Strategic Vocabulary Selection:Choosing Words From Narrative& Informational Texts

Elfrieda H. HiebertUniversity of California, Berkeleywww.textproject.org

A vision of classrooms wherestudents receive the gift ofwords*

Scott, J.A., Skobel, B.J., & Wells, J. (2008). The word-consciousclassroom. NY: Scholastic.

1.Opportunities forscaffolded silent reading

That include forms of vocabulary logs

2. Rich language by teachersthrough read-alouds

and…everyday routines Today we’re going to saunter to lunch.  It’s time to commence cleaning off your desks.  Our way of speaking today is to murmur.  We will need to

strain to discern what people are saying.  Be certain to enunciate clearly.    Your task is to get your desk into shipshape form.  I need to verify if anyone is absent today.  I inadvertently left the door ajar.  Can someone please close

it?   Please add your name to those who will be receiving

accolades at the end of the week.   What highlights of our day will you impart to your family

tonight?  I notice that many of you are quite lethargic after lunch.     

Receiving the gift ofwords involves directinstruction as well.

3. Direct instruction of thematicgroups of words frominformational text

4. Direct instruction of semanticclusters of words fromliterary/narrative texts

WordZonesTM

Zeno et al., 1995

Words in American Schoolbooks

345

0-2

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Narrative Text 1 (of 3)

Far out at sea, a great Russian icebreakernamed the Moskva picked up the faint signal."We read you," the captain radioed back."We're on our way, but it may take us severalweeks to reach you. Can you keep thewhales alive until then?

Some of the people from Glashka's villagestarted setting up a base camp near thewhales. Others set out by dogsled to alertthe surrounding settlements.

Narrative Text 2 (of 3)

The cracks in a rock in the tomato patchsay, Dear Lily, Today I touched dew and aspider's web. Now I look for stars. Verytruly yours, the Rock. I copy the wordsonto my pad, put it in my backpack, andwalk on. The fireflies switch on theirflashing lights, and if I watch withoutblinking,

Narrative Text 3 (of 3)

When they reached the tepee on top ofthe mountain, Coyote told Bear to wait inthe shadows until he heard Coyote call"Aooo!" Then Bear must make a big, loudrumpus.

Coyote crept up to the tepee. He gave asoft bark, and one of the Fire Beingsopened the flap and looked out.

Informational Text 1 (of 3)

Even after stirring, sugar sometimesdrops to the bottom. This is evidence thatnot all of the sugar is dissolved. When allthe sugar dissolves, you can’t see it. If thesugar isn’t all dissolved, you can try stirringsome more. You can also try adding morewater. Sometimes you can make all thesugar dissolve. Sometimes you can’t.

Informational Text 2 (of 3)

We added real lemon juice, and tried tothink of other uses for it. We thought itmight be a good cleaner if it had anabrasive in it-something with hard andsharp edges that can scrape off dirt.We felt the flour and the salt with ourfingers.

Informational Text 3 (of 3)

There are many kinds of flours. Flour isalways a powder. It might be white, brown,or yellow. Flour is a mixture. It containsstarch, sugar, fat, and some othersubstances. Flour does not dissolve well inwater. A little bit of the flour will dissolve inwater, but mostly it doesn't dissolve.

Aims of Today’s Presentation

1. How the words in informational &narrative texts are the same anddifferent

2. What to teach & how to teach it:Informational vocabulary

3. What to teach & how to teach it:Literary vocabulary

1. What’s the same?

•The fluency curriculum (i.e., the5,586 most-frequent words in writtenEnglish)

WordZonesTM

Zeno et al., 1995

Words in American Schoolbooks

345

0-2

6

5,000 most-frequent wordsF

E

D

C

B

A

2,500 most-frequent words

1,000 most-frequent words; allmorphological “derivatives”

1,000 most-frequent words; allmonosyllabic words

500 most-frequent words; short,long, r-controlled vowels

300 most-frequent words; short andlong vowels

Making MoviesYou've probably seen many movies, so you know

that movies can be about many different things.Sometimes writers create an idea for a movie. Atother times, ideas for movies come from books.

Any kind of book can be used the make a movie.Some books may tell stories the writer created.Others may be about real people and places.

When a movie is based on a book, movie-makersdecide how closely to follow the book. They decidehow the people and places in the book will look andwhich parts of the story they will show.

Level B

Making fantasy realSome movies are based on fantasy books. In

fantasy books, writers imagine a world of peopleand places that are not real. It is the job of themovie-makers to show the world that the writerimagined.

When the three Lord of the Rings books weremade into movies, it took about 300 different setsto show the fantasy world the writer had imagined.Although the books were more that 1000 pageslong, the three movies ran for about 11 hours.That means that the movie-makers had to showonly the most important parts of the books.

Technology changes the artsNew technologies, or new ways of doing things,

have changed the world. Today, we can ride inplanes instead of riding on horses. That's because ofnew technology. We can send mail throughcomputers instead of through the post office. Newtechnologies have changed art and music, too.Although artists still use paint and musicians stillplay pianos, new technologies allow artists andmusicians to create their work in new ways. Perhapsthe most exciting part of these new technologies isthat they have created new ways to create art works.Just as people still send letters through the postoffice, people still use paint and pianos withoutspeakers.

Today, however, artists can paint with beams oflight. Musicians can write music with computers.Technology adds richness to the ways people cancreate and experience the arts.

Level D

Digital photographyAt first, many people thought that photography

was not really one of the arts. A photograph, afterall, was nothing more than a picture of somethingthat existed in life. Early in the 20th century,though, people began to think of photographs as art.They understood that photographers chose theirsubjects and arranged them just as painters did.Today, photography is an accepted art form.

Although photography was once a newtechnology, digital photography has become an evennewer technology. Digital cameras store photos onmemory chips, not on film. Photographers usingthis new technology do not need a darkroom.Instead, they load their images on a computer andprint them on a printer. Artists can easily changethe colors, sizes, and shapes of their subjects on acomputer screen. Digital photographers can alsocreate photographs that look like paintings.

He lay on his side for a moment, thenpulled a rasping breath and held it,listening for the attacker to return. When itwas apparent that the shadow wasn'tcoming back he felt the calf of his leg,where the pain was centered and spreadingto fill the whole leg.

His fingers gingerly touched a group ofneedles that had been driven through hispants and into the fleshy part of his calf.

1. What’s different? a. Ratio of difficult to familiar

Gr. 6 NarrativeHe lay on his side for a moment, then

pulled a rasping breath and held it,listening for the attacker to return. When itwas apparent that the shadow wasn'tcoming back he felt the calf of his leg,where the pain was centered and spreadingto fill the whole leg.

His fingers gingerly touched a group ofneedles that had been driven through hispants and into the fleshy part of his calf.

All cells are surrounded by a cell membraneand contain cytoplasm. Within the cytoplasmof most cells can be found mitochondria,vacuoles, and a nucleus that is surroundedby a nuclear membrane and containschromosomes. Although there aredifferences between the cells of differentorganisms, all living things must carry outsimilar life processes. Therefore, it shouldnot be surprising that all cells are somewhatsimilar.

Gr. 6 Informational

All cells are surrounded by a cell membraneand contain cytoplasm. Within the cytoplasmof most cells can be found mitochondria,vacuoles, and a nucleus that is surroundedby a nuclear membrane and containschromosomes. Although there aredifferences between the cells of differentorganisms, all living things must carry outsimilar life processes. Therefore, it shouldnot be surprising that all cells are somewhatsimilar.

Gr. 6 Informational

1. What’s different? a. Ratio of difficult to familiar

The ratio of difficult to familiarvocabulary needed to be “high” (i.e.,one substance word in three) beforereliable effects on comprehensionwere evident (Freebody & Anderson, 1983)

1. What’s different?b. Conceptual difficulty of words1. Known concepts with one-word synonym (e.g.,

altercation=fight)2. Known concepts that can be expressed in a familiar

phrase (e.g., apologize=to say you’re sorry)3. Unknown concept that can be learned from available

experiences & information (e.g., naïve)4. Unknown concept that is based on new factual

information or a related system of concepts (e.g., divideas “boundary between drainage basins” requires knowingabout river systems)

Of numerous factors, only conceptual difficulty wassignificantly related to learning from context (withconceptually difficult words less likely to be known thanwords with known concepts) (Nagy, Anderson, & Herman, 1987)

Conceptually Complex of Words fromGrade 6 Narrative & Science Texts

36% (e.g.:fermentation,cytoplasm)

Category 4

64%(absorb,microscope)

Science

100%(slithering,wincing,kindling,gestures)

Narrative

Categories1-3

1. What’s differentc. Rare words are repeated more frequently in informationalthan narrative texts

0

0.5

1

1.5

2

2.5

3

3.5

4

HM2-HM4 HM4-HM6 SF2-SF4 SF4-SF6 Across HM & SF

Reading/LanguageArts

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5

10

15

20

25

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HM2-HM4 HM4-HM6 SF2-SF4 SF4-SF6 ALL HM-SF

Science

2. Informational Vocabulary: Whatto teach and how to teach it

Designing Mixtures substanceproperty

dissolve

abrasive

acid

ingredient

combine

solution

soluble

mixture

pure

chemical

absorb

odor

3.What to teach: Vocabulary for core concepts

Electricity & Magnets

•pole•attracts•repels

•magnetic field•magnetic

•nonmagnetic•compass

•electric charges•static

electricity

•electrical discharge•negatively

charged•atoms

•electric current

•conductors•electric cell

•electric circuit•insulators

•parallel circuit•series circuit•simple circuit

•switch•circuit breaker

•fuse

•magnetic poles•temporary

magnet•permanent

magnetic•electromagnet

•generator•motor

•volt•amperes•voltage

•alternating current (AC)

•direct current (DC)•circuit breakers

•armature•commutator

•cathode ray tube•negative terminal

•electrons•phosphor

•steering coils•pixels

•positive terminal•anode

•magnetic data storage•magnetic dipoles

•magneto-optical disks

Grades 2, 4, & 6

2. Informational Vocabulary: How toteach it

•Indepthexperienceswith concepts

[illustrated withthe sequence inLawrence Hall ofScience Seeds ofScience/Roots ofReading Program]

www.seedsofscience.org

Do it

Students testingredients andmixtures to learnmore about possibleglue ingredients andto select those thatare stickiest

www.seedsofscience.org

Talk it

Students evaluateresults and decidewhich ingredients touse to make glue

www.seedsofscience.org

Students read a bookthat models the designprocess

Read it

www.seedsofscience.org

Write it

Students use theirrecords from first andsecondhand sources todecide whatcombination ofingredients best meetstheir design goals.

www.seedsofscience.org

3. Literary vocabulary: Whatto teach?

*Clusters of semantically related words

rumpus

disturbance trouble

riot fracas

disorder

commotionturmoil

upheaval

furorruckus

to-dobother

brouhahabrawl

free-for-all melee

fussexcitement argument protest

ado bustle

stirhue and cry

hullabaloonoise

racket hubbub

din uproar clamor

tumultmayhem chaos

turbulence

gingerlycautiously: guardedly watchfully vigilantly

warilywith care

delicately: precisely skillfully

dexterously deftly

adroitly

tentatively: hesitantly

uncertainly timidly shyly

sheepishly

carefully: suspiciously

charily circumspectly

gently: quietly softly lightly kindly

smoothly soothingly tenderly

3.Literary vocabulary:How to teach

Category NameNAMES FOR PEOPLE & ANIMALS

PHYSICAL ATTRIBUTES

FEELINGS & VALUES

BODY & HEALTH

MACHINES & TOOLS

EARTH & SUN

PLACES & DWELLINGS

PHYSICAL ACTIONS & MOTION

COGNITIVE/PERCEPTUALACTIONS

COMMUNICATION

ARTS AND ENTERTAINMENT © H

ieber

t, 2

007

WORDS THAT

DESCRIBE

LIKE/DON"T LIKE

*perfect*wonderful*favorite

FEELINGS

*happy*excited*pleased

*scared*worried

*cross*angry

*furious*frowning

OTHER GROUPS:

*crowded

*flat*steep

*graceful

*bushy

*strong*tough

*barely

NOISES

*noisy

*whisper*clomping*sizzles*swooch*crackle

*whisper*clomping*sizzles*swooch*crackle*clang

*whisper*clomping*sizzles*swoosh*crackle*clang

WORD GROUPS

CLOTHES*costume

*apron*sombrero

*sarape

JOBS*mayor*guard

*cobbler

PEOPLE

*gentleman*master

*grown-up*kindergartner

PLACES

*apartment*subway

*restaurant*station*booth

FOOD*cereal

*seafood

BODY*fist

TITLE of TEXT:

Names for People & Animals Physical Attributes

Feelings & Values

Body & Health

Machines & Tools

Earth & Sun

Places & Dwellings

Physical Actions & Motions

Cognitive/Perceptual Actions

Communication

Arts & Entertainment

Megaclusters

TITLE of TEXT:

A Symphony of Whales �

Names for People & Animals

Glashkaelders

beluga whalescrew

Narna

Physical Attributes

Feelings & Values

Body & Health

Machines & Tools

icebreakerMoskva

radio transmitter

Earth & Sun

blizzard

Places & Dwellings

baychannel

Physical Actions & Motions

gnawdistress signalemergency call

chipped

Cognitive/Perceptual Actions

Communication

whineeerie moans

ancient sounds

Arts & Entertainment

symphonymelodies

solo violin

Setting Characters

The Problem

Events/PlotEvents/Plot

The Solution

Vocabulary Frame for StoryElements

Settingfar north with long, dark winters full of blizzardsvillage is close to a bay surrounded by ice

CharactersGlashka & her familyold ones of village (elders) & other villagersbeluga whalescrew of icebreaker (the Moskva)

The ProblemGlashka has heard songs for a long time (voice of Narna, the whale; memories gnaw

at her);on a trip for supplies, she and family find a bay with thousands of stranded beluga

whales who will die when water freezes

Events/PlotIcebreaker takes several weeks to comeIn meantime: Surrounding settlements are alerted; edgesof ice are chippedIcebreaker plays songs of whales (ancient sounds)Whales don’t follow icebreaker

Events/Ploteerie moans & whistles get dogs’ attention (they whine andpaw anxiously)They make emergency call (distress signal) to anicebreaker that can clear a channel for whales

The SolutionGlashka hears music of Narna in dream (new melodies);

Glashka tells captain on radio transmitter to try other music, none of which works.When whales hear solo violin, they follow icebreaker to ocean

Glashka says that she hears a symphony of whales now, not just Narna

3. Literary vocabulary: How to teachStory Elements: A Symphony of Whales

Aims of Today’s Presentation

1. How the words in informational &narrative texts are the same anddifferent

2. What to teach & how to teach it:Informational vocabulary

3. What to teach & how to teach it:Literary vocabulary

Summary of Key Points1. Similarities/Differences Narrative & Informational Vocabulary

(Summary: share 5, 586 words; differ in need for, conceptualcomplexity, & repetition of rare words)

2. Curriculum & Instruction: Informational Vocabulary (Summary:derived from topics identified in state standards; thematicnetworks & experiences)

3. Curriculum & Instruction: Narrative Vocabulary (Summary:synonyms that pertain to story elements and common conceptualmegaclusters)

INSTRUCTIONALCONTEXT

SOURCES FOR VOCABULARY

Strategies duringReading •Basal anthology/tradebooks/guided readingbooks

•Students’ choices for classroom and homereading

Teacher reading & language •Books used in teacher read-alouds•Focus concepts (from direct instruction of

literary words)

Direct Instruction: Literarywords (storyelements/concepts)

•Instructional texts but words chosen toexemplify story elements and/or concept“megaclusters”

Direct Instruction:Thematic groups ofwords (typicallycontent-area words)

•Content-area standards•Content-area programs (including but not

limited to texts)

Putting ittogether:The EntireVocabularyProgram

References

Badders, W., Bethel, L.J., Fu, V., Peck, D., Sumners, C., & Valentino, C. (2000). Houghton MifflinScience DiscoveryWorks (Gr.4). Boston, MA: Houghton Mifflin.

Biemiller, A. (2004). Teaching vocabulary in the primary grades: Vocabulary instruction needed. InJ. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp.28–40). New York: Guilford.

Cooper, J.D., Pikulski, J.J., Ackerman, P.A., Au, K.H., Chard, D.J., Garcia, G.G., Goldenberg, C.N.,Lipson, M.Y., Page, S.E., Templeton, S., Valencia, S.W., & Vogt, M. (2003). Houghton MifflinReading (Gr. 4). Boston, MA: Houghton Mifflin.

Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2) 213-238.Dale, E., & O’Rourke, J. (1981). Living word vocabulary. Chicago: World Book/Childcraft.Dorph, R., Goldstein, D., Lee, S., Lepori, K., Schneider, S., & Venkatesan, S. (2007). The status of

science education in the Bay Area. Berkeley, CA: Lawrence Hall of Science, UC-Berkeley.Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American

Educator, 22, 4–9.Hiebert, E. H. (2005). In pursuit of an effective, efficient vocabulary curriculum for elementary

students. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning: Bringing research topractice (pp. 243–263). Mahwah, NJ: Lawrence Erlbaum.

Hiebert, E.H. (May 2007). A core academic word list for the middle grades. Paper presented at theInternational Reading Association, Toronto, ON.

Pearson, P.D., Cervetti, G., Bravo, M., Hiebert, E.H., & Arya, D.J. (August 16, 2005). Reading andwriting in the service of acquiring scientific knowledge and dispositions: From synergy toidentity. Paper presented at Edmonton Regional Learning Consortium, Edmonton, AB.

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA:ASCD.

Marzano, R.J., & Marzano, J.S. (198). A cluster approach to elementary vocabulary instruction.Newark, DE: IRA.

Nagy, W.E., & Anderson, R.C. (1984). How many words are there in printed school English?Reading Research Quarterly, 19, 304-330.

Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator’s word frequency guide.NY: TASA.

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