Vocabulary BuildingChapter 8 READ 4251DeVrie textDr. Elaine Roberts

What Teachers Need to Know about Building VocabularyHow proficient readers enrich their

vocabularyHow to assess vocabularyHow to build struggling reader’s

vocabulary

Factors Influencing a Child’s Vocabulary Life experiencesVicarious experiences (videos, TV,

movies, CD-ROMs, Internet, books, etc.)

Direct instruction

Five Ingredients for Direct Instruction of Vocabulary Words must be learned in contextWords must be related to previous

knowledgeWords must be fully understood so

students can use them in new situations

Students need to use, hear, and see the words repeatedly

Teachers need to enjoy learning new words

Assessment of VocabularyInformal assessment

– Cloze tests– Maze tests– Zip tests

Formal assessment– Standardized achievement tests– Group diagnostic tests– Individual diagnostic reading tests

Lucy Calkins Twist on Vocabulary from her books, The Art of Reading and The Art of Writing Students profit from read alouds, book talks, book

introductions with geared towards rehearsing and talking about words and concepts in a book

Pronounce unknown word and replace it with a synonym that works in the same sentence (build webs of words that are synonyms)

Hang onto meaning and take a “stab” at the meaning from context through life experience related discussions

Students benefit more from extensive reading with vocabulary discussions related to author’s style rather than “kill and drill”

The dictionary is for use after students try the above

Graphic Organizer Demonstrating a Hierarchy of Word Relationships

What Does This Checklist Reveal about Students’ Vocabulary?

Language Experience Approach (LEA) for Vocabulary Instruction Reading, writing, and the other language arts are treated

as interrelated Children’s experiences are used as the basis for the

material used in reading and writing Share an experience with students Discuss what they have experienced Use technical terms during this discussion Serve as a scribe for students as they create webs about

the experience Have the students dictate sentences about the

experience Write the text in the exact way the students dictate it Have the students read the passage Discuss sentences that are awkward and change them For vocabulary instruction, have the students dictate a

passage that includes new words and then read it

Variations of the LEAWordless booksScience experimentsListening walkSchoolyard safariCloud formationsObject descriptions

Strategies for Vocabulary BuildingCategorizingPossible SentencesAnalogiesExploring word originsCrossword puzzlesSynonym/Definition ConcentrationWordoConcept of a Definition

Strategies for Vocabulary Building (cont.)ScattergoryMultiple Meaning Race TrackHink pinksDictionary guide wordsLocating the correct dictionary

definitionAnticipation Guides (Voc and

Comprehension)Personal Clue Cards

Possible Sentences Based on New Vocabulary

Literature Circles Enhance Vocabulary and Comprehension Heterogeneous groups read a book of interest and make

connections, debate and challenge each other, and ask open ended questions – student centered

Teacher is the floating facilitator and is usually not a member of any group

First, model and practice the literature circle roles with emphasis on grand conversations for a week with student “tryouts”

Daniel’s six roles (role sheets are online): 1. Artful Artist 2. Word Wizard (Word Id and Vocabulary) 3. Discussion Leader (themes, style, etc.) 4. Dramatic Reenactor (quotes, favorite parts) 5. Story Elements Correspondent (characters, place, plot,

etc.) 6. Personal Connector

Activity for the Literature Circle Strategy

Select members for the Literature Circles

Assign roles for the members of each circle

Assign reading to be completed by the circles inside or outside of class

Select circle meeting datesHelp students prepare for their roles in

their circleAct as a facilitator