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2Chulalongkorn University Language Institute, 6 th International Conference, Bangkok, Thailand November 2006
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Research-Based Strategies for Teaching Meaning
Vocabulary
Chulalongkorn University Language Institute’s 6th
International ConferenceBangkok, Thailand
November, 2006
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The essence of Meaning Vocabulary Instruction:
1. Helping students learn new concepts or things and the words that signify those things.
2. Helping students learn new words for concepts and things they already know.
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Some Definitions
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The Word things
The essence of all teaching is teaching the things of the world: i.e.,
• Objects: cells or hieroglyphics,
• Feelings: remorse or empathy,
• Actions: revolutions or osmosis, &
• Ideas: mass or equity.
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Why Teach Meaning Vocabulary—i.e.,
Things & Words?
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Reason 1 For Teaching Things & Words
Learning new things and their words changes or increases our perception
and organization of the world
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Linus Pauling
If I couldn’t find a place in my mind for some new thing, I would change my picture of the world until I understood where it fit. Or I would throw it out and come back to it later.
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Reason 2 For Teaching Things & Words
Reading comprehension mandates knowing the meaning (thing)
associated with words in the text
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Hirsch’s Cultural Literacy
• 1066• 1492• The Alamo• birthday suit• boat people• Neils Boer• buck stops here• bull market
• Mt. Everest• the prodigal son• Thomas Jefferson• Achilles’ heel• Geronimo• Adolph Hitler• Battle of Bull Run• bowdlerize
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When students do not know meanings of words used in a written text, comprehension often decreases.
• Jenkins, Stein, & Wysocki, 1984
• Nagy, Herman, & Anderson, 1985
• Stahl & Fairbanks, 1986
• Wittrock, Marks, & Doctorow, 1975
• Graves, 1984
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Well Elmo, Authors Use Many Different Words to Say Similar Thing
• Because of the speedy reply, we
made a quick decision.• Because of the speedy reply, we
made a hasty decision• The waiter was prompt in giving us
our check.• The clerk expeditiously processed
my registration.
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Reason 3 For Teaching Things & Words
Learning new things and words facilitates students’ abilities to use words judiciously— which is much
valued in our society
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Four Goals of TeachingThings & Words
1 Facilitate student’s innate curiosity about things & words and joy in learning them by:
a. increasing word consciousness
b. providing ongoing fun activities about words
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2 Directly teach students those things & words necessary for school and learning
3 Develop students’ skills and strategies for lifelong learning of things & words
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4 Encourage reading—almost any kind of reading—including comics
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Goal 1
The first goal is to reinforce the idea that learning new things (new ideas, new objects, new actions, and new feelings) is natural, interesting and stimulating—indeed, usually fun.
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• Increasing students’ word consciousness
– Sightings of hard words
– Hard words you recently saw
• Provide ongoing fun activities about words
– Puns, games, derivations of words
– Comics, comic strips
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Sample of Hard Words I Have Seen in Comics Last Six Weeks
Miasma
Vanquished
Appeasement
Pike
Bindle
Counsels
Gullible
Venue
Implicate
Heinous
Skullduggery
Nefarious
Cabal
Loiter
Discharged
Diligent
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Use the Internet
Hundreds of Websites for word references and word fun.
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Miriam-Webster Online
http://www.m-w.com/dictionary.htm
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But . . .
• Infract
• Infringe
• Encroach
• Enter by stealth
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OneLook.com
http://www.onelook.com
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Thinkmap Visual Thesaurus
http://www.visualthesaurus.com/online
E-mail: [email protected]
Password: readingclinic
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Word A Day from Wordsmithcalvity (KAL-vi-ti)
Baldness [From Latin calvities (baldness), from calv-us (bald).]
“He wore his own hair—what there was left of it: short tight curls round a shining calvity, though he was in his thirties.
Patrick O’Brian: Post Captain; W. W. Norton, 1990
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Goal 2. Direct Teaching of Meanings of Specific Words
THINK!
Are you teaching a new word for an old thing, or teaching a new thing, to
which you will also attach a word?
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Production KnowledgeWord and Thing are Used in Speech or Writing: e.g.,
toe
Recognition KnowledgeWord and Thing are
Comprehended in Listening and Reading, but are not used in Speaking and Writing: e.g.,
shrift (as in “short shrift”)
Organized Prior Knowledge
Thing Known and Organized in Schema, but
not activated by Oral/Written Word and may be Communicated
only by Description: e.g., philtrum
Unorganized Knowledge (Trivia)
Fragmented Knowledge of Thing that Cannot be Recalled without External Prompt, but is Capable of Incorporation into Schema: e.g., cadenza
Immediately Learnable Knowledge
Thing Not Known, but have Sufficient Prior Knowledge to
Conceptualize Thing with Verbal or Graphic
Descriptions or Definitions:e.g., pentimento
Potentially Learnable Knowledge
Thing Not Known and Cannot Be Learned with Current Prior
Knowledge, Additional Learning is Required before
Thing May Be Learned : e.g.,kurtosis
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Selecting Words to Teach
• Beck, McKeown, & Kucan Tier 1, 2 & 3 Words– Tier 1—easy words that are part of everyday
speaking (do not teach)– Tier 2—high frequency for mature language
users and found across variety of domains: e.g., coincidence, absurd, fortunate
– Tier 3—low frequency words with specific meanings, often technical: e.g., isotope, lathe, refinery
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Direct Teaching of Words—RINS
1. Define the thing’s Relevant attributes
2. State its Irrelevant attributes
3. State Non-examples
4. Determine its relation to Similar concepts
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Example: estuary1. Relevant attributes: body of brackish
water, where the river meets the sea, home to diverse marine life
2. Irrelevant attributes: size, location (which ocean)
3. Non-examples: lake, stream, reservoir
4. Relation to similar concepts: relation to delta, bay, wildlife refuge
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CategoryWhat is it? Properties
What is it like?
Comparisons
IllustrationsWhat are some Examples?
Basic Concept of Definition (CD) Map
climate
CategoryWhat is it?
less than 25 cm. of rainfall
no cloud cover;winds dry land
heat radiates into dry air at night
desertrain
forest
Mojave Gobi Sahara
PropertiesWhat is it like?
Comparisons
IllustrationsWhat are some Examples?
Completed Concept Map for Desert
geography
CategoryWhat is it?
ring-shaped island
made of coral
nearly / totally encircles a lagoon
atollislands
Bikini Midway Palmyra
PropertiesWhat is it like?
Comparisons
IllustrationsWhat are some Examples?
Completed Concept Map for Atoll
Word or Concept
Category
Properties
Examples
Comparisons
Concept Definition
Vocabulary Word
Derivation
SynonymsAntonyms
Sentences
Learning and Using Word Meanings
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Goal 3
Helping students develop life-long strategies for things and the words that signify them.
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1. Teaching roots and affixes
2. Teaching dictionary skills
3. Teaching context clues
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1. Direct Teaching of Roots and Affixes
• Latin and Greek roots and affixes are the building blocks of many multi-syllabic words
• Knowledge of common root and affix patterns and meanings facilitates word recognition
• This knowledge can improve overall reading comprehension
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Direct Teaching of Dictionary Skills
• Students will always need to know how to use paper dictionaries, but – Internet-based dictionaries,– dictionaries on CD-ROM (including
CoBuild), – hand-held electronic dictionaries
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3. Context for Word Meaning
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Our CVA Research
Contextual Vocabulary Acquisition: A Computational Theory and Educational
Curriculum
A Pilot Research Project Supported byNSF Grant # REC-0106338
William J. Rapaport Michael W. KibbyCo-Principal Investigators
University at Buffalo
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What is CVA?
CVA for short, is the active, deliberate acquisition of word
meanings from text.
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CVA Results From
• the meaning gained from the text,
• focus given to the hard word(s)
• connection made between text meaning and prior knowledge,
• reasoning used to hypothesize a word’s meaning, and
• assessment of confidence in the hypothesized meaning
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Why CVA is important?
• “Skipping” an unknown word in text does not always result in missed comprehension, but it often does.
• Skipping unknown words is a missed opportunity to learn new words.
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Excellent 17-18 Year Old Readers Think Aloud During CVA
• Sets of 5-17 texts, each text using same hard word
• Consecutively read each text of a set• Thought aloud when encountering hard
word in each text• Stated hypothesized meaning (abduction)• Recorded and transcribed verbal protocol• Coded verbal protocol
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Summary of Our Research Findings
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Context is better for helping readers learn
words they DO NOT know for things they do know
then for things and words they DO NOT
know
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Context is much less helpful in situations where readers
must learn both a new concept/thing and the word
that signifies that thing
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For Nouns, Excellent Readers Used 9 Analytical Processes—But
Not Consistently in this Order 1. Language clues: i.e., traditional context
clues, when available
a. Familiar expressions
b. Connected series
c. Morphological
2. Previous encounters with the word
a. Pre-think aloud
b. Previous passages
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CVA Processes observed continued
3. Global (reading comprehension strategies)
a. Visualizingb. Summarizingc. Clarifyingd. Self-questioninge. Insightf. Confirming-confidence
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CVA Processes observed continued
4. Selective encoding—separate relevant and irrelevant information
5. Selective combination—combine relevant information, but not with prior knowledge
6. Recall background knowledge—but not linking it explicitly to the text
7. Selective comparison—combine text information & prior knowledge
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CVA Processes observed continued
8. Abstract reasoning
a. Properties of hard word
b. Function of hard word
c. Comparison-contrast
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CVA Processes observed continued
9. Hypothesisa. First hypothesis (first text)
i. State first hypothesisii. Test hypothesis
b. Prior hypotheses (due to method)a. Confirms b. Revisesc. Questions
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Teaching CVA Strategies
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Goals of a CVA Curriculum
1. Improve reading comprehension
2. Develop word consciousness
3. Increase meaning vocabulary
4. Increase confidence rating of hypotheses
5. Increase interest in words and motivation to learn more of them
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The Four Major CVA Strategies
1. Focus attention on hard words
2. Gather data and information
3. Generate a hypothesized meaning
4. Test hypothesized meaning
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1. Focus attention on hard word
1. Note there is a hard word
2. Got an intuitive (automatic) hunch or synonym? Test it!
3. Is text considerate: i.e., are there traditional context clues?
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2. Gather data and information
1. Reread sentence carefully
2. Try to think of a synonym to fit
3. Determine hard word’s part of speech
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2. Gather data and information continued
4. Summarize relevant text meaning to this point
a. Separate relevant from irrelevant text information (Sternberg’s selective encoding)
b. Combine relevant text cues (Sternberg’s selective combination)
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2. Gather data and information continued
5. Are there other words in text that might be linked to hard word?
6. Activate prior knowledge—think how your knowledge relates to hard word
7. Connect prior knowledge & relevant text meaning (Sternberg’s selective comparison)
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2. Gather data and information continued
8. (Reaction—imagine yourself in this section of the text)
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3. Generate hypothesized meaning 1. Reword—reconstruct sentence so
hard word is the subject2. Visualize the meaning of the text3. Reasoning—combine text meaning &
prior knowledge (& reaction)a. Noun reasoning strategiesb. Adjective reasoning strategiesc. Verb reasoning strategies
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3. Generate a hypothesized meaning continued
4. Hypothesize—state a hypothesized meaning for hard word
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4. Test hypothesis
1. Replace the hard word with your hypothesized meaning
2. Confirm / reject your hypothesized meaning
a. If sentence makes sense, continue
b. If sentence does not make sense, start over or . . .
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Major Instructional Stages and Teaching Strategies
1. Modeling through think-alouds
2. Scaffolding student think-alouds
3. Peer group application of CVA
4. Independent application of CVA— including written think-alouds
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Do Not Model CVA With Words Whose Meanings are Known!
• The missing aglet made the task difficult.
• The missing aglet made threading the shoelace difficult.
• The missing aglet meant the shoelace had become frayed, so it was difficult to thread.
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Example—perhaps ?
• In a chapter on golf in a book on Scotland
– The combination of hitting for distance with the final nicety of approach to an exiguous mark
(ex zig’ you us)
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Words for CVA Teacher Modeling & Student Scaffolding
• Teacher modeling —words whose meanings I do not know– importunate– execrable– bastions
• Scaffolding student CVA think aloud
– lachrymose
– risible
– hummock
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Words for Peer Group and Independent Application
• Peer Group
– trig
– tatterdemalion
• Independent
– bartizan
– hie
– vet
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Goal 4. Encouraging Leisure Reading
WIDE READING
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“One of the most powerful things we can do to increase students’ vocabulary is to encourage them to read as widely as possible.”
Steven A. Stahl, 1999
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Questions, Comments, Criticisms
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For more information, visit
• www.cse.Buffalo.EDU/~rapaport/cva.html
• Write to us care of:Center for Literacy and Reading
Instruction17 Baldy Hall, University at Buffalo
Buffalo, NY [email protected]