate Concept
Subordinate Subordinate Subordinate SubordinateConcept Concept Concept Concept
Interconnected concepts
Structured Overview
Polygon
Triangle Quadrilateral
Rhombus Square Rectangle
Interconnected concepts
Interconnected concepts
Semantic Feature Analysis
++--Bay of Pigs (1961)
-+++Declaration of Human Rights (1948)
+++-Berlin Blockade (1948)
-+++Joined U.N. (1945)
Escalated cold war
Effected by domestic
policy
Built alliances
with Europe
Peace-keeping
effort
Discriminating features
Possible Sentences
Potentially difficult words—front, barometer, humidity, air mass, air pressure, meteorology
Familiar words—clouds, rain, predict
When a front approaches, it is quite likely to rain. Most people don’t like days with a lot of humidity
or with a lot of clouds. When a front approaches, it is very unlikely to
rain.
Discriminating features
Possible Sentences – a variation
Could a virtuoso be a rival?
Could a philanthropist be a miser?
Discriminating features
Focused Discussion
Big cities Small towns
stereotype
Discriminating features
Word Cards
Sentence using wordGraphic or picture
Definition in student’s own words
Vocabulary word
Discriminating features
Four Square Concept Map
Definition in student’s own words
Graphic or picture
Student’s connection to word
Vocabulary word
Discriminating features
Four Square Concept Map
OppositeDefinition in student’s own words
Student’s connection to word
Vocabulary word
Discriminating features
Frayer Method
1. Define new concept giving necessary attributes.
2. Distinguish between new concept and similar but different concepts.
3. Give examples of concept and explain why they are examples.
1. Give non-examples of concept and explain why.
2. Present examples and non-examples and ask students to distinguish between them.
3. Have students present examples and non-examples of concept and explain why.
Discriminating features
Example of Frayer Method - Perseverance
1. A trait a person might possess. Demonstrated by remaining constant to some purpose or task over an extended period despite obstacles.
2. Typically seen as positive. Goal toward which one perseveres is typically a worthwhile one. Conversely, stubbornness is usually seen as negative. Goal pursued by person being stubborn often not worthwhile.
Example of Frayer Method - Perseverance
1. A person who graduates from college despite financial responsibilities that require him/her to work full-time while in college demonstrates perseverance because the goal is worthwhile and it takes a long and steady effort to reach it.
2. A person who goes fishing a lot just because s/he enjoys it is not demonstrating perseverance—no purpose and no obstacles.
Example of Frayer Method - Perseverance1. Reading an interesting book that you thoroughly enjoy.
(Non-example)
Completing a canoe trip from the headwaters of the Mississippi to New Orleans.
(Example)
Eating a dozen donuts because you are really hungry.
(Non-example)
Completing a 3-mile cross country race even though you were out of breath and dead tired after less than a mile.
(Example)
Concept GuideI. Write true (T) or false (F) for each of the following statements. Some may be
statements which the author made, some may be paraphrases of what the author said, and some are made up.
_____ 1. Proteins are nutrients._____ 2. Carbohydrates are nutrients._____ 3. Molecules are always in motion._____ 4. Villi are on the inner and outer surfaces of the intestine.
II. Fill in the blanks. After reading the complete list, put the correct word in each blank.digestion digestive system nutrientsdiffusion pylorus large intestinesmall intestine molecules enzymes11. ______________ explains how molecules move into or out of cells. 12. ______________ is when large food molecules are broken into smaller ones.13. The _______________ absorbs water from undigested food.
III. Take each correct statement in Section I and place it in one of the following categories.
16. Substances found in food17. How food gets into cells18. Digestive systems of large organisms
Strategies for textbooks
Analogical Study Guide
Structure Main Functions Analogy
cell wall support, protection factory wallschloroplasts photosynthesis snack barlysosomes intracellular digestion clean-up crewvacuoles storage warehousesribosomes protein synthesis assembly line
Strategies for textbooks
Strategies for textbooks
Word Learning Strategies
Word Tree
Vocabulary Self-Assessment Chart
Vocabulary Self-Collection Strategy
CSSR - Context, Structure, Sound, Reference
Clarifying Strategy Decision Tree
Dictionaries
Vocabulary Logs or Notebooks
Word Tree
cognitive
COGN-
recognize
cognition
cognizant
recognition
Morphological structure
plummeting
nonchalant
alienated
remorse
demeanor
prosecutors
Xconstitutionality
Vocabulary from Liptak, “Supreme Court to Rule on Executing Young Killers”
Don’t Know
It
Have Heard of It
Know It Well
DefinitionWord
Vocabulary Self-Assessment Chart
Vocabulary Self-Collection Strategy (Ruddell)
Students note words they want to learn as they read
Teams work together to choose words & answer– Where did you find the word?– What do you think the word means in the
context?– Why do you think the class should learn this
word? Students present choices Teacher adds additional words
CSSR (Ruddell)
Context-Can you guess at meaning of unknown word? Are there clues in surrounding sentences? Does it make sense? Yes? Continue reading. No? Go to
Structure-Look at the parts of the word. Are there prefixes or suffixes you know? Do inflections help you? Yes? Continue reading. No? Go to
Sound-Try to pronounce the word. When you hear it, is it a word you know? Do the letters or letter combinations help? Yes? Continue reading. No? Go to
Reference-Look for footnotes or margin notes. Check the glossary or a dictionary. Ask for help.
Clarifying Strategy Decision Tree (Lubliner)
Stop for unknown words. Mine your memory. Have you seen or heard the
word before? [Substitute a synonym to be sure. If you know the word return to the text.]
Study the structure. Do you know a word part? Does this help you understand the word? […]
Consider the context. Can you tell what the word means from the words around it? […]
Place a post-it. If nothing else works, come back to the word later. [Return to the text.]
Dictionaries (Blachowicz & Fisher, 2002)
1. Knowing when to use a dictionary
2. Knowing how to locate a word
3. Knowing the parts of a dictionary entry
4. Choosing between multiple meanings
5. Applying the meaning
Vocabulary Logs or Notebooks
Traditional log—word, page #, definition, sentence that shows meaning
Non-traditional log—word, page #, drawing or diagram
Notebook– Alphabetical– Categories
Word cards on a ring Other
Word Consciousness
Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak.
(Graves & Watts-Taffe, 2002)
Word Consciousness
Awareness of words Enjoyment of words Playing with words Interest in words Appreciation of words Satisfaction is using words well Knowing when a word is new or doesn’t
make sense
Word Play for Adolescents Idioms, puns, clichés
– www.punoftheday.com/– www.wolinskyweb.net/word.htm
Podcasts– Grammar Girl http://grammar.quickanddirtytips.com/ – A Way with Words www.kpbs.org/words/
Word of the day– http://dictionary.reference.com/wordoftheday/ – www.nytimes.com/learning/students/wordofday/ – www.urbandictionary.com/daily.php
Books on Word Play
• Richard Lederer
• Lynn Truss
• Others?
• Do an Amazon search
• Visit used book stores
• Ask a librarian
