WELCOMEWELCOMERevitalizing Vocabulary:

Using Vocabulary Strategies to Aid Student Comprehension

November 5, 2008

ScheduleScheduleWiki-feedbackHow Children Learn to ReadEvidence Based Vocabulary InstructionBreak Direct Instruction & Word PartsTechnology Integration: Stone, Trogdon,

and J. WilliamsWhat’s Next?Lunch (11:45 – 12:15)

Wiki-feedbackWiki-feedback

Activity: Activity: Lay it all on the table . . .Lay it all on the table . . .

Lay it all on the table . . .Lay it all on the table . . . Form groups.

(grouping cards-bottom right) Supplies: sticky notes,

chart paper List challenges related

to students’ reading abilities.

RICA Activity- Dump & Clump and Sticky Notes

Spices Meats Veggies

Pepper Beef Corn

Salt Chicken lettuce

Organize your sticky notes in a matter that makes sense to the group. Each “group” of sticky notes should be given an overall name/category.

Review: How Children Learn Review: How Children Learn to Readto Read

Stages of Reading Development

•Pre-reading; pre-alphabetic (0, rare for an adolescent)

•Initial reading or alphabetic decoding (1)

-Early phonetic

-Later phonetic

•Confirmation and fluency (2)

•Reading to learn (3)

Decoding: Early Phonetic (1)Decoding: Early Phonetic (1) Identify first consonant in work; need to learn

to segment all sounds Rely on letter names to get the sounds,

especially for spelling; need to learn sounds and letter names, and the difference. (WEL = will, CLOK = clock)

Confuse similar words (horse and house); need to decode the whole word, left to right, with sound-symbol links.

VS. ??

Decoding: Late Phonetic (1)Decoding: Late Phonetic (1)• Can sound out regular one-syllable words;

can increase speed of whole word recognition once decoding is accurate

• Phoneme (smallest unit of sound in a language) awareness is well established.

• Phonetic spelling is a fine art.

??

Confirmation and Fluency (2)Confirmation and Fluency (2)• Can read more easily, attending to

meaning. Need to increase speed to about 120 w.p.m. by end of third grade.

• Print chunks, such as –ing, -est, high frequency words, and syllable patterns are recognized automatically.

• Need to read widely. Series books are a good fit. Emphasis on daily reading very important.

??

Reading to Learn (3)Reading to Learn (3)• Build vocabulary, several thousand

words per year.• Teach advanced word decoding.• Emphasize varied texts, especially

expository (nonfiction) texts.• Preview and guide silent and prepared

choral reading.

Students in third grade need to be at this stage. If behind in third grade highly likely to remain behind.

??

Listening and ReadingListening and Reading• Students’ vocabulary first develops

through oral exposure to text.• Before middle grades, students can read

many fewer words than they comprehend through listening. This remains true at the middle grades for at-risk students especially.

Impact of Language Exposure on Vocabulary LevelsActual Differences in Quantity of Words Heard

In a typical hour, the average child would hear:

Welfare: 615 wordsWorking Class: 1,251 wordsProfessional: 2,153 words

Actual Differences in Quality of Words Heard

In a typical hour, the average child would hear:

Welfare: 5 affirmations, 11 prohibitions

Working Class: 12 affirmations, 7 prohibitions

Professional: 32 affirmations, 5 prohibitions

How Many Words Do How Many Words Do Students Know? (cont.)Students Know? (cont.)

Where Do We Learn Words?Where Do We Learn Words?•Adult reading matter contains words 2-3 times rarer than those hear on TV.•Even children’s books have more varied and unusual words than prime time TV or children’s TV.•Rarity and variety of words in children’s books is greater than that in adult conversation.

Hayes & Ahrens (1998)

ReadingReading

IF Not FOR THE CatIF Not FOR THE Cat Big MoversBig Movers

~Jack Prelutsky~Jack Prelutsky ~Matt Mitter ~Matt Mitter

ActivityActivitySearch and RescueSearch and Rescue

Choose one book. Skim/scan a few pages

for unique words (scurried vs. ran, ponder vs. think).

Make a list of the unique words you find.

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Picture BooksPicture BooksWiki resources

www.literacyplus.wikispaces.com

Middle Grades SymptomsMiddle Grades Symptoms• Struggling students continue to be slow Struggling students continue to be slow

readers.readers.• Vocabulary often does not grow at Vocabulary often does not grow at

expected rate.expected rate.• Spelling phonetically and misspelled Spelling phonetically and misspelled

words continues.words continues.• Complex sentences and inference Complex sentences and inference

information are problematic.information are problematic.• Writing is sparse and disorganized.Writing is sparse and disorganized.

ConclusionsConclusionsLiteracy development is an ongoing process, and it requires just as muchattention for adolescent learner as for beginning readers. In today’s word, literacy demands are expanding, and they include more reading and writing tasks than at any other time inhistory.

Adolescents need high levels of literacy to understand vast amounts of information available to them. Adequate comprehension depends on the reader already knowing 90-95% of the words ina text.

ACS Strategic PlanGoal I.  High Student Achievement

1.1 Prepare students to be globally competitive1.2 Utilize technology to enhance learning 1.3 Close the achievement gap

Evidence Based Evidence Based Vocabulary InstructionVocabulary Instruction

Models:Robert Marzano

Classroom Instruction that Works & Building Academic Vocabulary

Rosemarye TaylorImproving Reading, Writing, and Content Learning for Students in Grades 4-12

RICA-Quick WriteRICA-Quick WriteYou enter a classroom and on the board is

written:

“Read pgs. 112-132. Do the definitions and answer questions 1-9.”

Reflect on the literacy learning of this assignment in this content classroom.

Questions Related to Questions Related to Vocabulary LearningVocabulary Learning

How many new vocabulary words should be introduced at any one time?

How many times does a person need to interact with a word to own it?

Should teachers bring their academic language down to the students’ reading levels?

When should vocabulary be taught – before, during, or after reading?

Should only English/Language Arts teach roots, prefixes, and suffixes?

How and when are context clues useful for understanding vocabulary?

How does oral language development in relation to vocabulary acquisition?

Questions Related to Questions Related to Vocabulary Learning (cont.)Vocabulary Learning (cont.)

How many new vocabulary How many new vocabulary words should be introduced words should be introduced

at any one time?at any one time?• Adolescent students can process and

retain 5 to 7 words at a time.• This reinforces the need to concentrate

vocabulary instruction on the essential words related to any given content.

How many times does a person How many times does a person need to interact with a word to need to interact with a word to

own it?own it?• Students need to interact with a word 30

times to “own it.”• Interaction should allow students to apply

and illustrate the word in the given content, as well as associate it with personal experiences.

Should teachers bring their Should teachers bring their academic language down to academic language down to the students’ reading levels?the students’ reading levels?

• Academic language should always be used by the teacher.

• Academic language should be accompanied with explanation and student definition (scaffolding).

• Students should be expected to use academic vocabulary.

• Academic vocabulary is essential to raising comprehension.

apply to use information for varied situations and purposes to use

When should vocabulary be When should vocabulary be taught – before, during, or taught – before, during, or

after reading?after reading?• Vocabulary instruction should be on-going.• Before, during, and after vocabulary

instruction is necessary for long-term understanding and retention.

Should only English/Language Arts Should only English/Language Arts teach roots, prefixes, and suffixes?teach roots, prefixes, and suffixes?

• All teachers should teach roots, prefixes, and suffixes.

• Specific roots, prefixes, and suffixes often occur in content area instruction.

• 85% of English is based on Latin, 56% of daily English usage based on Latin

Health/PEvita- (vitality, vitamins)

Science-ology (biology, meterology)

Social Studiesdemo- (democracy, demographics)

Mathdia- (diagonal, diameter)

Careerspara- (paraprofessional, paraphrase)

How and when are context How and when are context clues useful for clues useful for

understanding vocabulary?understanding vocabulary?• The use of context clues is varied.• If a word is followed by a descriptor

context clues can be useful to the reader. (The waters were stagnate, still, and polluted.)

• If there are unfamiliar words, other than a specific vocabulary word, in a sentence the usefulness of context clues decreases substantially.

How does oral language How does oral language development in relation to development in relation to vocabulary acquisition?vocabulary acquisition?

• There is a strong correlation between oral language development and vocabulary and comprehension development.

• Students will write the way they speak. (birthdy – birthday)

• Students will pronounce words according the way they speak. (birthday - birthdy)

• Students need to hear fluent readers on a regular basis to aid in their own oral development which in turn aids vocabulary and comprehension.

Context Clues, Oral Context Clues, Oral Language, and Vocabulary Language, and Vocabulary

DevelopmentDevelopment

Miss AlaineusMiss Alaineus

http://www.debrafrasier.com/pages/books/msa.html

Research BaseResearch Base Some researchers suggest having students learn

new words by exposure to and use a word six times in order for the student to learn and recall the word. Because of the large number of words students need to learn, they have suggested wide-reading as the way to accomplish this.

However, other researchers have stated that lower performing students will actually learn only 8% of the words in this format while only 16% of higher performing students will learn vocabulary this way.

An analysis of the research provides a strong case for focused, systematic instruction of vocabulary at every grade level.

According to the research, the most powerful way to teach new terms and phrases is to use an instructional sequence that allows for multiple exposures in multiple ways.

Research BaseResearch Base

The bottom line is that in order for The bottom line is that in order for students to understand and retain students to understand and retain meaning for future uses we must meaning for future uses we must

utilize purposeful, intentional utilize purposeful, intentional exposure to language.exposure to language.

Instruction in Content Instruction in Content Specific WordsSpecific Words

High-frequency word lists do not focus on the written material students encounter in school. (BICS vs. CALP)

The effects of direct vocabulary instruction are even more powerful when the words taught are those that students will most likely encounter in the new content they are learning.

Context is crucial for understanding and application of new vocabulary.

Marzano’s Vocabulary Marzano’s Vocabulary Instruction ProcessInstruction Process

1. The teacher will give a description, explanation, or example of the new term.

2. The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

3. The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

4. The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.

5. The learner will discuss the term with other learners.6. The learner will participate in games that provide more

reinforcement of the new term.

VideoVideo

ASCD: Building Academic Vocabulary

Taylor’s Vocabulary Taylor’s Vocabulary Instruction ProcessInstruction Process

1. Teacher pronounces word and has students repeat word.

2. Teacher gives a reasonable definition. (reasonable definition-one appropriate for students’ comprehension and content)

3. Read and examine word in context.4. Teacher creates a nonlinguistic representation (visual,

movement) of word.5. Student writes word and their own definition. 6. Student writes a sentence with the word.7. Student creates a nonlinguistic representation of word.

Marzano & Taylor Vocabulary Marzano & Taylor Vocabulary Instruction ProcessesInstruction Processes

Teach Practice Model

Direct instruction from teacher

Teacher offers Various models Guided practice

Independent practice-only after successfulwith guided practice

Vocabulary Instruction ProcessVocabulary Instruction Process(teach, model, practice)(teach, model, practice)

Teacher pronounces word and has studentsrepeat word. Students gain phonemic awareness of

word. (teacher as model)Students have opportunity to practice

pronunciation. Oral language, written language, and

comprehension are connected in processing in the brain.

Vocabulary Instruction ProcessVocabulary Instruction Process(teach)(teach)

Teacher gives a reasonable definition.Definition must be comprehensible by

student.A reasonable definition is one appropriate

for students’ comprehension and content.

Read and examine word in context.Words must be applicable to unit of study.Words chosen must be essential to

understanding of content concept.Examining word in context provides

example of vocabulary application. If applicable, provides opportunity to utilize

context clues for meaning and understanding.

Vocabulary Instruction ProcessVocabulary Instruction Process(modeling)(modeling)

Teacher creates a nonlinguisticrepresentation (visual, movement) of word.Visual/tactile learning increases

understanding and retention of new information. (brain-based research)

Students need examples of how to make visual/tactile connections to new information. (modeling)

Vocabulary Instruction ProcessVocabulary Instruction Process(modeling)(modeling)

Student writes word and their own definition. Students need to transfer academic

language into their own.Students need to feel ownership of the

learning.Student ownership increases

comprehension and retention of new information.

Vocabulary Instruction ProcessVocabulary Instruction Process(guided practice)(guided practice)

Student writes a sentence with the word.Teachers and students should construct a

sentence that applies the meaning of the given word for guided practice.

Students create their own sentence that includes application, not definition, of the word. Teacher checks for accuracy (guided and independent practice).

Student-owned compositions (written language) increase comprehension and retention by making content personal.

Vocabulary Instruction ProcessVocabulary Instruction Process(guided and independent practice)(guided and independent practice)

Student creates a nonlinguistic representation ofword.• Students should be able to orally explain how

nonlinguistic representation is applicable to the vocabulary and their understanding of the word. (personal connections, guided and independent practice)

• Visual/tactile learning increases understanding and retention of new information. (brain-based research)

• Nonlinguistic representations allow students to make personal connections which are much more meaningful and memorable.

Vocabulary Instruction ProcessVocabulary Instruction Process(guided and independent practice)(guided and independent practice)

Process for Vocabulary Process for Vocabulary InstructionInstruction

Teach Practice Model

Direct instruction from teacher

Teacher offers Various models Guided practice

Independent practice-only after successfulwith guided practice

ongoing, meaningfulongoing, meaningful exposureexposure

BreakBreak

“The difference between the almost right word and the right word is really a large matter—'tis the difference between the lightening bug and the lightening.” -- Mark Twain

Vocabulary Instruction Vocabulary Instruction StrategiesStrategies

Revitalizing Vocabulary

Word Play

Direction Direction InstructionInstruction

Nonlinguistic Representation

Multiple Exposure

Word Parts

Similarities &

Difference

Direct Vocabulary Direct Vocabulary InstructionInstruction

• Vocabulary instruction is the single most valuable aspect of comprehension.

• Effective vocabulary instruction does not rely solely on providing definitions.

• Students must be able to visualize the word and also connect it to other words.

• Direct Instruction = word meaning + strategy ownership

Strategies for Direct Strategies for Direct InstructionInstruction

Expert to Expert*

Vocabulary Mapping*

Frayer Diagram/ Vocabulary Squares* *RICA strategies

Activity: Activity: Expert to ExpertExpert to Expert

ActivityActivityExpert to ExpertExpert to Expert

Form groups.(grouping cards-bottom left)

Supplies: vocabulary cards Each group member

chooses two words to teach the group using any pictures, actions, symbols, or word associations that will help create a mental picture.

Quiz time

Expert to ExpertExpert to ExpertPurpose: Enhance vocabulary learning through collaborative study

Process:

Teacher chooses up to 7 vocabulary words.

Group students into groups of 3 or 4

Distribute a set of vocabulary cards to each group. The group should divide the cards among them.

Students will teach their words to the group using any pictures, actions, symbols, or word associations that will help create a mental picture for easy remembering.

When groups feel they are ready, they are given a vocabulary test – the test is taken individually.

Vocabulary MappingVocabulary MappingPurpose: Help students visualize various

components of a definition Graphic organizer Beneficial for “chunking” information and

visually showing connections Moves students from simple dictionary

statements to higher level definitions that show relationships

Opportunity for personal connections Model, model, model!

Vocabulary MappingVocabulary Mapping

Word

What is it like?

What are some examples?

What is it?

Vocabulary MappingVocabulary MappingWhat is it? What is it like?

What are some examples?

Yogurt is a food made from dairy products. It is cold, creamy, and delicious. There are many products, brands, and flavors of yogurt.

Food-dairy product

Yogurt

Fat free Vanilla Strawberry

Cool

Creamy

Soft

Frozen

Definition:

Vocabulary MappingVocabulary Mapping(Practice – grouping card: top, right)

Love

What is it like?

What are some examples?

What is it?

Frayer Diagram/Vocabulary Frayer Diagram/Vocabulary SquaresSquares

Purpose: Develops understanding of wordsby deciding what is essential to the word andwhat is not.

Students elaborate on word meanings using multiple components of the word’s meaning.

Opportunity for personal connections Various versions Model, model, model!

Frayer Diagram/Vocabulary Frayer Diagram/Vocabulary SquaresSquares

TOPIC

Definitions

Examples

Facts/Characteristics

Non-examples

Summary

Frayer Diagram/Vocabulary Frayer Diagram/Vocabulary SquaresSquares

ACIDS

Sour taste

Turns litmus paper red

Reacts with bases

Proton donor

electrolyte

Stomach acid

Soft drinks

Milk

Vinegar

Sulfuric acid

Strong odor

Color

Corrosive

Ionizes completely in water

Drain cleaner

Ammonia

Antacid

Lime

Baking soda

Essential Characteristics Nonessential Characteristics

Examples Non-examples

Summary

Frayer Diagram/Vocabulary Frayer Diagram/Vocabulary SquaresSquares

Sentence/Part of SpeechMacbeth kept having malevolent thoughts about killing Duncan so he could become the next king of Scotland. (adjective)

Picture/Logo

Variations of the WordMalevolence (noun):

Related Words:malicious malign

mean; venomous

Definition

Having or showing ill-will; malicious

MALEVOLENT

Summary

Frayer Diagram/Vocabulary Frayer Diagram/Vocabulary SquaresSquares

DefinitionGeometric property shape classification Designating a triangle with two equal sides

Picture/Logo

PropertiesTwo sides of equal length (congruent)Pair of equal angleHas line of symmetry

Examples

Triangles, trapezoidsEquilateral (Regular) Scalene

Isosceles

Summary

Choose one of the three completed frayer examples.

Write a short summary for the diagram.Write a one-sentence summary

for the diagram.Share with the group.

ActivityActivityFrayer Diagram/Vocabulary Frayer Diagram/Vocabulary

SquaresSquares

Revitalizing Vocabulary

Word Play

Direction Direction InstructionInstruction

Nonlinguistic Representation

Multiple Exposure

Word PartsWord Parts

Similarities &

Difference

Word PartsWord PartsWebstretchersConnect Three

Did you know…?“un-” accounts for 26% of all prefixed

wordsun-, along with re-, dis-, and in- account

for a whopping 58% of prefixed words

WebstretchersWebstretchersPurpose: Helps the brain make

associations as opposed to memorizing (and quickly deleting) facts

Uses patterns of meaning based on one base word and adding prefixes/suffixes.

Small groups work bestIllustrates the flexibility of language

Procedure:1. Divide participants into groups of 3 to 5.2. Assign each group a base word/word root.

Suggestions are: tract, port, form, press, cycle, joy, & serve

3. Give each group chart paper and instruct the group to draw a large spider web on the chart.

4. Place their assigned base word in the center of the web.

5. Each group should brainstorm as many words as they can by adding prefixes and suffixes to their root morpheme.

6. The new words should be written on the threads of their web.

7. Groups should display their webs on the wall and have someone to report on their webstretcher.

WebstretchersWebstretchers

Spire breathe; breath, life

aspire

conspire

expireinspire

perspire

respire

suspire

transpire

respiration respirator respiratory

aspirate aspiration aspirator

inspiration inspirationalinspired

WebstretcherWebstretcher

Connect ThreeConnect ThreePurpose: Apply knowledge of word roots,

suffixes, and prefixes

Small groups create new words using a list of prefixes, base words, and suffixes.

Groups are given 3 minutes to form as many (correct) words as possible.

Points are awarded for each combination.

Connect ThreeConnect ThreeProcedure:1. Divide students into groups of 3 to 4.2. Provide students with lists of suffixes, root words, and

suffixes.3. Explain that they are to form as many words as

possible in 3 minutes using the Connect 3 list – prefix(es), base words or root word,s and suffix(es).

4. Points will be awarded for each combination of base word or root word of two or more. The following example would earn 3 points: “pre-serve-ed.” While this example would earn 2 points: “pre-serve.”

5. At the end of 3 minutes, a member of the each team will call out the words and points will be awarded.

Connect ThreeConnect ThreeDirections: Make as many words as possible using the prefix (es), base words/word roots, and suffix (es).

PrefixBase word/ word root Suffix

trans-

in-, ir-

re-

pre-

de-

uni-

joy

form

cycle

serve

port

spec

-ed, -es

-e, -er

-est

-ing

-ous, -ful

-s, -er

Prefix Base/Root Suffix____________________________________________________________________________________________________________________________________________________________________________________________________________

ActivityActivityConnect ThreeConnect Three

Prefix Base word/root word Suffixtransin, irre

predeuni

joyformcycleserveportspire

ed, ese, eresting

ous, fuls, er

Prefix Base/Root Suffix____________________________________________________________________________________________________________________________________________________________________________________________________________

Grouping cards

(top left)

Technology IntegrationTechnology Integration: : Stone, Trogdon, and J. WilliamsStone, Trogdon, and J. Williams

SMART Boards

Curriculum Corkboard

Inspiration

InspireData

Final Countdown / 3 2 1Summarize your role in regards to vocabulary instruction.

List three essential vocabulary words from your content and a strategy you feel would aid students in its understanding.

How do the methods of vocabulary instruction that you currently use in your classroom match the information discussed today?

What’s Next?What’s Next?November 11th - Evidence Based

Vocabulary Instruction wiki post due November 21st - Vocabulary Strategies-Direct Instruction and Word Parts wiki post due

December 3rd - Vocabulary Strategies-Multiple Exposure, Word Play, Similarities & Differences, and Nonlinguistic

Thank You Thank You & &

Let’s Eat!Let’s Eat!

Feedback FormsFeedback Forms

Resources

Biemiller, A. 2005, Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In A. Hiebert. & M. Kamil, (Eds.), Teaching and Learning Vocabulary: Bringing Research to Practice   Mahwah, NJ: Earlbaum.

Andrew Biemiller, A. 1999, Brookline Books, The Living Word Vocabulary

Hayes & Ahrens. 1988, cited in Cunningham & Stanovich, 1998, What Reading Does for the Mind, American Educator.

Language and Reading Success, a title in From Reading Research to Practice: A Series for Teachers, Brookline Books, 1999.

Marzano, R. & Pickering D. J. (2005). Building Academic Vocabulary: Teacher’s Manual, Alexandria, VA: Association for Supervision and Curriculum Development

Nagy, W. E. and Scott, J. A. (2000). Vocabulary Processes. In M. L. Kamil, P. Mosenthal, P. D. Pearson, R. Barr (Eds.) Handbook of Reading Research. (Vol. III. Pp. 269-284). Mahwan, NJ: Earlbaum.

N. C. Teacher Academy, 2007, The Focus on Early Literacy.

Stanovich, K. E., West, R. F., Cunningham, A. E., Cipielewski, J., & Siddiqui, S. 1996, The role of inadequate print exposure as a determinant of reading comprehension problems. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension disabilities: processes and intervention . Mahwah, NJ: Erlbaum.

Taylor, R. (2007). Improving Reading, Writing, and Content Learning for Students in Grades 4-12. Thousand Oaks, CA: Corwin Press.

Students should be exposed to concept

vocabulary 27 times in a 3 week period to commit vocabulary to long term

memory. (Spence Rogers)

Estimated Number of Terms That Can be Taught in Middle School

Grade LevelNumber of Words Per

Week

Total Words in 32 Weeks

Cumulative Total

6 15 480 4807 20 640 11208 20 640 1760

These numbers include all subject areas, not just language arts. Therefore, the 15 words a 6th grader can place in permanent background memory must cover all subjects.

Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004.

Regroup so that you are sitting with those in your grade level that teach the same subject.

Think: As a group, list the 10 most important vocabulary words from your subject that you feel students need to remember 10 years from now.

Share: Now that you have a grade level list, get with the other two grades that teach the same subject. Combine your list so each subject has just one list of 10 – 15 words and write those words on a sheet of chart paper. (You may want to identify the grade where the word first appears in the curriculum.)

These are words all teachers in yoursubject area need to stress. Great words

to include on a Word Wall.

Ten years from now, what do I want my students to remember?