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Vocabulary and Academic Language in the CCSS—Grades K–5
Nancy Frey
Vocabulary and Academic Language in the CCSS
Grades K–5
Nancy Frey, PhDSan Diego State University
To acquire a new language, you must use it, not merely listen to others using it.
Talk
Academic language is a new language. Treat your students as
language learners.
Academic language is a new language. Treat your students as
language learners.
© Fisher and Frey 2013. solution-tree.comReproducible. 1
Common Core State Standards
and
Academic Language
“Fewer, Clearer, Higher”“Fewer, Clearer, Higher”
Vocabulary’s Impact on Learning
Significant predictor of reading comprehension
(Baker, Simmons, & Kame’enui, “Vocabulary Acquisition: Research Bases,”
What Reading Tells Us About Children With Diverse Learning Needs, 1998)
© Fisher and Frey 2013. solution-tree.comReproducible.2
Vocabulary’s Impact on Learning
Vocabulary size in kindergarten serves as a strong predictor of reading comprehension level in later grades.
(Scarborough, “Connecting Early Language and Literacy to Later Reading [Dis]abilities,” Handbook for Research in Early Literacy, 2001)
Vocabulary’s Impact on Learning
Context-embedded vocabulary instruction promotes language acquisition for second language learners
(Tong, Irby, Lara-Alecio, & Mathes, “English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs,” Hispanic Journal of Behavior Sciences, 2008)
• “Determine or clarify the meaning of unknown and multiple meaning words and phrases …”
• “Explore word relationships and nuances in word meanings …”
• “Use words and phrases acquired through conversations, reading and being read to, and responding to texts …”
—NGA Center & CCSSO, Common Core State Standards, 2010
© Fisher and Frey 2013. solution-tree.comReproducible. 3
• Role in text complexity• Predictive of student difficulty• Tier 2 words often overlooked in favor of Tier 3• Difference between “words worth knowing”
and those that are “essential to understanding”• Difference between knowing the definition and
knowing the meaning
Children Build Schema Long Before They Begin Reading
AttributesTypes
Behavior
DOG
How Do Young Children Build Schema?
• Authentic experiences
• Close observation
• Dialogue with others
These are the same conditions that contribute to vocabulary development.
© Fisher and Frey 2013. solution-tree.comReproducible.4
An Intentional Vocabulary Initiative
• Make it intentional through word selection and intentional instruction.
• Make it transparent through teacher modeling of word solving and word learning.
• Make it useable with collaborative learning.
• Make it personal by fostering student ownership.
• Make it a priority with schoolwide practices. (Frey & Fisher, Learning Words Inside and Out, Grades 1–6: Vocabulary
Instruction That Boosts Achievement in All Subject Areas, 2009)
Step 1: Make It Intentional With Careful Word Selection
Our Purpose
How does your school select vocabulary for instruction?(Frey & Fisher, Learning Words Inside and Out, Grades 1–6:
Vocabulary Instruction That Boost Achievement in All Subject Areas, 2009)
© Fisher and Frey 2013. solution-tree.comReproducible. 5
Possible Vocabulary to Teach
More and more garbage! Every day peoplethrow more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?
• Blue = general vocabulary
(Gibbons, Recycle! A Handbook for Kids, 1996)
Possible Vocabulary to Teach
More and more garbage! Every day peoplethrow more trash away. As the worldpopulation increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?
• Blue = general vocabulary
• Green = specialized vocabulary
(Gibbons, Recycle! A Handbook for Kids, 1996)
Possible Vocabulary to Teach
More and more garbage! Every day peoplethrow more trash away. As the worldpopulation increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go? • Blue = general vocabulary
• Green = specialized vocabulary
• Red = technical vocabulary
(Gibbons, Recycle! A Handbook for Kids, 1996)
© Fisher and Frey 2013. solution-tree.comReproducible.6
The Problem: Too Many Words!
Must be narrowed, but how?
Questions for Selecting Vocabulary
1. Representative2. Repeatability3. Transportable
4. Contextual analysis
5. Structural analysis
6. Cognitive load
• Is it critical to understanding?• Will it be used again?• Is it needed for discussions or
writing?• Can they use context to figure it
out?• Can they use structure?• Have I exceeded the number
they can learn?
(Frey & Fisher, Learning Words Inside and Out, Grades 1–6: Vocabulary Instruction That Boosts Achievement in All Subject Areas, 2009)
Foundational wordsContent-Specific Words
Word Derivations
Word PartLists
© Fisher and Frey 2013. solution-tree.comReproducible. 7
General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.
Step 2: Make It Transparent With Modeling
Check Your Rubric
How do you model your vocabulary thinking?
(Frey & Fisher, Learning Words Inside and Out, Grades 1–6: Vocabulary Instruction That Boost Achievement in All Subject Areas, 2009)
© Fisher and Frey 2013. solution-tree.comReproducible.8
Look Inside the Word: Morphology
• Affixes
• Root words
• Derivations
• Cognates for English learners
• Beware of false cognates! (embarrassed/ embarazada)
Look Outside the Word: Context
• Definition/explanation• Restatement/synonym• Contrast/antonym• Inference/general context• Punctuation
Look Outside the Word: Resources
• Peer resources from productive group work
• Dictionaries
• Bookmark Internet resources .
• Model how you use these.
© Fisher and Frey 2013. solution-tree.comReproducible. 9
Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?
There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
Step 3: Make It
Useable by Collaborating
With Peers
© Fisher and Frey 2013. solution-tree.comReproducible.10
How do you foster peer collaboration to allow learners to consolidate vocabulary knowledge?
(Frey & Fisher, Learning Words Inside and Out, Grades 1–6: Vocabulary Instruction That Boost Achievement in All Subject Areas, 2009)
Check Your Rubric
Learners need to use vocabulary in meaningful exchanges with others.
Oral Language
and Vocabulary
What better way than with word games?
© Fisher and Frey 2013. solution-tree.comReproducible. 11
Clues Developed by Student Partners
Ways to Stay Healthy
Members of the Meat and Beans Group
Things to Avoid
Nutrition
Types of Dark GreenVegetables
Food Groups Types of Whole Grains
Shades of Meaning
freezing
cold
warm
hot
Graham’s Grade-2Science
Vocabulary
© Fisher and Frey 2013. solution-tree.comReproducible.12
Key Details in Kindergarten
What is one food that gave him a stomach ache? What is one food that did not him a stomach ache?
• Chocolate cake• Ice cream• Pickle• Swiss cheese• Salami• Lollipop• Cherry pie• Sausage• Cupcake• Watermelon
Foods That Did Not Give Him a Stomach Ache
• Apples• Pears• Plums• Strawberries• Oranges• Green leaf
Foods That Gave Him a Stomach Ache
Step 4: Make It Personal
With Individual Activities
© Fisher and Frey 2013. solution-tree.comReproducible. 13
How do you use independent learningof vocabulary to promote spiral review and metacognition?
(Frey & Fisher, Learning Words Inside and Out, Grades 1–6: Vocabulary Instruction That Boost Achievement in All Subject Areas, 2009)
Check Your Rubric
Generative Sentences
The teacher states a condition for a sentence, and students compose orally and in writing.
Use the word “hungry”in the third word of your sentence.
Opinions and Intertextual Connections in Kindergarten
NarrativeIs this a happy story or a sad one? How do you
know?
InformationalHow are these two books
similar? How are they different?
© Fisher and Frey 2013. solution-tree.comReproducible.14
Writing FramesStudents integrate academic language with vocabulary knowledge about animal habitats:
I knew that ______ live in _____. I learned some new facts about _____. I learned that _____ live in ____. I also learned that _____ do not like to live _____. Another fact I learned was ____. The best thing I learned was _____.
A–BBald eagle
BellAmerica the
Beautiful
C–DDollar
Capitol building
Declaration of Independence
E–FFlag
G–H
I–JJefferson
Monument
K–LLincoln
MemorialLiberty Bell
M–NMount
RushmoreNational Anthem
O–PPledge of
Allegiance
Q–R S–T U–V–WWhite HouseWashington Monument
X–Y–Z
Students assess themselves to see their own progress.
© Fisher and Frey 2013. solution-tree.comReproducible. 15
Step 5: Make It a Priority
by Creating a Schoolwide Focus
How could you use a schoolwide approach for promoting vocabulary learning?
(Frey & Fisher, Learning Words Inside and Out, Grades 1–6: Vocabulary Instruction That Boost Achievement in All Subject Areas, 2009)
Check Your Rubric
Use English, science, and social studies content to make the most of vocabulary instruction.
© Fisher and Frey 2013. solution-tree.comReproducible.16
Use gateway affixes to increase access to unfamiliar vocabulary.
(White, Sowell, & Yanagihara, “Teaching Elementary Students to Use Word-Part Clues,” The Reading Teacher, 1989)
Re-, dis-, un-, in-/im-account for 50 percent of all the prefixed words readers will ever see.
-s, -es, -ed, and -ing account for 65 percent of all suffixed words.
Words of the Week• Five words a week (Port: to, out )
– airport, transport, portable, port, report
• Group them by affix or derivation.
• Grade levels propose words.
• The goal is to build vocabulary and teach patterns for unfamiliar words.
• Consider creating separate K–2 and 3–6 lists.
• Primary lists can draw from Dolch and Ogden basic English word lists.
Ideas for Extending WOW Efforts
• Post the words on classroom word walls.• Give extra credit for using WOW words
in writing.• Post words each week on school
website and in newsletter.• Use words in games.
(Bingo, Password, Concentration)
© Fisher and Frey 2013. solution-tree.comReproducible. 17
Incidental Learning Through Wide Reading
2,250 words per year vs. 300–500 directly taught (Mason, Stahl, Au, & Herman, “Reading: Children’s Developing Knowledge of Words,” Handbook of Research on Teaching the English Language Arts, 2003)
Learning Words Inside and Out
To schedule professional development at your site,
contact Solution Treeat (800) 733-6786.
© Fisher and Frey 2013. solution-tree.comReproducible.18
Fost
erin
g a
Scho
olw
ide
Voca
bula
ry In
itiat
ive
How
do
stud
ents
acq
uire
and
ext
end
thei
r aca
dem
ic v
ocab
ular
y ac
ross
the
scho
ol d
ay?
5
4 3
2 1
Inte
ntio
nal
inst
ruct
ion:
W
ords
iden
tifie
d by
su
bjec
t and
/or
grad
e le
vel
Wor
ds a
re id
entif
ied
usin
g a
fram
ewor
k fo
r se
lect
ion.
Wor
d lis
ts
incl
ude
gene
ral,
spec
ializ
ed, a
nd
tech
nica
l voc
abul
ary
and
are
shar
ed
acro
ss g
rad
e le
vels.
All g
rade
leve
ls se
lect
a ra
nge
of
gene
ral,
spec
ializ
ed,
and
tech
nica
l vo
cabu
lary
by
sub
ject
, but
thes
e a
re o
nly
shar
ed
with
in th
e gr
ade
le
vel.
Som
e w
ord
s hav
e be
en se
lect
ed b
y gr
ade
leve
l and
su
bjec
t, al
thou
gh
thes
e a
re d
riven
by
text
book
lists
(p
rima
rily
tech
nica
l vo
cabu
lary
).
Indi
vidu
al te
ache
rs
are
appl
ying
a
fram
ewor
k fo
r se
lect
ing
voca
bula
ry,
alth
ough
thes
e a
re
not b
eing
shar
ed
outs
ide
of th
e gr
ade
leve
l.
Indi
vidu
al te
ache
rs
have
iden
tifie
d w
ord
s usin
g th
e te
xtbo
ok (t
echn
ical
vo
cabu
lary
), an
d
thes
e a
re n
ot k
now
n to
oth
ers i
n th
e gr
ade
leve
l and
sc
hool
.
Tran
spar
ent
inst
ruct
ion:
Te
ache
r mod
elin
g an
d th
ink-
alou
ds
All t
each
ers h
ave
rece
ived
pro
fess
iona
l de
velo
pmen
t in
mod
elin
g an
d us
e it
daily
in th
eir
inst
ruct
ion.
The
y sh
are
thei
r pra
ctic
es w
ith
one
anot
her.
Som
e gr
ade
leve
ls ha
ve re
ceiv
ed
prof
essio
nal
deve
lopm
ent i
n m
odel
ing
and
are
usin
g it
daily
.
All t
each
ers h
ave
rece
ived
pro
fess
iona
l d
evel
opm
ent,
but i
t is
not y
et b
eing
re
gula
rly
impl
emen
ted.
Indi
vidu
al te
ache
rs
are
shar
ing
thei
r m
odel
ing
prac
tices
w
ith o
ne a
noth
er
thro
ugh
peer
visi
ts.
Ther
e a
re in
divi
dual
ex
perts
usin
g te
ache
r mod
elin
g,
but t
here
is n
o op
portu
nity
to sh
are
prac
tices
with
oth
ers.
Usea
ble
inst
ruct
ion:
Pe
er ta
lk a
nd sm
all
grou
p co
llabo
ratio
n
Ora
l lang
uage
pr
actic
es a
re
scho
olw
ide
and
all
teac
hers
inte
grat
e pe
er ta
lk a
nd/o
r sm
all g
roup
co
llab
orat
ion
daily
.
Som
e gr
ade
leve
ls us
e or
al la
ngua
ge
daily
and
are
em
ergi
ng a
s ski
lled
prac
titio
ners.
Som
e gr
ade
leve
ls ar
e pl
anni
ng w
ays t
o in
tegr
ate
peer
talk
an
d sm
all-g
roup
co
llabo
ratio
n in
to
daily
pra
ctic
e.
Ther
e a
re in
divi
dual
te
ache
rs w
ho u
se
peer
talk
and
smal
l- gr
oup
colla
bora
tion,
b
ut th
ere
has n
ot
been
an
oppo
rtuni
ty
to w
ork
with
oth
ers.
Inst
ruct
ion
is d
omin
ated
by
who
le-g
roup
lect
ures
fo
llow
ed b
y sil
ent,
inde
pend
ent w
ork.
Pers
onal
ize
inst
ruct
ion:
In
dep
end
ent a
nd
indi
vidu
al le
arni
ng
Stud
ents
scho
olw
ide
cons
olid
ate
thei
r un
ders
tand
ing
thro
ugh
activ
ities
that
pr
omot
e sp
iral r
evie
w
and
met
acog
nitio
n.
Gra
de
leve
ls ar
e co
llabo
ratin
g to
bu
ild p
rofe
ssio
nal
know
led
ge w
ith
colle
ague
s.
Som
e gr
ade
leve
ls ha
ve d
evel
oped
a
plan
for h
ow
stud
ents
incr
ease
vo
cabu
lary
m
etac
ogni
tion
and
spira
l rev
iew
.
Indi
vidu
al te
ache
rs
are
bec
omin
g sk
illed
at p
erso
naliz
ing
inst
ruct
ion,
alth
ough
th
ere
is no
m
echa
nism
for
shar
ing
prac
tice.
Ind
epen
den
t wor
k em
pha
sizes
isol
ated
sk
ills a
nd
mem
oriza
tion.
Prio
ritizi
ng
voca
bula
ry:
Wor
ds o
f the
wee
k an
d w
ide
read
ing
The
scho
ol h
as
impl
emen
ted
the
plan
, and
teac
hers
rece
ive
regu
lar
prof
essio
nal
deve
lopm
ent t
o re
fine
prac
tice.
The
scho
ol h
as
crea
ted
a p
lan
for
scho
olw
ide
voca
bula
ry a
nd
wid
e re
adin
g (S
SR
and
ind
epen
den
t re
adin
g).
The
scho
ol h
as
crea
ted
a p
lan
for
eith
er sc
hool
wid
e vo
cabu
lary
OR
wid
e re
adin
g.
The
scho
ol is
stud
ying
sc
hool
wid
e vo
cabu
lary
and
w
ide
read
ing
for
futu
re p
lann
ing.
Ther
e is
no p
lan,
and
no
cur
rent
initi
ativ
e to
exa
min
e th
ese
scho
olw
ide
prac
tices
.
19Learning Words Inside and Out, Grades 1–6: Vocabulary Instruction That Boosts Achievement in All Subject Areas
by Fisher and Frey (p. 4) © Heineman 2009. Available for download at http://books.heinemann.com/learningwords/resources/learningWordsRubric.pdf