Vocabulary InstructionVocabulary Instruction

Vocabulary InstructionVocabulary Instruction

Why Focus on Vocabulary Why Focus on Vocabulary Instruction?Instruction?

What is it?What is it? Dictionaries?Dictionaries? Knowing a WordKnowing a Word Rating Vocabulary KnowledgeRating Vocabulary Knowledge Selecting Words for InstructionSelecting Words for Instruction

What do we Mean by What do we Mean by VocabularyVocabulary

Words come in two Words come in two forms:forms:

Oral = words we recognize and use Oral = words we recognize and use in listening and speaking in listening and speaking (understand)(understand)

Print = words we recognize and use Print = words we recognize and use in reading and writingin reading and writing

Word Knowledge Word Knowledge

Receptive vocabulary = words we Receptive vocabulary = words we recognize when we hear or seerecognize when we hear or see

Productive vocabulary = words we Productive vocabulary = words we use when we speak or writeuse when we speak or write

Vocabulary Vocabulary

Is the knowledge of words and Is the knowledge of words and word meanings in both oral and word meanings in both oral and print language and in productive print language and in productive and receptive forms.and receptive forms.

Refers to the kinds of words Refers to the kinds of words students need to know to read students need to know to read increasingly demanding text with increasingly demanding text with comprehension.comprehension.

Components of Vocabulary Components of Vocabulary InstructionInstruction

1.1. Encourage wide reading – This is one of Encourage wide reading – This is one of the most effective ways to improve the most effective ways to improve vocabulary.vocabulary.

2.2. Develop word consciousness – This is Develop word consciousness – This is the attitude and knowledge necessary the attitude and knowledge necessary for students to appreciate, learn and for students to appreciate, learn and use new words. (Do this first.)use new words. (Do this first.)

3.3. Direct vocabulary instruction – We will Direct vocabulary instruction – We will teach 300 – 400 words per year. teach 300 – 400 words per year. (robust, vigorous vocabulary instruction)(robust, vigorous vocabulary instruction)

Components of Vocabulary Components of Vocabulary InstructionInstructioncont’d…..cont’d…..

4. Independent vocabulary learning – 4. Independent vocabulary learning – Students must become independent Students must become independent and strategic in word learning.and strategic in word learning.

*teach specific strategies for students *teach specific strategies for students on the development of their own on the development of their own vocabulary.vocabulary.

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Vocabulary really affects fluency and Vocabulary really affects fluency and comprehension.comprehension.

DictionariesDictionaries

Wonderful resource that we want Wonderful resource that we want to be sure students know how to to be sure students know how to useuse

Most experts agree that they do Most experts agree that they do little in the way of teaching words little in the way of teaching words or vocabulary to young children.or vocabulary to young children.

Stahl, Kinsella, Brasssell, Scott Stahl, Kinsella, Brasssell, Scott and Naggyand Naggy

What does it What does it mean to know a mean to know a word?word?

Truly knowing a word Truly knowing a word is:is: A long term processA long term process Incremental – it involves many Incremental – it involves many

encounters with wordsencounters with words MultidimensionalMultidimensional InterrelatedInterrelated A matter of degree rather than all A matter of degree rather than all

or nothingor nothing

Truly knowing a wordTruly knowing a word cont’d…. cont’d…. Reflected in the precision with Reflected in the precision with

which we use the wordwhich we use the word Understanding its connotations Understanding its connotations

and subtletiesand subtleties

Vocabulary Knowledge Vocabulary Knowledge Rating RatingHigh KnowledgeHigh Knowledge

4 = I could teach it to this group4 = I could teach it to this group

3 = I think I know what it means3 = I think I know what it means

Low KnowledgeLow Knowledge

2 = I recognize it but need a review2 = I recognize it but need a review

1 = I have no idea what it means1 = I have no idea what it means

Effective Teaching Effective Teaching Practices Practices

Children should see the wordChildren should see the word Children should hear the wordChildren should hear the word Children should Children should saysay the word the word Repetition and multiple exposures Repetition and multiple exposures

are importantare important Words are learned in rich contexts Words are learned in rich contexts

which reflect the usefulness of the which reflect the usefulness of the wordword

Active engagement increases Active engagement increases learninglearning

Unreliable Vocabulary Unreliable Vocabulary PracticesPractices

Unplanned, “on the fly” teachingUnplanned, “on the fly” teaching Meaning-mentioning at point of encounterMeaning-mentioning at point of encounter Asking if a student knows what it meansAsking if a student knows what it means Telling students to use context cluesTelling students to use context clues

– Can’t be the only way you develop vocabularyCan’t be the only way you develop vocabulary– Context doesn’t always helpContext doesn’t always help

Vocabulary skill sheets done silently and Vocabulary skill sheets done silently and alonealone

Directing students to look it up in the Directing students to look it up in the dictionarydictionary

Is Time on Our Side?Is Time on Our Side?

According to Andrew According to Andrew Biemiller, teaching words Biemiller, teaching words (vocabulary) takes time – (vocabulary) takes time – likely about 30 minutes per likely about 30 minutes per day.day.

That seems like a lot!! How That seems like a lot!! How can we add that into our can we add that into our already busy daily schedule?already busy daily schedule?

Is Time on Our Side?Is Time on Our Side? Cont’d…. Cont’d….

Biemiller reminds us that Biemiller reminds us that success in reading grade-level success in reading grade-level texts depends upon two texts depends upon two conditions:conditions:

– fluent word recognition fluent word recognition (decoding)(decoding)

– understanding words understanding words (vocabulary)(vocabulary)

Is Time on Our Side?Is Time on Our Side? Cont’d…. Cont’d…. He states that we currently spend He states that we currently spend

more than 30 minutes a day more than 30 minutes a day teaching or assessing reading teaching or assessing reading mechanics. If we expect to see mechanics. If we expect to see significant gains in comprehension, significant gains in comprehension, we must spend at least this same we must spend at least this same amount of time systematically amount of time systematically building vocabulary.building vocabulary.

P. Calabrese, 2006 suggestsP. Calabrese, 2006 suggests– Try for 10 – 15 minutes a dayTry for 10 – 15 minutes a day– Try to teach 6 – 10 new words a weekTry to teach 6 – 10 new words a week