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LISA D. MENGESLINCOLN INTERMEDIATE UNIT #12
STRATEGIES TO BOOST VOCABULARY
INSTRUCTION
STORY FROM A TEACHER:
My five year old students are learning to read. Yesterday one of them pointed at a picture in a zoo book and said, “Look at this! It’s a frickin’ elephant!”I took a deep breath then asked, “What did you call it?”“It’s a frickin’ elephant! It says so on the picture!”
AND SO IT DOES…
"A f r i c a n Elephant"
NATIONAL READING PANEL REPORT
Five areas of focus:
1. Phonemic Awareness2. Phonics3. Fluency4. Vocabulary5. Comprehension
April 2000
UNIQUENESS OF VOCABULARY
Vocabulary holds a special place among these components. Vocabulary is not a developmental skill or one that can be seen as fully mastered. The expansion and elaboration of vocabularies is something that extends across a lifetime.
(Kamil & Hiebert, 2005, p. 2)
TYPES OF VOCABULARY
(Marzano, 2010)
LANGUAGE DEVELOPMENT AND POTENTIAL LANGUAGE DEVELOPMENT AND POTENTIAL IMPACT ON KINDERGARTENIMPACT ON KINDERGARTEN
• A child from a family at or below the poverty line typically hears 600-700 words per hour at 12-18 months old at home and on the first day of kindergarten this child typically has 5000 receptive language words.
• A child from a middle income family hears 1200-1300 words per hour at 12-18 months old at home and on the first day of kindergarten this child typically has 9000 receptive language words.
• A child from an upper income family hears 2900-3100 words per hour at 12-18 months old at home and on the first day if kindergarten this child typically as 15,000-20,000 receptive language words.
National Institute of Health, 1999
extensive
reading
weekly
vocab.
lists0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
20,000
new wordsencountered
new wordslearned
• On average, reading just 25 minutes a day, readers encounter 20,000 new words a year.
• From that they learn about 3,000!
• Compare that to teaching ten words a week for 40 weeks -- students will be exposed to 400 new words--even if they learn 90%, that is only 360 new words a year!
Nagy, 1992
EXTENSIVE READING BUILDS VOCABULARY
30 minutes of daily reading x7 days per week210 minutes of weekly readingx 40 weeks per school year8,400 minutes of yearly readingx 250 Average reading speed in
words per minute (low estimate)
= 2,100,000 words!
READING 30 MINUTES A DAY…
COMPONENTS OF EFFECTIVE COMPONENTS OF EFFECTIVE VOCABULARY INSTRUCTIONVOCABULARY INSTRUCTION
• Encourages wide reading
• Exposes students to high quality oral language
• Promotes word consciousness
• Provides explicit instruction of specific words
• Provides modeling and instruction in independent word learning strategies
CHARACTERISTICS OF EFFECTIVE CHARACTERISTICS OF EFFECTIVE EXPLICIT VOCABULARY INSTRUCTIONEXPLICIT VOCABULARY INSTRUCTION
• More than a definition
• Own words and non-linguistic representation
• Multiple exposures to gradually internalize word meanings
• Word parts instruction
• Definitional and contextual information about word meanings
• Discussion to teach the meanings of new words and to provide meaningful information about the words.
• Active involvement of students in word learning
CORKBOARD
http://goo.gl/urQJ4
WALLWISHER
http://goo.gl/c3wCs
STRATEGIES THAT MOST IMPACT ACHIEVEMENT
RANK STRATEGY
1 Extending Thinking Strategy
2 Summarizing
3 Vocabulary in Context
4 Advance Organizers
5 Non-Verbal Representations
An Essential Question incorporates all three research-based strategies into one learning activity making it an Exemplary Practice.
FOUR COMPONENTS OF A MULTI-FACETED AND LONG TERM VOCABULARY PROGRAM
•Provides rich and varied language experiences•Teaches individual words•Teaches word learning strategies•Fosters word consciousness
Graves, Michael. Essential Readings on Vocabulary Instruction. 1st. Newark, DE: International Reading Association, 2009. Print.
WHICH WORDS?
Image by OTAVIO1981 This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.
TIER ONE
• Everyday, basic words
• Ex: Baby, house, between, drive
• Rarely require direct instruction
• Informal oral contexts, simple written materials
Beck, McKeown, Kucan, 2008
TIER THREE
• Not necessarily “hardest” words
• Narrow roles in language
• Butterflies, piano, culture, mitosis
• Often conceptual
SELECTING TIER TWO WORDS
• 3 point check
• Conceptual understanding
• Importance and Utility
• Instructional Potential
Beck, McKeown, Kucan, 2002
FINDING TIER TWO WORDS
• Curriculum
• Instructional Vocabulary
• Children’s Literature
• Coincidence, absurd, industrious
Johnny Harrington was a kind master who treated his servants
fairly. He was also a successful wool merchant, and his business required
that he travel often. In his absence, his servants would tend to
the fields and cattle and maintain the upkeep of his mansion. They
performed their duties happily, for they felt fortunate to have such abenevolent and trusting master.
WHAT DO YOU THINK?
With your pair-up partner, identify Tier Two words:
Beck, McKeown, & Kucan 2002
Johnny Harrington was a kind master who treated his servantsfairly. He was also a successful
wool merchant, and his business required that he travel often. In his absence, his servants would tend
tothe fields and cattle and maintain the upkeep of his mansion. They
performed their duties happily, for they felt fortunate to have such abenevolent and trusting master.
WHAT DO YOU THINK?
Beck, McKeown, & Kucan 2002
WHAT DO YOU THINK?
Hatshepsut was a princess and the wife of a pharaoh. She seized the chance to become pharaoh herself when her husband died. Her young stepson was supposed to become
the new pharaoh of Egypt. Hatshepsut proclaimed, however, that the ten-year-old boy was too young to rule on his own. In this
way she succeeded in being named co-ruler.
WHAT DO YOU THINK?
In the eighth year of reign, Hatshepsut organized the biggest trading expedition of her career. The goal of Hatshepsut’s expedition was to trade with Egypt’s neighbors to the south in Punt. Historians think Punt may have been in what is today Ethiopia or Somalia… The huge caravan of scribes, soldiers, soldiers, artists, and attendants set off along a dusty road that led east to the Red Sea. There they loaded their cargo onto five sleek ships for the long journey south.
HIGH SCHOOL SCIENCE EXAMPLE
Bridge builders use statics to calculate the loads that will be supported by the bridge. The forces tending to bend the bridge and make it collapse must never exceed the forces tending to keep the bridge straight. In a suspension bridge the load is borne by flexible cables, which are in turn supported by towers at each end. These towers are built to withstand extremely strong forces. Since this kind of bridge can tend to sway in strong winds, the road is often stiffened with a beam or a girder shaped like a hollow box.
YOUR TURN…
• Select a text that your students will be reading.• List all the words that are likely to be unfamiliar
to students.• Analyze the word list:• Which words can be categorized as Tier Two words?• Which of the Tier Two words are most necessary for
comprehension?• Are there other words needed for comprehension?
• On the basis of your analysis, which words will you teach?
ASSESSMENT ANCHOR GLOSSARIES FOR CONTENT AREAS
• Go to http://pdesas.org.• Click on Clear Standards.• Click on Download PDFs.• Click on Download Standards.• Click on Academic Standards for (Content Area)
(Secondary).• Scroll to the end of the document to find the vocabulary.
TIERED VOCABULARY BY CONTENT AREA
• Work in small groups to determine Tier Two and Tier Three vocabulary for the classes you teach.
• One person from each subject area should enter vocabulary terms on the Google document. http://goo.gl/BHbJq
LUNCH
GIVE ONE, GET ONE
Share your best instructional strategies for vocabulary.
WORK TIME
COMPASS REFLECTION
• North – New insights
• South – Steps to implement
• East – Examples of what this will look like in my classroom
• West - Wonderings
REFERENCES
• Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16, 14-18, 44-47.
• Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: The U.S. Department of Education.
• Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life. New York: The Guilford Press.
• Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: The Guilford Press.
• Marzano, L., & Christensen, N. (1992). Literacy plus: Games for vocabulary and spelling. Columbus, OH: Zaner-Bloser.
• Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Marzano and Christensen, 1992
