1. Vocabulary: Defining Best Practice in Reading First Schools Part 1 Georgia Reading First

2. Today’s Goals  Learn about how children acquire word meanings  Examine research findings on vocabulary instruction  Learn about vocabulary instruction during read-alouds

3. What are some ways elementary- school children learn new vocabulary? What are some ways your teachers typically teach new vocabulary?

4. What is vocabulary?  Speaking vocabulary  Listening vocabulary  Reading vocabulary  Writing vocabulary  General vocabulary  Technical vocabulary  Meaning vocabulary Modality Domain

5. 50K 40K 30K 20K 10K 0 K12 5,000 1,500 45,000 17,000

6. “Vocabulary levels diverge greatly during the primary years, and virtually nothing effective is done about this in schools.” (p. 29) Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28- 40). New York: Guilford. Andy Biemiller

7. Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later. Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.

8. Four Obstacles to Acquiring a Large Vocabulary 1.The number of words in English is very large. 2.Academic English differs from the kind of English used at home. 3.Word knowledge involves far more than learning definitions. 4.Sources of information about words are often hard to use or unhelpful. – Stahl & Nagy (2005)

9. How do we learn words from experiences?

10. gavagai An aborigine points to a running rabbit and says “Gavagai.” Can you infer the word’s meaning?

11. Each encounter with a word helps a child narrow its meaning. For example, if he next hears the word gavagai used to refer to a sitting rabbit, the child will infer that running is not connected with the meaning.

12. Young children learn word meanings from one-on-one interactions with parents and siblings. These interactions may be rich or poor. Consider two examples based on Hart and Risley’s (1995) comparison of families of different socioeconomic levels.

13. Do I have to eat these? Yeah.

14. Do I have to eat these? Yes, because they have vitamins that will help you grow and get stronger. “Motherese”

15. Echo student talk, using richer vocabulary. I wrote this. Wonderful. I hope you told me exactly what you saw on your trip to the zoo.

16. What are some strategies we can use to increase children’s access to rich oral language during school?

17. What does it mean to know a word?

18. A Continuum of Word Knowledge No knowledge A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings

19. A Continuum of Word Knowledge No knowledge A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings

20. The Reading System (Adams) Reading WritingSpeech Meaning Processor Phonological Processor Orthographic Processor Context Processor Lexicon

21. lexicon That part of long-term memory devoted to word knowledge

22. How is a word stored in the lexicon?

23. cat

24. /kat/ c-a-t

25. cat /kat/4 legs “meow” c-a-t pet

26. cat /kat/4 legs “meow” c-a-t animal pet lion

27. cat /kat/ mammal 4 legs “meow” c-a-t animal pet lion

28. cat /kat/ mammal 4 legs “meow” c-a-t animal pet lion

29. cat /kat/ dog mammal 4 legs “meow” c-a-t animal pet lion

30. cat /kat/ dog mammal 4 legs “meow” c-a-t animal pet lion

31. cat /kat/ dog mammal 4 legs “meow” c-a-t animal pet lion

32. Dual Coding Theory Two systems are involved in learning words. One contains verbal information, the other non- verbal (images). When we learn a word, real- world images that we associate with the concept are also stored. Accessing a word in the lexicon therefore involves both the verbal system and non-verbal (imagery) system. ~ Moral ~ When teaching new words, use pictures and other images where possible.

33. cat /kat/ dog mammal 4 legs “meow” c-a-t animal pet lion

34. The Nonverbal (Imagery) System

35. New meanings and even new pronunciations of a word may be added to a child’s lexicon over time. produce próduce Raw veggies prodúce to make

37. Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28- 40). New York: Guilford. K 1 2 3 45678 lean To rest one object against another To rely on another person for support

38. Is wide reading enough?

39. Why Wide Reading Is Enough Is Not Enough Vocabulary size and the amount a child reads are correlated. Direct instruction cannot possibly account for the number of word meanings children acquire. Context is generally unreliable as a means of inferring word meanings. Most words occur too infrequently to provide the number of exposures needed to learn them. Marzano, R.J. (2004). The developing vision of vocabulary instruction. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 100-117). New York: Guilford.

40. “There is no obvious reason why direct vocabulary instruction and wide reading cannot work in tandem.” – Marzano (2004, p. 112)

41. The Vocabulary Catch-22 Children need to learn more words to read well, but they need to read well to learn more words. McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.

42. Perhaps one of the most important reasons why teachers need to pay attention to vocabulary is that vocabulary knowledge is cumulative. The more words you know, the easier it is to learn yet more words. – Stahl & Nagy (2005)

43. What about context clues?

44. Four Types of Contexts 1.Directive (provides powerful clues) “Sue was talkative but Bill was taciturn.” 2. General (helps categorize a word) “She’d had measles, mumps, and varicella.” 3. Nondirective (offers very little help) “The dress was taupe.” 4. Misdirective (can be misleading) “He was huge, muscular, and adroit.” – Beck & McKeown (2004)

45. Teaching Students about Context  Remind them that context does not always provide strong clues.  Remember that many students may have difficulty making inferences about words from context.  Model the process when possible. – Beck & McKeown (2004)

46. Some Types of Semantic Clues DefinitionThe vole, a small rodent, has a short tail. AntonymSue was adroit but Bill was clumsy. SynonymThe soup was hot – scalding, in fact. ExamplePeriwinkle was her favorite color. GeneralThe room was disheveled. Clothes and dirty dishes were everywhere. Chairs were overturned, and trash littered the floor. SeriesWould you like cake, peach pie, or a flan? MoodThe day was dull and dark. Clouds hung low and a feeling of melancholy was everywhere. ExperienceA pair of crows cawed raucously. Expression He was as famished as a bear. Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 159-176). New York: Guilford.

47. How do I know which words to teach?

48. Two characteristics that make a word inappropriate for teaching: 1.We can’t define it in terms that the students know. 2.The students are not likely to find the word useful or interesting. – Beck & McKeown (2004)

49. Beck and McKeown’s Three Tiers Tier 3 Rare words 73,500 word families K-12 Often content-area related Examples: isotope, estuary Tier 2 Important to academic success 7,000 word families Not limited to one content area Examples: fortunate, ridiculous Tier 1 The most familiar words 8,000 word families Known by average 3rd grader Examples: happy, go

50. Beck and McKeown’s Three Tiers Tier 3 Rare words 73,500 word families K-12 Often content-area related Examples: isotope, estuary Tier 2 Important to academic success 7,000 word families Not limited to one content area Examples: fortunate, ridiculous Tier 1 The most familiar words 8,000 word families Known by average 3rd grader Examples: happy, go “Goldilocks” Words – Stahl & Stahl, 2004

52. How intensive should vocabulary instruction be?

53. Three Types of Words To Teach Graves, M.F. (1986). Vocabulary learning and instruction, In E.Z.Rothkopf (Ed.), Review of research in education (Vol. 13, pp. 49-91). Washington: AREA.

54. 1. Words already in the student’s oral vocabulary, which he or she needs to learn to recognize in print. These are words that a child needs to learn to decode or recognize by sight. (Stahl & Nagy, 2005)

55. 2. Words not in the student’s oral vocabulary, but which are labels for concepts already familiar to the student. The student may need to learn that apologize means to say one is sorry, or that elaborate means pretty much the same as complicated. These words may represent different shades of meaning from their synonym, but knowledge of the more frequent synonym will usually get a reader through a text containing that word. The different shades will be learned through continued exposure. Less intensive instruction may suffice. (Stahl & Nagy, 2005)

56. 3. Words not in the student’s oral vocabulary that refer to concepts new to the student. For example, the student may not know the word osmosis, or feudalism, or exponential. In such a case, it is not simply a matter of not knowing the word: The student is likely to be totally unfamiliar with the concept. In this case, a definition or other brief explanation is unlikely to help. Rather, a teacher would need to spend a great deal of time examining such concepts. (Stahl & Nagy, 2005)

57. Words in Oral Vocabulary Known Concepts not Yet Associated with New Words W 3 W 2 W 1

58. Words in Oral Vocabulary Known Concepts not Yet Associated with New Words W 3 W 2 W 1

59. Words in Oral Vocabulary Known Concepts not Yet Associated with New Words W 3 W 2 W 1

60. Words in Oral Vocabulary Known Concepts not Yet Associated with New Words W 3 W 2 W 1

61. What are some of the guiding principles of teaching vocabulary?

62. Preteach key words to improve comprehension. Guiding Principle

63. In 1367, Marain and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war, Languria was driven out of East Bacol. Marain would now rule Laman and the other lands that once belonged to Languria. This brought peace to the Bacolean settlements. The settlers no longer had to worry about attacks from Laman. The Bacoleans were happy to be part of Marain in 1367. Yet a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule.

64. In 1763, Britain and the colonies ended a seven-year war with the French and Indians. As a result of this war, France was driven out of North America. Britain would now rule Canada and the other lands that once belonged to France. This brought peace to the American colonies. The settlers no longer had to worry about attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

66. Provide more than definitions. Guiding Principle

67. WORD =DEFINITION StimulusResponse truncate“to cut off” “She truncated the lights.”

68. Combine definitions and contextual examples. Guiding Principle

69. Minimize rote copying of definitions. Guiding Principle

70. Introduce new words in related clusters. Guiding Principle

71. wing antennae leg abdomen thorax In content areas, clustering words is natural!

72. Provide brief, periodic review. Guiding Principle

73. To what extent does our core facilitate these guiding principles?

74. What did the National Reading Panel conclude about teaching vocabulary?

75. NRP Findings on Vocabulary Teaching vocabulary improves general comprehension ability. Preteaching vocabulary helps both word learning and comprehension of a selection. Much vocabulary is acquired through incidental exposure. Repeated exposures in a variety of contexts are important.

76. NRP Findings on Vocabulary A combination of definitions and contextual examples works better than either one alone. Many instructional methods can be effective in teaching vocabulary. Instructional methods should result in active engagement. Both direct and indirect methods should be used.

77. NRP Findings on Vocabulary The more connections that are made to a word, the better the word tends to be learned. Computer applications can be effective. The effectiveness of some instructional methods depends on the age or ability of the children.

78. What the NRP said they didn’t know about vocabulary instruction Which methods work best with students of different ages and abilities? How can technology best be used to teach vocabulary? How is vocabulary best integrated with comprehension instruction? What combinations of instructional methods tend to work best? What are the best ways to assess vocabulary?

79. To what extent do you see these findings reflected in your core materials?

80. Read-Alouds

81. “Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37) Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28- 40). New York: Guilford.

82. “Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37) Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28- 40). New York: Guilford. 3 words x 140 days  400 words per year

83. Planning a Read-Aloud  Choose engaging, well-illustrated books.  A number of words should be unknown to about half the students.  Choose 3 target words that are important for comprehension but likely to be unfamiliar.  Keep track of the words you choose.  Plan to repeat the read-aloud.  Plan for small-group sessions (2-5 students).  Plan multiple exposures in the days following.

84. Conducting a Read-Aloud  Be “performance oriented”; read with expression.  Include “rich, dialogic discussion.”  Activate prior knowledge.  Link the story to experiences of students.  Elicit responses from students.  Give direct, clear, and simple instruction in word meanings before the read-aloud.  Give a sentence context from the story in advance.  Discuss words before and after the story.  Ignore rare words. (Biemiller)  Embed quick definitions while reading. (Biemiller)  Do not display pictures while reading (Beck et al.)

85. Storybook Intervention Day 1Day 2Day 3Day 4Day 5Day 6 Book 1 Intro & 1st Read- Aloud Book 2 Intro & 1st Read- Aloud Book 1 2nd Read- Aloud Book 2 2nd Read- Aloud Vocabulary Activities Coyne, M.D., Simmons, D.C., & Kame’enui, E.J. (2004). Vocabulary instruction for young children at risk of experiencing reading difficulties: Teaching word meanings during shared storybook readings. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 41- 58). New York: Guilford.

86. Three Read-Alouds per Day BookInterruptions New BookNone Old Book 1Some, to remind students of words Old Book 2Some, to remind students of words Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28- 40). New York: Guilford.

87. Warning! Spending too much time discussing read-alouds may detract from valuable reading practice. – Stahl (1998).

88. Stay Tuned! We have many additional strategies to show you; today, though, we are going to focus on vocabulary instruction tied to read alouds.