1. 1 Regional Coaches’ Meeting October 2007 Train the Trainer Vocabulary Session

2. 2 Today’s Objectives: Review what research says about vocabulary and reading comprehension. Discuss methods of selecting critical vocabulary words for direct instruction. Examine a 4-step method of “deep instruction” for selected vocabulary words. Discuss methods for practice and review of vocabulary words.

3. 3 Part 1: Research Related to Strengthening Instruction in Reading Comprehension Edited from the work of Joseph K. Torgesen Florida State University and the National Center for Reading First Technical Assistance Comprehension Conference, Spring, 2007

4. 4 Teach the Meaning of Critical, Unknown Vocabulary Words Children’s vocabulary in the early grades relates to reading comprehension in the upper grades. Preschool - Children’s vocabulary correlated with reading comprehension in upper elementary school. (Dickinson & Tabors, 2001) Kindergarten - Vocabulary size was an effective predictor of reading comprehension in middle elementary years. (Scarborough, 1998) First Grade - Orally tested vocabulary was a significant predictor of reading comprehension ten years later. (Cunningham & Stanovich, 1997) Third Grade - Children with restricted vocabulary have declining comprehension scores in the later elementary years. (Chall, Jacobs, & Baldwin, 1990)

5. 5 Why the vocabulary gap? Children enter school with different levels of vocabulary. (Hart & Risley, 1995) –Cumulative Vocabulary (Age 4) Children from professional families 1100 words Children from working class families 700 words Children from welfare families 500 words –Linguistically “poor” first graders knew 5,000 words; linguistically “rich” first graders knew 20,000 words. (Moats, 2001) Teach the Meaning of Critical, Unknown Vocabulary Words

6. 6 Why the vocabulary gap? Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge. (Baker, Simmons, & Kame’enui, 1997) Gap in word knowledge persists through the elementary years. (White, Graves, & Slater, 1990) The vocabulary gap between struggling readers and proficient readers grows each year. (Stanovich, 1986) Teach the Meaning of Critical, Unknown Vocabulary Words

7. 7 Why? Vocabulary is causally related to reading comprehension. “Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.” (Osborn & Hiebert, 2004) Teach the Meaning of Critical, Unknown Vocabulary Words

8. 8 The obvious way – knowing the meanings of the words in text is necessary to understand the message being conveyed. How does vocabulary contribute to the acquisition of reading comprehension? Other probable, less obvious ways — Vocabulary contributes to the development of phonemic awareness (Metsala, 1998). Vocabulary contributes more accurate decoding of words whose printed form is unfamiliar (Ehri, 2002). Vocabulary contributes to reading fluency because it leads to more accurate reading practice.

9. 9 The Challenge of Vocabulary Instruction for Reading First Schools 1. Biemiller (2005) found that average students knew about 6,000 root words by end of 2 nd grade 2. Students in lowest quartile knew about 4,000 words 3. Students in lowest quartile enter kindergarten knowing between 2000 and 2500 words, so must learn 3500 to 4000 words to “close the gap” 4. Currently, lowest quartile students learn about 500-600 words a year 5. Must add another 500 words a year to even approach “closing the gap”

10. 10 “To have a useful impact on vocabulary growth, an intervention would need to add several hundred root word meanings per year. This is considerably more meanings than are presently addressed in classroom programs.” “Until schools are prepared to emphasize vocabulary acquisition, especially in the primary grades, less advantaged children will continue to be handicapped even if they master reading written words”. Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44- 62. The Challenge of Vocabulary Instruction for Reading First Schools

11. 11 What do we know from research about the best ways to teach vocabulary? Primary conclusions from report of NRP (2000) 1. Vocabulary should be taught both directly and indirectly. 2. Repetition and multiple exposures to vocabulary items are important. 3. Learning in rich contexts is valuable for vocabulary learning. 4. Vocabulary learning should entail active engagement in learning tasks. 5. Dependence on a single vocabulary instructional method will not result in optimal learning.

12. 12 Current research indicates that the kind of vocabulary instruction that is most likely to have an impact on reading comprehension involves: Providing both definitional information about words and experience accessing their meaning in multiple contexts. Total amount of time spent learning words has an impact on reading comprehension – more exposures rather than fewer. It is also helpful to require students to actively work with words, use in sentences, redefine, classify, etc.

13. 13 If young children are introduced to many word meanings briefly in K-2, can they use this initial knowledge to further build word knowledge through reading? The concept of “fast mapping” (Cary, 1978) Direct, brief explanation of meaning can establish initial “fast mapping” of meaning. As initially mapped words are encountered in other contexts, their meaning is extended and deepened.

14. 14 “Sight words are words that readers have read accurately on earlier occasions. They read the words by remembering how they read them previously. The term sight indicates that sight of the word activates that word in memory, including information about its spelling, pronunciation, typical role in sentences, and meaning” (Ehri, 1998) What is a “sight word”? “Sight of the word activates its pronunciation and meaning in memory immediately without any sounding out or blending required. Sight words are read as whole units with no pauses between sounds” (Ehri, 2002)) Confusion: Sight word vocabulary as in words students can recognize by sight.

15. 15 Take Away Message About Vocabulary The most effective methods of teaching vocabulary (in order to influence reading comprehension) involve a balance of definitional information and repeated exposure to words in multiple contexts. Vocabulary instruction, by itself, can be expected to have a modest impact on comprehension. To address the large difference in vocabulary size associated with differences in SES, we also have to employ methods that provide at least brief instruction in the meaning of many words.

16. 16 Part 2:Today’s presentation is based on an earlier presentation by: Anita L. Archer, Ph.D. archerteach@aol.com 503-295-7749

17. 17 Teach the Meaning of Critical, Unknown Vocabulary Words Preparation: Selecting Words for Vocabulary Instruction

18. 18 Select a limited number of words for robust, explicit vocabulary instruction. Three to ten words per story or section in a chapter would be appropriate. Briefly tell students the meaning of other words that are needed for comprehension. Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

19. 19 General Guidelines: –Select words that are unknown. –Select words that are critical to passage understanding. –Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986) Focus on Tier Two words (Beck & McKeown, 2003) Academic Vocabulary Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

20. 20 Tier 1Tier 2Tier 3 Description The most basic words Words on Dale-Chall list High frequency for mature language users and found across a variety of domains Words that are critical to the understanding of the story (might be “show and go” or fast-mapped words) Frequency of use is low, often limited to specific domains. “Show and Go” Words Fast-mapped Words Examples clock, baby, happy, work absurd, maintain, fortunate peninsula, isotope, isthmus Instruction Rarely require instruction at school Instruction geared toward these words can be most productive Best learned when a specific need arises Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction (Beck, 2002)

21. 21 Another way to state it: –“Goldilocks Words” (Stahl & Stahl, 2004) Not too difficult Not too easy Just right Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

22. 22 Second Graders (Read Aloud)First Graders (Read Aloud) Enemy Pie by Derek MunsonHonk! By Pamela Duncan Edwards perfectswan trampolineballet enemyperfect recipecrazy disgustingfigures earthwormsgraceful ingredientspracticed horriblelove nervousamazing invitedfurious relievedcollector boomerangopera house Your Turn… Circle 3-5 Tier 2 words that you would teach using robust vocabulary instruction and underline any words that you can “show and go” or “fast-map”. Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

23. 23 Reading Level: 2nd Passage: Lemonade for Sale Series: Harcourt Trophies announcedmembersneighborhood arrivedrebuildlemonade glumsquawkedclubhouse Circle 4 words for Robust Vocabulary Instruction and Underline 5 words for “show and go” or “fast-mapped” words.

24. 24 Also, teach idioms (A phrase or expression in which the entire meaning is different from the usual meaning of the individual words.) “The car rolling down the hill caught my eye.” “Soon we were in stitches.” “The painting cost me an arm and a leg.” “The teacher was under the weather.” Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

25. 25 Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003) –Uses known words. –Is easy to understand. –“When something that was difficult is over or never happened at all, you feel relieved.” Dictionary Definition –Relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure Prepare Student Friendly Definitions Teach the Meaning of Critical, Unknown Vocabulary Words Prepare Student Friendly Definitions

26. 26 Student-Friendly Definition Example –Dictionary Definition Attention - (a.) the act or state of attending through applying the mind to an object of sense or thought (b.) a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity –Explanation from Dictionary for English Language Learners (Elementary Learner’s Dictionary published by Oxford) Attention - looking or listening carefully and with interest Prepare Student Friendly Definitions Teach the Meaning of Critical, Unknown Vocabulary Words Prepare Student Friendly Definitions

27. 27 Online Web Dictionaries www.wordsmyth.net www.ldoceonline.com www.wordcentral.com

28. 28 Your Turn… Write student-friendly definitions for these four words. Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Dictionary DefinitionStudent-Friendly Explanations disgusting - to cause to feel disgust; be sickening, repulsive, or very distasteful to fragile - easily broken, damaged, or destroyed gratitude - a feeling of thankful appreciation for favors or benefits received loitering - to linger in an aimless way; spend time idly

29. 29 View Video #1 What instructional steps (routines) are used to introduce each of the words? What other good practices do you observe? Teach the Meaning of Critical, Unknown Vocabulary Words

30. 30 Teach the Meaning of Critical, Unknown Vocabulary Words Robust, Explicit Vocabulary Instruction – Attributes of good vocabulary instruction Multiple exposures Definitional information and contextual information Sufficient amount of instructional time to insure understanding of words Active engagement in instruction

31. 31 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine (Note: Teach words AFTER you have read a story to your students and BEFORE students read a selection.)

32. 32 Step 1: Introduce the word A. Write the word on the board. B. Read the word. Students repeat. C. Repeat for unfamiliar words. “This word is relieved. What word?” __________ Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

33. 33 Step 2: Present a Student-Friendly Definition A. A. Tell students an explanation, or B. B. Have the students read the explanation with you. “When something that is difficult is over or never happened at all, you feel relieved. So if something that is difficult is over, you would feel _______________. Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

34. 34 Step 3: Illustrate the word with examples –Concrete Examples –Visual representations –Verbal examples Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine “When the spelling test is over, you feel relieved.” “When you have finished giving the speech that you dreaded, you feel relieved.”

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37. 37 How to get vocabulary pictures? Santa Maria Bonita School District Web Site (Houghton Mifflin Vocabulary pictures): http://www.smbsd.org/page.cfm?p=1445 Google for Images!!

38. 38 Step 4: Check Students’ Understanding –Option 1: Deep Processing Questions –Option 2: Examples and Non-Examples –Option 3: Students Generate Examples –Option 4: Sentence Starter Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

39. 39 Option 1: Ask deep processing questions. When the students lined up for morning recess, Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved? When Maria was told that the soccer game had been cancelled, she said, “I am relieved.” Why might Maria be relieved? Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

40. 40 Option 2: Have students discern between examples and nonexamples. “If you were nervous singing in front of others, would you feel relieved when the concert was over?” Yes “Why?” “If you loved singing to audiences, would you feel relieved when the concert was over?” No “Why not?” It was not difficult for you. Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

41. 41 Option 3: Have students generate their own examples. “Tell your partner a time when you were relieved.” Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

42. 42 Option 4: Provide students with a story starter. Have them say a complete sentence. Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Sometimes your mother is relieved. Tell your partner when your mother is relieved. Start your sentence by saying, “My mother is relieved when________.”

43. 43 Instructional Routine Checklist: Did the teacher: 1.Introduce the word? 2.Present a student-friendly explanation? 3.Illustrate the word with examples? 4.Check students’ understanding? Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

44. 44 Vocabulary Review: After teaching the group of vocabulary words, review the words using a “word association” activity. Words written on board or overhead: enemy, disgusting, invited, relieved “Tell me the word that I am thinking about. Someone that hates you might be called an ________. If you didn’t like a food, you might say it is ________. When a test is over, you often feel _________. When you are asked to a party, you are _______.” Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

45. 45 Another Vocabulary Review Idea The students all have a page with the vocabulary pictures. The teacher asks questions and the students point to pictures or chorally respond to questions. Examples: “Touch the picture that shows a ‘troop’.”“Touch the picture that shows a ‘troop’.” “Touch the picture that shows that someone is ‘victorious’. What does it mean to be ‘victorious’?”“Touch the picture that shows that someone is ‘victorious’. What does it mean to be ‘victorious’?” “Touch the picture that shows someone is happy about something they did. What is the vocabulary word?”“Touch the picture that shows someone is happy about something they did. What is the vocabulary word?” “Touch a picture that shows someone has done something that is hard. What is the vocabulary word?”“Touch a picture that shows someone has done something that is hard. What is the vocabulary word?” “Touch the picture that shows ‘farewell’. What does ‘farewell’ mean?“Touch the picture that shows ‘farewell’. What does ‘farewell’ mean?

46. 46 Teach the Meaning of Critical, Unknown Vocabulary Words Did the teacher: 1.Introduce the word? 2.Present a student- friendly explanation? 3.Illustrate the word with examples? 4.Check students’ understanding? 5.Review the words? View video #2View video #2

47. 47 Teach the Meaning of Critical, Unknown Vocabulary Words What other good practices did you observe?

48. 48 Practicing Vocabulary Words Practicing Vocabulary Words Use in combination with Template #17.

49. 49 Template #17 Card # 17 Side B Vocabulary - Procedures for Specific Word Instruction Specific word instruction includes, but is not limited to, the below opportunities for multiple exposures. 1. Direct Definitions If a thing is fabulous it means it is wonderful or marvelous If a thing is fabulous it means it is wonderful or marvelous 2. Use Synonyms and Antonyms Which word is the same as fabulous - o.k. or super? Why does super go with fabulous? Which word is the same as fabulous - o.k. or super? Why does super go with fabulous? Is it fabulous if you fall and scrape your knee? What would it be?Is it fabulous if you fall and scrape your knee? What would it be? The boy had a fabulous time at the park. Did he have a great time or a terrible time? The boy had a fabulous time at the park. Did he have a great time or a terrible time? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? 3. Make Up a Novel Sentence Students make up a novel sentence: How could a family have a fabulous time? How could a family have a fabulous time? Why is a diamond necklace fabulous? A diamond necklace is fabulous because… Why is a diamond necklace fabulous? A diamond necklace is fabulous because… Teacher makes up a novel sentence: Maria thought her car was fabulous because it was hot pink. Maria thought her car was fabulous because it was hot pink. 4. Classify With Other Words Name some things that are fabulous. Name some things that are not fabulous. Name some things that are fabulous. Name some things that are not fabulous. The boy had a fabulous time at the park. Did he have a great time or a terrible time? The boy had a fabulous time at the park. Did he have a great time or a terrible time? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? 5. Relate the Definition to One’s Own Experiences Describe a time that something fabulous happened to you. Describe a time that something fabulous happened to you. I know you had a fabulous time on the fieldtrip. Describe it.I know you had a fabulous time on the fieldtrip. Describe it. Name a time that your family had a fabulous time. Name a time that your family had a fabulous time. What could happen that would cause you to have a fabulous time? What could happen that would cause you to have a fabulous time?

50. 50 Vary the Types of Independent Vocabulary Practice Activities! Example of Independent Activities: Day 1: Write new vocabulary words on vocabulary cards to add to a vocabulary ring or vocabulary card file. Day 2: Write student-friendly definitions on back of vocabulary cards. Day 3: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 4: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 5: Partner up and test each other on vocabulary definitions (using vocabulary cards students take turns saying the word and the other student gives the student-friendly definition -- or -- one student gives the student-friendly definition and the other student says the word).

51. 51 Four-Square Vocabulary WordExamples DefinitionNon-Examples

52. 52 Word Diagrams WordWhat it isWhat it is likeExamplesNon-Examples

53. 53 Planning for Vocabulary Instruction If you have lesson maps:If you do not have lesson maps: Step 1: Write student friendly definitions for words identified in lesson maps. Step 1: Identify key vocabulary words from selected lesson. Step 2: Compare lesson map vocabulary and vocabulary selected by the Core Reading Program. Are the student-friendly definitions offered sufficient for your students? Which words that are not selected would you need to add to the list? Step 2: Are the student-friendly definitions offered sufficient for your students? Which words that are not selected would you need to add to the list? Step 3: Create student-friendly definitions for all the words on your list. Step 4: Write words and student-friendly definitions on sentence strips to post on the classroom wall. Step 5: Find and print appropriate pictures for the vocabulary words.

54. 54 Practice Vocabulary Instruction Observed or Not ObservedNotes Introduce the Word Observed Not Observed Present a Student- Friendly Definition Observed Not Observed Illustrate the Word with Examples Observed Not Observed Check Students ’ Understanding Observed Not Observed Directions: Each person will get one chance to be the teacher. Rest of the group will be the students and observers. Teacher: Will teach vocabulary using the methods that have been discussed and modeled. Students: Will act as the students of the teacher. Please act as an average student, no behavior problems please. Be on task, but it’s okay if you make a “mistake” every once in a while. Remember your job is to allow your partner time to practice these techniques in a safe environment. Observers: Will use the observation rubric below to provide feedback to your partner. Always remember to offer 2-3 positive comments to one area of improvement. Keep your comments brief and specific.

55. 55 Questions???