Vocabulary Instruction That Improves Comprehension & Thinkingtextproject.org/assets/library/slides-color/utreadingfirst-2006.pdf · Vocabulary Instruction That Improves Comprehension

VocabularyInstruction ThatImprovesComprehension& Thinking

Elfrieda H. HiebertElfrieda H. HiebertUniversity of California,University of California,BerkeleyBerkeley

Why is a “deep” and “broad”vocabulary important?

Vocabulary correlates tocomprehension .66 to .75 (Just &Carpenter, 1975)

Comprehension comprises two“skills”: Word knowledge orvocabulary and reasoning (Davis,1942, National Reading Panel, 2000).

Vocabulary Instruction That ImprovesComprehension and Thinking

1. The Nature of the Vocabulary Task

2. Direct Teaching of Vocabulary

3. Incidental, Intentional Learning ofVocabulary

1. Nature of theVocabularyTask

a. English has a hugevocabulary.

b. Discrepancy in enteringschool-children’svocabularies is huge.

c. Text is where vocabularyis extended.

d. Vocabulary curriculum oftests, standards, andtextbooks is nonexistent.

Vocabulary Task is Huge: How manywords are there in English?

Oxford English Dictionary 290,500 entries attempt to cover every word in

use in the English language from the middle ofthe twelfth century to the present. If you countvariant spellings, obsolete forms, combinationsand derivatives the OED includes over 616,500words.

How many words do students know?

Entering school: 2,500 to 26,000 Leaving college: 19,000 to 200,000 What is agreed upon: students add

approximately 2,000 to 3,500 distinctwords yearly to their readingvocabularies

b. Discrepancy in students’ vocabulary is huge.

Hart & Risley, 2003

Reading is where vocabularies are extended Comparison of Spoken & Written Language

28.417.3

Adult SpeechExpert eyewitness testimonyCollege graduates to friends

22.720.230.8

2.0

Television TextsPopular adult showsPopular children’s showsCartoonsMr. Rogers & Sesame Street

Rare Words per1,000

128.068.365.752.753.530.916.3

Printed TextAbstractsNewspapersPopular MagazinesAdult booksComic BooksChildren’s BooksPreschool Books

(from Hayes & Ahrens,1988)

345

0-2

WordZonesTM

Zeno et al., 1995

Words in American Schoolbooks

6

d. Vocabulary curriculum is nonexistent..ontests

0

10

20

30

40

PPVT: Gr. 4

Zones 0-2 Zone 3 Zone 4 Zone 5 Zone 6

….on state standards

1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentWord Recognition

1.2 Apply knowledge of word origins, derivations, synonyms,antonyms, and idioms to determine the meaning of words andphrases.Vocabulary and Concept Development

1.3 Use knowledge of root words to determine the meaning ofunknown words within a passage.

1.4 Know common roots and affixes derived from Greek and Latinand use this knowledge to analyze the meaning of complex words(e.g., international).

1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.

CA: Of 3 reading standards:

TX: Of 9 reading standards

(6) Reading/word identification.The student uses a variety of wordrecognition strategies. The student isexpected to:

(A) apply knowledge of letter-soundcorrespondences, language structure,and context to recognize words (4-8);

(B) use structural analysis to identifyroot words with prefixes such as dis-,non-, in-; and suffixes such as -ness, -tion, -able (4-6); and

(C) locate the meanings,pronunciations, and derivations ofunfamiliar words using dictionaries,glossaries, and other sources (4-8).

(9) Reading/vocabulary development.The student acquires an extensive vocabularythrough reading and systematic word study. Thestudent is expected to:

(A) develop vocabulary by listening to selections read aloud (4-8);

(B) draw on experiences to bring meanings to wordsin context such as interpreting figurativelanguage and multiple-meaning words (4-5);

(C) use multiple reference aids, including athesaurus, a synonym finder, a dictionary, andsoftware, to clarify meanings and usage (4-8);

(D) determine meanings of derivatives by applyingknowledge of the meanings of root words suchas like, pay, or happy and affixes such as dis-,pre-, un- (4-8); and

(E) study word meanings systematically such asacross curricular content areas and throughcurrent events (4-8).

Officer Buckle and GloriaOfficer Buckle knew more safety tips thananyone else in Napville. Every time he thoughtof a new one, he thumbtacked it to his bulletinboard. Safety Tip #77: NEVER stand on aSWIVEL CHAIR.Officer Buckle shared his safety tips with thestudents at Napville School. Nobody everlistened. Sometimes there was snoring.Afterward it was business as usual.

(from Officer Buckle and Gloria)

….in curricula of textbooks

Leafcutter ants live in Central andSouth America. Some people call themparasol ants. Do you know why? Theants chew off pieces of leaves andcarry them back to their tunnels. Theymarch with the leaves held over theirheads like little sunshades, or parasols.

(from Ants)

Two poles were set up as thegoalposts at each end of the field.Then the game began. Each teamplayed hard. On the Animals' side Foxand Deer were swift runners, and Bearcleared the way for them as theyplayed. Crane and Hawk, though, wereeven swifter,

(from The Great Ball Game)

attentiondiscovered

acceptaccidentadvantageargumentaudiencecoloniescommandselectricalenormousexpressionguardednearbyofficersafetystaredtending

dimexpertsherdhorizonimaginationlogobeysstifftropicaltunnelsweaver

antennaeapplaudedbannercarpentercocoonsfasteningfunguslarvaemunchingpenaltypitypuddlequarrelsawduststalksaphidsjeeredparasolswivelteamworknews team

The VOCABULARY Curriculum:The VOCABULARY Curriculum:Words Words ““TaughtTaught”” in HM Gr2/Unit 4 in HM Gr2/Unit 4

FORTUNATELY… The NRP offers hope.

1. There is a need for direct instruction of vocabulary items required for aspecific text.

2. Repetition and multiple exposure to vocabulary items are important. Studentsshould be given items that will be likely to appear in many contexts.

3. Learning in rich contexts is valuable for vocabulary learning. Vocabularywords should be those that the learner will find useful in many contexts. Whenvocabulary items are derived from content learning materials, the learner willbe better equipped to deal with specific reading matter in content areas.

4. Vocabulary tasks should be restructured as necessary. It is important to becertain that students fully understand what is asked of them in the context ofreading, rather than focusing only on the words to be learned. Restructuringseems to be most effective for low-achieving or at-risk students.

5. Vocabulary learning is effective when it entails active engagement inlearning tasks.

6. Computer technology can be used effectively to help teach vocabulary.7. Vocabulary can be acquired through incidental learning. Much of a

student’s vocabulary will have to be learned in the course of doingthings other than explicit vocabulary learning. Repetition, richness ofcontext, and motivation may also add to the efficacy of incidentallearning of vocabulary.

8. Dependence on a single vocabulary instruction method will not resultin optimal learning. A variety of methods was used effectively withemphasis on multimedia aspects of learning, richness of context inwhich words are to be learned, and the number of exposures to wordsthat learners receive.


a. Background: The sources of English

b. What to teach directly

c. Ways to teach

a. Background: Sources of English

Until 1066, “English” (Anglo-Saxon roots)was spoken in England.

From 1066 (Norman Conquest) until 1399,French was used by upper classes(government, church, law, fashion); lower-classes continue to speak English.

In 1399, a native English speaker becameking (Henry IV); French language use diesout. HOWEVER: there remain numerousFrench loan-words.

odorstenchsaintholy man

cordialheartyjudgmentdoommanor, palacehome, house

FrenchEnglish

French Loan-Words

In almost every case an English word existed for the concept.Ordinary/common retained English; “upper-class” French

(from Calfee & Drum, 1981)

Greek(and others)

Specialized wordsused mostly in science

RomanceTechnical, sophisticated words usedprimarily in more formal settingssuch as literature and textbooks

Anglo-SaxonCommon, everyday, down-to-earth words and

frequently in ordinary trade books and found inschool primers.

Sources of English

LETTER-SOUNDCORRESPON-DENCES

SYLLABLEPATTERNS

MORPHEMEPATTERNS

ANGLO-SAXON

sadstandthin

cap/capecardboil

buttonsisterharvest

pilotcabinhundred

cowboysoftware

like/unlike/un-likelyget/forget/forget-ting

ROMANCE directionspatialexcellent

inter-intra--ity

constructioneruptingconductor

GREEK phonographscholarsymphony

macro--graph

microscopechlorplastphysiology

From Words by M. K. Henry (1990). Los Gatos, CA: LEX Press.

2. Which Words to Teach?

a. The theoretical frameworkb. What the components can

mean for instruction--NOW

A Principled Vocabulary Curriculum[Presentation at American Educational Research

Association, April, 2006]

• A Principled Vocabulary Curriculum involves theapplication of criteria derived from empirical andtheoretical scholarship to student texts (literary andcontent-area) with the aim of establishing the words thatwill most support students’ meaningful reading.

• A Principled Vocabulary Curriculum recognizes differencesin the learning task posed by different words. Thesedifferences translate into different instructional strategies.

Why are Principled VocabularyCurricula (PVC) needed?

Students who depend on schools to become literate are notgaining the vocabularies they need to succeed throughcurrent direct and indirect instruction.

• Goal of a PVC: By end of elementary grades, this group ofstudents is fluent in understanding the words that account forapproximately 90% of texts (i.e., Word Zones 0-4, Hiebert, 2005).

There are systems within English vocabulary that can beused to understand words, simultaneously expandingstudents’ vocabularies and their vocabulary learningstrategies.

• Goal of a PVC: By the end of elementary grades, students alsohave knowledge and strategies for understanding words in textsbeyond the 90%, including knowledge of morphological familiesand words in rich semantic networks (i.e., Word Zones 5-6,Hiebert, 2005)

An underlying assumption ofthis work

• Fluent understanding (where the meanings of words areunderstood quickly during reading) requires that thevocabulary of instruction be encountered in texts thatstudents are reading (and not only in lessons, activities,read-alouds, discussions, etc.). Precisely how many encounters in texts students require to

become proficient in understanding a word’s meaning whenreading (in addition to encounters in lessons and activities) isan empirical question.

An application of aprincipled vocabulary

curriculum

The Corpus for theApplication

All of the unique words in a prototypical, mid-second-grade basal unit of three narrative texts (total words:2,285; unique words: 661)

Intended for a three-week instructional period: 64 wordsare tagged as critical vocabulary (i.e., about 21 words perweek; 24% of the unique words that are not highfrequency words)

apartmentapronarrivebarelybigoteblendingboothbuenos diasbushycelebratescerealclangcobblercollectioncostumecracklecreationdeliverydisguisefavorite

plaquepolishrestaurantretracedsarapeseafoodsizzlessmearedsombrerostationsubwayswooshswordtai chitiletokentoughwoksworried

The Vocabulary Identified Within the Teacher’s Guide

fistfuriousgracefulgraciasgrinnedgrown-uphalfwayhandcartshandsomeherbalkindergartnerkung fumayormedicinalmirrormustachemusty

The Criteria

• Frequency of Appearance in WrittenLanguage (Allen, McNeal, & Kvak, 1992)

• Frequency of Morphological Family (Carlisle &Katz, in press; Reichle & Perfetti, 2003)

• Knownness (i.e., a word’s meaning is notalready known) (Biemiller, 2006; Stallman,Comeyras, Kerr, Reimer, Jimenez, Hartman, &Pearson, 1990)

• Semantic Clusters (Beck, Perfetti, & McKeown,1982; McKeown, Beck, Omanson, & Perfetti, 1983)

The Criteria

• Frequency of Appearance in Written Language (Allen, McNeal, & Kvak,1992)

• Frequency of Morphological Family (Carlisle & Katz, in press; Reichle &Perfetti, 2003)

• Knownness (i.e., a word’s meaning is not already known) (Biemiller,2006; Stallman, Comeyras, Kerr, Reimer, Jimenez, Hartman, & Pearson, 1990)

• Semantic Clusters (Beck, Perfetti, & McKeown, 1982; McKeown, Beck,Omanson, & Perfetti, 1983)

While the same criteria can be applied to different grades,the parameters will vary by grade (e.g., which wordzones).

Step 1: Frequency in WrittenLanguage

• Frequency is regarded as an indicator of thelikelihood of prior and future exposure in text

• Frequency was established according to wordzones that Hiebert (2005) based on Zeno, Ivens,Millard, & Duvvuri, 1995)

3

4

5

Zeno et al., 1995

0-2

Distribution of Unit’s Unique Words6

3

4

5

Zeno et al., 1995

0-2

Distribution of Unit’s Unique Words6

Distribution after Application ofFrequency Criterion

0102030405060708090

# of words

Zone 3 Zone 4 Zone 5 Zone 6

86 73 73 40

What this means: For second graders who are not highlyproficient (majority of a cohort--especially EnglishLearners), 1 of every 8 words is likely a “first timeencounter in print.”

Illustrations of Words Eliminatedfrom Word Zones 0-2

• many happy strong• down better flat• some body cross

Zone 0 Zone 1 Zone 2

Illustrations of Words Eliminatedfrom Word Zones 0-2

• many happy strong*• down better flat*• some body cross*

Zone 0 Zone 1 Zone 2

*included in semantic cluster curriculum/instruction

Step 2: MorphologicalFamilies

• Words from Nagy & Anderson’s (1984) categories 0-2 wereconsidered members of a related morphological family:“meaning of the target item can be inferred from the meaningof its immediate ancestor” (p. 310)

• Zeno et al.’s database was used to obtain total score forfrequency of members in target word’s morphological family

Example of aMorphological Family

Original word in text: sewn: .23Morphological family members: 4 (sew)+ sewing (14) + sews (2) = 20

TOTAL: 20 (total of morphologicalfamily members) + .23 (original wordin text) = 20.23

Application

• All words that were still in Word Zones5 & 6 were eliminated. That is: aword and its morphological relativeshad to have 10 appearances or moreper million words to remain in thecurriculum.

Distribution after MorphologicalFamily Analysis (#2)

0

20

40

60

80

100

120

# of Words

Zones 0-2 Zone 3 Zone 4

38

112

82



Words remaining in Basal Curriculum after Step 2


Step 3: Knownness I

• Dale & O’Rourke’s (1981) Living WordVocabulary (LWV)

• Grade 4: <84%

Distribution afterApplication of Knownness

Criterion I (LWV) (#3)

0

10

20

30

40

50

60

# of Words

Zones 0-2 Zone 3 Zone 4

12

58

43



Words remaining in Basal Curriculum after Step 3.I


Step 3: Knownness II

• Subsequent to the LWV analysis, additionalfilters were applied for knownness and wordswere eliminated if they were: Words with imagery ratings of 5.75 or higher (7-point

scale) (van der Veur, 1975) Words within the speaking vocabularies of second

graders (Johnson & Moe with Baumann, 1983). Proper names, numbers, and contractions

Distribution after Application ofKnownness Criterion II (#3)

02468

1012141618

# of Words

Zones 0-2 Zone 3Zone 4

6

17

9



Words remaining in Basal Curriculum after Step 3.II


Step 4: Semantic Clusters

• Objective: Identify (and differentiate between)two types of words (Graves, 2000): Words that are synonyms for already known

words/concepts (I) Words that represent unknown concepts (II)

Application of Semantic Criterion I

• Objective: Words that are synonyms for alreadyknown words/concepts

• Marzano & Marzano’s analyses of 7,230words into 61 superclusters

Examples: Occupations: scientist, winner, master

Types of motion: prevent, pursuit, explosion

Semantic Application I: Words that are partof rich semantic clusters (100 or more

members)

• Words (usually nouns but some verbs) in one of 10superclusters: (in Marzano & Marzano’s top 24):

Occupations Clothing Types of people Dwellings/homes/rooms Land/terrain/water Human body Animals Plants Foods TransportationWords (usually adjectives & verbs) in one of 5

Second-Grade Clusters

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

Target CurriculumWordZones 0-2WordZones 5-6

Semantic Application I: Words that are partof rich semantic clusters (100 or more

members)

• Words (usually adjectives & verbs) in oneof 5 descriptive categories: Feelings Ways of moving Likes/Dislikes Sounds Ways of communicating

Second-Grade Clusters

TargetCurriculumWordZones 0-2WordZones 5-6

WORDS THAT

DESCRIBE

LIKES/DISLIKES

*perfect*wonderful*favorite

FEELINGS

*happy*excited*pleased

*scared*worried

*cross*angry

*furious*frowning

OTHERS:

*crowded

*flat*steep

*graceful

*fresh

*strong*tough

*barely

*bushy

SOUNDS

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

Distribution after Application ofSemantic Criterion I (#4.I)

00.5

11.5

22.5

33.5

44.5

5

# of Words

Zones 0-2 Zone 3Zone 4

2

5

1

fistfurious

gracefulgraciasgrinned

grown-uphalfway

handcartshandsome

herbalkindergartner

kung fumayor

medicinalmedicinalmirror

mustachemusty

apartmentapronarrivebarelybigoteblendingboothbuenos diasbushycelebratescerealclangcobblercollectioncostumecracklecreationcreationdeliverydisguisefavorite

plaquepolishpolishrestaurantretracedretracedsarapeseafoodsizzlessmearedsombrerostationsubwayswooshswordtai chitiletokentoughwoksworried

Words remaining in Basal Curriculum after Step 4.1

Application of Semantic Criterion II

• Objective: Words that represent unknownconcepts

• Thesaurus: Used to establish number of synonyms formeanings of a word Example: creation

• Meaning 1: formation (making, conception, construction,manufacture, design, establishment, foundation)

• Meaning 2: invention (handiwork, fabrication, innovation,concept, conception)

• Meaning 3: nature (cosmos, universe, life, world)

conquest;triumph; win,success

N5 + 21 = 26 (2)*6 (68)*33

victory

go back over;repeat

N.5 + 42 = 42.5 (8)*4 (77)*33

retraced

shinesparkle

N17 + 15 =32 (6)*4 (73)*33

polish

healingtherapeutic

N.69 + 60 = 60.69(2)

*8 (72)*33

medicinal

coating or cover;stratum or tiers

N35 + 47 = 82 (3)*6 (67)*33

layer

blow up; blast;go off

N5 + 31 = 36 (5)*4 (70)*12 (Gr.3)

explode

particularsfine pointsfacts

N53 + 73 = 126 (3)*8 (79)*(33)

details

formationinventionnature

N15 + 142 = 156 (8)*6 (93)*(33)

creation

SynonymsSuper-Cluster(N=No;Y=Yes)

Frequency ofMorphologicalFamily (#members)

LWV(Johnson &Moe)

PRINCIPLEDVOCABULARYCURRICULUM

• 8 “high-leverage” words(with 37 additionalmorphological relatives) areidentified for very thoroughinstruction

• 23 words within the targetlevels plus 23 from otherlevels are part of semanticclusters (clusters that have atleast 100 members)

• Total: 8 + 37 + 23 + 23 =87 (plus additional words insemantic clusters)

BASALVOCABULARYCURRICULUM• 64 words presented

in the same “define/mention it” manner

Research Evidence for PrincipledVocabulary Curriculum

• Empirical evidence confirms that, when a core setof words is identified and taught (through the PVCapproach), 2nd and 3rd graders (1/3 EnglishLearners) made significant gains in learningcomplex vocabulary relative to comparison group(Cervetti, Hiebert, Arya, & Pearson, 2006). Studentsused the vocabulary in writing about sciencecontent (Bravo & Tillson, 2006).

Which Words Should beChosen to Teach?

• Words based on empirically andtheoretically grounded scholarship onvocabulary learning (i.e. PrincipledCriteria)

WHAT THE COMPONENTS CAN MEANFOR INSTRUCTION….NOW!

1. Useful and substantially populatedmorphological families

2. Semantic clusterings3. Complex meanings: Thematic,

academic, Spanish cognates4. Context strategies

1. Sufficiently Frequent and UsefulMorphological Families

345

Zeno et al., 1995

0-2

6

1. Sufficiently Frequent and UsefulMorphological Families

Zeno et al., 1995

3,667morphologicalfamilies

5,586words

Most Common Prefixes & Suffixes

-s, -es, -ed, -ing, -ly, er/or(agent)

un-, re-, in/im/il/ir (not), dis-,non-

Suffixes (account for 76%of all suffixed words)

Prefixes (account for 62%of all prefixed words)

(White, Sowell, & Yanagihara, 1989)

Example from Basal Unit

• apartment(s) apart apartness part partition

• arrive (s, ing, ed) arrival

• barely bare (ed,ing,s, ness) barefoot bareheaded

Example from Basal Unit

• apartment(s) apart apartness part partition

• arrive (s, ing, ed) arrival

• barely bare (ed,ing,s, ness) barefoot bareheaded

3 of first 4 words = 18 words

Learning and Using Word Parts(from Graves, 2005)

• Prefixes are the most useful word part to teach, at least for nativeEnglish speakers. Beginning in grade 4, teaching prefixesmakes excellent sense.

• Meanings of suffixes are problematic because either studentstacitly understand their grammatical meanings or changes inmeaning are fuzzy. Learning to lop off suffixes as part ofdecoding a word is a different matter and something all studentsneed to learn to do. English-language learners are likely toneed instruction in inflectional suffixes.

• Teaching roots is problematic because few are highly generative,making it difficult to know which to teach, and making the payoffquestionable. [But this perspective hasn’t been studied withnative Spanish speakers and Spanish-English cognates]

2. Semantic (Synonym) Clusters

• Marzano & Marzano’s analyses of 7,230 wordsinto 61 superclusters

Examples: Occupations: scientist, winner, master

Types of motion: prevent, pursuit, explosion

3. Complex new meanings

a. Thematic words (in content areas)

b. Academic words

c. Cognates

SHORELINE SCIENCE

habitat

shoreline

beach ocean

survival

seaweed

organism

adaptation

structure

predator prey

erosion

behavior

forms

forces

protect

Thematic

© Seeds of Science/Roots of Reading

Picture Vocabulary Results

Significant differences in favor of the S&R interventionfor both, but marginal on Terrarium items

NMeanPre

MeanPost

EffectSizePost

GainEffectSizeGain

Shoreline Seeds-Roots 342 4.71 5.60 .40 .88 .18

GEMS 148 4.53 5.07 .56

Terrarium Seeds-Roots 342 3.12 3.53 .22 .40 .15

GEMS 148 3.10 3.33 .23

from Pearson, Cervetti, Hiebert, Arya, & Bravo, May 2005

Vocabulary (Semantic Associations):Results

Significant effects on both taught (shoreline) andnot taught (terrarium) vocabulary, but the effectsize is nearly double for the taught vocabulary.

NMeanPre

MeanPost

EffectSizePost

GainEffectSizeGain

Shoreline Seeds-Roots 342 8.62 12.98 .57 4.35 .77

GEMS 147 8.64 10.49 1.88

Terrarium Seeds-Roots 342 2.80 3.81 .30 1.00 .39

GEMS 147 2.88 3.35 .48

from Pearson, Cervetti, Hiebert, Arya, & Bravo, May 2005

b. Academic Words

• Words that are not thematically related,are fairly abstract, and are often usedacross subject areas (often with quitedifferent meanings and even parts ofspeech) Example: process, guarantee, issue

Sources for AcademicWords

50 Science Process Words(www.seedsofscience.org)

analyze analysisapply applicationattributes categorize categoriescharacteristicsclassify classificationcollectcommunicatecompare comparisonconceptconclude conclusionconnect connectiondemonstrate demonstrationdevice diagramdiscover discoverydiscuss discussion evidence experiment explain explanation explore explorationfeaturehypothesis

identify identificationinfer inferenceInvestigate investigationlabel laboratory materialsmeasuremixturemodelobserve observationsorderorganisms organizepredict predictionprocedureprocessproof proverecord relative (size)report reportingresearchresources resultssamplesubstancesummarize

Marzano (2004): K-12 by Content AreaBuilding background knowledge for academic achievement.Alexandria, VA: ASCD.

nightobservationoceanparentpebbleplantpositionprecipitationpredictionprehistoric

animalsproperties of

lightpullingpushingreasoningrequirements for

liferock characteristicsrulersalt watersandsciencescientistseasonal change

Example: K-2 Scienceairanimal featuresbalancebehavior patternboulderburningchartcircular motioncloudcolorcomputerdaily weatherpatterndaydeathdinosaurdissolvingdistancediversity of lifeEarth materialsEarth’s gravityEarth’s rotationegg

energyfoodfreezinggasgrowthhabitatheathorsetail treeindividual differencesinsectlightliquidlocationmachinemagnetmagnificationmagnifiermammothmixturemonthmoonmotion

seasonal weatherpatternshapesheltersimilarities & differences among organismssizeskysoilsolid rocksoundstarstar agestar brightnessstates of matterstraight-line motionSun’s positionSun’s sizeteamworktemperature

universevibrationwaterweatherweatherconditionsweatherpatternsweekweightwindyearzigzagmotion

Academic Word List(Coxhead, A. 2000) A new academic word list.

TESOL Quarterly, 34, 213-238.

• 10 groups of 60 headwords• Intended for high school & college

Sublist 1analyzeapproachareaassessassumeauthorityavailablebenefitconceptconsistconstitutecontextcontractcreatedatadefinederivedistribute

economyenvironmentestablishestimateevidentexportfactorfinanceformulafunctionidentifyincomeindicateindividualinterpretinvolveissue

laborlegallegislatemajormethodoccurpercentperiodpolicyprincipleproceedprocessrequireresearchrespondrolesectionsector

significantsimilarsourcespecificstructuretheoryvary

Biemiller’s Words Worth Teaching (soon to be released)

possibilitychancea demanding taskchallengetie upchainguaranteecertifyfixed and settledcertainput in middlecentergraveyardcemeterya warningcautionto make happencausepour into moldcastto supportcarrymeat-eatingcarnivorouschosen workcareerworrycaretake by forcecaptureto covercapto destroy the force or effectcancela metal containercandisguisecamouflagequietcalmgive name tocallfigure outcalculate

easy thingcinch

thick piecechunk

to like one action more thananother

choose

freedom of choosingchoice

baked white claychina

most importantchief

cowardlychicken

encouragementcheer

to examinecheck

to act dishonestlycheat

poor in qualitycheap

a mapchart

helping the poorcharity

load of electricitycharge

person in a storycharacter

part of a bookchapter

a waterwaychannel

varietychange

WordZone/Grade

WordswithinZone/Grade

1 bodyimportantformbelieveexample

2 naturescientistsbehaviorconsideredsection

3 defenseexpresssamplestylemanaged

4 exposedminortenseassociatedmerchandise

Beginning Academic Listfor Literacy (BALL):•541 words (Grades 1-4)Hiebert, E.H. (2005)

10 Common English Words & Their Latin and Spanish EquivalentsEnglish common word Examples of English

literary/academic wordsLatin root Spanish common word

brave valiant, valorous, valor valere (to be strong) valiente

bug insect, insecticide,insectivore

insectum insecto

dig cavern(ous), cave,cavity, excavate

cavus (hollow) excavar

empty vacant, vacate, vacancy vacare (to be empty) vacía

enough sufficient, suffice,sufficiency

sufficiere (to provide) suficiente

first prime, primate, primal,primacy, primary,primer, primitive

primus (first) primero

mean significance, significant significans (meaning) significarmoon lunar, lunacy, lunatic,

lunationluna (moon) luna

sell vendor, vend, venal venus (sale) venderwash lather, lavatory lavare (to wash) lavarAdapted from Kamil & Hiebert (2005).

10 Common English Words &Their Latin/Spanish Equivalents

4. Teaching use of context directly

• Use paragraphs from texts thatstudents are going to read

• Begin with the sentence that has thetarget word, asking students todescribe the meaning of the word.

• Add sentences from the surroundingtext to verify or establish meaning.

Using Context

How could I be such a mensa? She scoldedherself as she sat cross-legged, thetelephone cradled in one hand and acookie in the other. She blamed herbiology teacher for her problem. If hehadn't made them dissect frogs, shewouldn't have been so absentminded.

(from Gary Soto’s The Challenge)

Using Context



Using Context

How could I be such a mensa? She scoldedherself as she sat cross-legged, thetelephone cradled in one hand and acookie in the other. She blamed herbiology teacher for her problem. If hehadn't made them dissect frogs, she wouldn'thave been so absentminded.


Using Context



c. Ways to Teach

1. General guidelines

2. Graphics

3. Specific activities

1. General Guidelines

• Make certain that students have severalencounters with the word (differentcontexts)

• Provide students with opportunities todetermine relationships between thenew word and other words

• Encourage students to use their newwords outside of class.

From Beck et al. (2002)

discover (2ndgrade)

discover

discovererdiscoverable (adjective)discovery

discovered, discovers,

discoveringcover,

recover

2. GRAPHICS

Clustering by Morphological Family

& Synonyms

discover (2ndgrade)

discover

discovererdiscoverable (adjective)discovery

discovered, discovers,

discoveringcover,

recover

find (for the first time)find out

learn

realize detect

analyze

trick confuse

knowunderstand

2. GRAPHICS

Clustering by Morphological Family

& Synonyms

Semantic Map for Movement

Animals Machinesstampede blast offswoop towsoar explodeswarm swervesting clanggallop

MovementToys/Objects Naturebounce blowtwirl rustlebuzz fluttertick erupt

tremble

Semantic Mapping by Category

scrib, script (to write)

Spanish: escribir (to write)

scribescriptScripturesuperscriptsubscript

describedescription*descriptiveprescribeprescription*subscribesubscription*

inscribeinscriptionascribecircumscribeproscribeproscriptiontranscripttranscribetranscriptionconscriptconscriptionconscripted

Essential Features Example

• Carrying out actions thatshow awareness of howpersonal actions affectothers in the community.

• Following rules and laws.• Taking care of the

environment

• Being popular• Getting other people to

think just like you do.

• Not letting other peopleexpress their ideas

• Speeding or littering

Yes

No

3. Some of a host of specifictechniques: Frayer’s Method

How much energy does it take to . . .

1. meander down the hall?

2. vault over a car?

3. banter with your best friend for an hour?

4. berate someone at the top of your voice?

5. stalk a turtle?

Least -----------------------------------------------------------Most Energy Energy

Beck’s Word Lines

Ordered Synonyms (Adams, 2005)

often

always

rarely

frequently

sometimes

never

never

20 Questions

•Who, to whom?Who might command?Who might be commanded to do something?

•What?What are ways a person can respond to acommand?

•Why?Why might someone give a command?

•Where, why, how, when?

3. Incidental, “Intentional”Vocabulary Learning

a. Background on IncidentalVocabulary Learning

b. Components of Incidental,Intentional VocabularyLearning:

*Fostering extensive reading*Word consciousness*Read-louds

a. Background: Incidental LearningWhile Reading

• Average probability of learning an unknown word while reading is 15%(Swanborn & de Glopper, 1999):

Grade 4: 8%Grade 11: 33%Low-ability students: 7%High-ability students: 19%

• If the density of unknown words in a text is 1 word per 150 words, theprobability of learning the word is reported to be approximately 30%.However, if the ratio is 1 to 75, the chances of learning the word drop to14% (Swanborn & de Glopper, 1999).

Encounters Accuracy RT Compr

TraditionalTraditional

412

++

-+

--

RichRich

412

++

-+

-+

McKeown, Beck, Omanson, & Pople

Number of repetitions to learn a word incontext:

b. Extensive Reading:Amount Read IN School

0

250000

500000

750000

Proficient & Above Basic Below Basic

Gr4School

IN & OUT of School Reading

0

250000

500000

750000

Proficient & Above Basic Below Basic

Gr4School Gr4Home

Increasing Student Reading

Begins with extensive reading in school

Keeping records of how much students read during aschool week (especially the students who are at 15-40percentile of their age cohort)

Scaffolded silent reading

The “New” SSR: Text, Task, and Time are scaffolded(doesn’t mean that “Old” SSR doesn’t also happen)

Keeping records of words learned

How Much Text Should a Program Provide?During the Reading/Language Arts Block

“Scaffolded” SilentReading (e.g.,Centers, “Seatwork”)

Teacher-guidedGrade

1,252,800613,800639,000TOTAL

720,00020 minutes daily@100 wpm:360,000

20 minutesdaily @100wpm: 360,000

3

432,00015 minutes daily@80wpm:216,000

15 minutesdaily @80 wpm:216,00

2

100,8007 minutes daily@ 30 wpm:37,800

10 minutesdaily @35 wpm:63,000

1

Word Consciousness

is…an awareness and interest in wordsand their meanings (Graves & Watts,2002)

Word Consciousness

Making Word Learning Part of Daily Routines Example: Rather than reminding a student that he

didn’t quite close the door, the teacher might tell thechild to close the door because it is ajar.

Example: Rather than asking a student to water adrooping plant, the teacher might say that the plant isbecoming dehydrated.

Example: Rather than telling students to line up faster,the teacher might ask them to stop dawdling.

(from Lehr, Osborn, & Hiebert, 2005)

Collecting Intriguing Words(from Peter Dewitz)

Janice Hadley, a third/fourth grade teacher from the Washington DC area,had students select their own words over a school year.

Students introduced them to the class and put them 3 x 5 cards on the wallweekly. Other students could attach sentences or definitions to the cards.

The words eventually encircled the room twice and contained 200 wordsby December and 400 by May.

Students paired up and “walked the wall” twice a week, quizzing eachother on words, defining them, and talking about them.

A test given in May showed that students knew 87% of the words on thewall.

Idioms (from Johnson, 2001)

1. Ms Herman said that when she wins the lottery, she’ll beable to ride the gravy train.

2. Chantelle sent me on a wild goose chase because, afterthree hours of looking, I never did find the poster shewanted.

3. When little Reginald didn’t get to watch his favorite show,he turned on the waterworks.

4. I’d better start saving now because the concert will cost apretty penny.

5. When Adriana was chosen to play the flute solo, it was afeather in her cap.

Read-Alouds

Read-Aloud Techniques

Dialogic Reading (Whitehurst et al., 1998)

Text Talk (Beck, McKeown, & Kucan, 2002)

Commonalities:

Reading the story without extensive discussion the first time through

Explanations, definitions (friendly ones), and discussions of word(including suggesting other contexts for the word)

Rich activities around the word, including having students makejudgments about possible uses of the word, providing examples andnonexamples of possible uses of words.

nonsense playing, pretending, dreaming afloat in a boat tends the garden beautiful bouquet party dress with frills, lace, and bows imagination, imaginary baby in carriage dingoes howling harnesses jangling make haste run helter-skelter

Lizzie Nonsense: A story of pioneer days

(Jan Ormerod)

Wind ruffled Sun flickered Windbreak poplars Wheels groaned and

whined Gravel track Drumming, churning Hummed the tune

Josepha: A Prairie Boy’s Story

(Jim McGugan)

Reeled around Smacking the land Twine suspenders Mock quivered Hushed and muffled Blushing bull

Vocabulary Instruction That ImprovesComprehension and Thinking

1. The Nature of the Vocabulary Task

2. Incidental, Intentional Learning ofVocabulary


Documents

Vocabulary Instruction That Improves Comprehension & Thinkingtextproject.org/assets/library/slides-color/utreadingfirst-2006.pdf · Vocabulary Instruction That Improves Comprehension