1. “Effective Reading Vocabulary Strategies for Students with EBD”
Edward J. Cancio, Ph.D.
The University of Toledo
ILLINOIS COUNCIL FOR CHILDREN WITH BEHAVIORAL DISORDERS
WINTER DRIVE IN CONFERENCE
February 6 to February 7, 2015
LISLE, IL
“Key Issues In EBD”

2. The Road to Reading Success
Reflected Scientifically-Based Practices; predated NCLB (Shirley) and reflected research based practices supported in the National Panel report. Our mandate was to prevent reading problems from developing funded by the office of special education.
Have you walked the walk????
School 1
School 2
School 3
White %
Black %
Hispanic 6 %
White %
Black %
Hispanic 16 %
Asian %
White %
Black %
Hispanic 9 %
Asian %
Between 73 % and 90% free and reduced lunch
Between 45 and 85% minority students
20% - 50% were at grade level in reading

3. Students with EBD & Academic Instruction
The academic needs of students with EBD is often neglected in order to focus on the control & elimination of problem behaviors (Wehby, Lane, & Falk, 2003).
Frequently, academic instruction provided for students with EBD is based on worksheets, non-meaningful curricula, and ineffective strategies (Barton-Arwood, Wehby, & Falk, 2005; Steinberg & Knitzer, 1992).
While reducing the problem behavior of students with EBD is a priority, it is also important to focus on academic achievement as well!

4. Reading & Students with EBD
Researchers have linked academic & behavioral problems (McIntosh, Sadler, & Brown, 2012).
This link is frequently cited for students with EBD & at- risk for EBD, especially in the area of reading (Nelson, Benner, & Gonzales, 2003).
Research also suggests that interventions targeting academic skill remediation may have collateral effects on reducing problem behaviors (Cole & Krehbiel, 1984; Depaul, Ervin, Hook, & McGoey, 1998).

5. National Reading Panel (NRP)
The NRP (2001) indicated that reading instruction should include these essential components:
Phonics instruction;
Phonemic awareness;
Vocabulary instruction;
Fluency; and
Comprehension

6. Vocabulary
Vocabulary = stored information about the meanings & pronunciations of words necessary for communication.

7. 5 types of vocabulary: 1.) Listening Vocabulary 2) Speaking vocabulary
words needed to understand what is heard
2) Speaking vocabulary
words used when speaking
3.) Reading vocabulary
words needed to understand what is read
4.) Writing vocabulary
words used in writing
5) Sight vocabulary
words that can be identified without explicit decoding during reading

8. Three Goals for Vocabulary Instruction
Provide students with skills/opportunities to learn words independently.
Teach students the meanings of specific words
Nurture a love and appreciation of words and their use.

9. The relationship between decoding & vocabulary knowledge is reciprocal (Perfetti, 2007).
Knowledge of vocabulary is also related to reading comprehension (Bursuck & Damer, 2015).
Students often need instruction in key vocabulary to make sense of what they are reading (Bursuck & Damer, 2015).
Reading ability & vocabulary size are related.
Elementary aged children learn about 2,000 words per year.

10. Meaningful Differences
Children enter school with “meaningful differences” in vocabulary knowledge (Hart & Risley, 1995).
Before entering school, young children whose parents have jobs categorized as “professional” can be exposed to twice as many words as students whose parents are on welfare, and 50%more words than students whose parents are considered “blue collar” (Hart & Risley, 1995).
What matters:
relative economic advantage

11. Cumulative Experience
Word heard per hour
Words heard in a 100-hour week
Word heard in a 5,200 hour year
4 years
Welfare
616
62,000
3 million
13 million
Working Class
1,510
125,000
6 million
26 million
Professional
2,153
215,000
11 million
45 million
Hart & Risley, 1995

12. Meaningful Differences
By the time the children were 3 years old, parents in less economically favored circumstances had said fewer different words in their cumulative monthly vocabularies than the children in the most economically advantaged families in the same period of time (Hart & Risley, 1995).
Cumulative Vocabulary
Children from professional families words
Children from working class families words
Children from welfare families words
(Hart & Risley, 1995).

13. The Vocabulary Gap
Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge. The number of words students learn varies greatly.
2 vs. 8 words per day 750 vs per year (Baker, Simmons, & Kameenui, 1997)
Stanovich (1986) describes the rapidly widening gap between students who read independently and those who don’t as the Mathew Effect, loosely translated as the “rich get richer & the poor get poorer.

14. 2 Ways Students Learn Vocabulary:
direct instruction (notice lower case d.i.)
Indirectly
A balance approach to learning vocabulary, including both direct instruction & learning vocabulary indirectly, is the best way for everyone to enhance their vocabularies.

15. It is best to connect new vocabulary words to the meaning of those vocabulary words students already know.
Example: Review key concept words before introducing new vocabulary word to activate students’ background knowledge. Then relate the term to the new concept by using analogies and other relationships.

16. Students must be actively engaged in the vocabulary instruction or else they will not connect it to their previous knowledge & remember new word meaning.

17. Ways to actively involve students in vocabulary instruction:
encourage students to discuss new word(s)
have students elaborate on new word(s)
have students demonstrate meaning of new word(s)
provide numerous opportunities for students to use new word(s) in the classroom

18. Importance of Vocabulary Knowledge
Importance of vocabulary knowledge to school success, in general, & reading comprehension, in particular, is widely documented (Becker, 1977; Anderson & Nagy, 1991).
The National Research Council (1998) recently concluded that vocabulary development is a fundamental goal for students in the early grades.

19. Vocabulary Instruction
Direct Teaching
Teach about 300 words per year.
Selecting Words to Teach
Teaching Strategies
- Modeling
- Synonyms
- Definitions
Student Friendly Definitions
- Semantic maps
- Keywords

20. Independent Learning Strategies
- Using the Context
- Morphemic Analysis
- Using the Dictionary

21. Which Vocabulary Words to Teach
Important words – words they need to know to understand the particular text they are reading.
Useful words – high frequency words that students are likely to see repeatedly in their reading.
Difficult words – words that are hard for students to understand such as words with multiple meanings invalid (not true) & invalid (week or ill) or words that are spelled the same & and pronounced the same but have different meanings, fix (fix the car) fix (fix a sporting event).
(Graves, 2009)

22. Applied Activities
1. The following vocabulary words have been identified in your reading series for the upcoming story about a farmer who planted a seed that grew into a large turnip: granddaughter, planted, grew, strong, enormous, and turnip. Assuming you only have time to teach your second grade students the meaning of two of these words, which words would you choose to teach? Justify your selections.

23. Research indicates that for increased comprehension students need at least 12 encounters with a new word, teachers cannot afford to miss opportunities to teach vocabulary in a variety of contexts throughout the school day (McKeown, Beck, Omanson, Pople, 1986).

24. Direct Teaching of Vocabulary using:
Modeling
Synonyms
Definitions

25. Vocabulary (teach explicitly):
This is a crab.
This is a crab.
This is a crab
This is not a crab
Model how you would teach these.
Point out the features of the crab whenever you point to a picture of one – be excited about the shell, eight legs and flat shell.
The spider will be tricky but should be addressed since he doesn’t have a shell. …he might have 8 legs but he certainly doesn’t have a flat shell.
This is not a crab
This is not a crab

26. Vocabulary (teach explicitly):
Is this a crab?
Is this a crab?
Is this a crab?
Is this a crab?
Model how you would teach these.
Point out the features of the crab whenever you point to a picture of one – be excited about the shell, eight legs and flat shell.
The spider will be tricky but should be addressed since he doesn’t have a shell. …he might have 8 legs but he certainly doesn’t have a flat shell.
Is this a crab?
Is this a crab?

27. Vocabulary (teach explicitly):
crab: A crab is a shell fish with a broad flat shell, eight legs and two claws.
b. grin: Grin means to smile with your teeth showing
Turn to the Daily lesson plans and show this section. Explain that although occasionally scripts will be written for them; they’ll want to look at the words before class and jot down notes about what they can ask. If they need a picture they should get it before class.
Googling images and printing them is the easiest way to find colored pictures within a few minutes.

28. 1. Develop either a student friendly definition or synonym for each of the following vocabulary words: survive, frontier, nearby, tame, and orchard.
2. For two of the words above, one using a synonym, & the other a definition, develop a series of student questions to teach the meaning of the word using examples & non-examples. Model your questions after ones shown in Table 6.3. For each word, include at least 3 positive & 3 negative examples.

29. 1. Vocabulary (teach explicitly):
crab: A crab is a shell fish with a broad flat shell, eight legs and two claws. 1.
Is this a crab or not a crab ? Why not? 2.
Is this a crab or not a crab? Why?
Model how you would do this script – explain that the students would only see the pictures as you should them.
Demonstrate how you would get the children to answer in complete sentences.
3. Sebastian in “The Little Mermaid” walks along the sand carrying his shell on his eight legs and keeping his claws out of the sand. Is Sebastian a crab or not a crab? How do you know he’s a crab?
4. My brother is afraid of the eight legged insects that make webs in the corners of his room. Are those insects crabs or not crabs?
5. Last night for dinner I ate the most delicious shell fish. Although the eight legs didn’t have lots of meat, the claws did and were my favorite part. Did I eat a crab or not a crab? What tells you it was it a crab?

30. Is this a grin or not a grin? Why isn’t it a grin?
grin: Grin means to smile with your teeth showing.
Smile with your teeth showing and say “This is a grin.”
Smile without your teeth showing and say, “This is not a grin.”
Ask Jenna to smile and show her teeth and point to her and say,“This is a grin.”
Ask Dario to frown and point to him and say,“This is not a grin.”
Model the script, Have everyone do it with you, and then have participants briefly practice with a partner. (3 page story in their book) 5.
Is this a grin or not a grin? Why is it a grin? 6.
Mario was so happy that the teacher had told his mother what a good student he was that he smiled from ear to ear showing his pearly white teeth. Did Mario grin or not grin? Why? 7.
Is this a grin or not a grin? Why isn’t it a grin?

31. Spotted: Spotted means saw. What does spotted mean?
Billy saw the sad, little puppy in the window from across the street, and asked his mother if she would buy it for him. Tell me if Billy spotted or did not spot the puppy in the window? How do you know he spotted a dog?
Jill and Josie looked up at the stars in the sky on a hot summer night and saw a shooting star. Tell me if Jill and Josie spotted or did not spot a shooting star in the sky? Why did you answer that way?
Brenda lost her movie ticket and could not go in the theater. Tell me if Brenda spotted or did not spot the movie ticket? Why not?
Frank saw the brand new car in the driveway from his bedroom window. Tell me if Frank spotted or did not spot the brand new car in the driveway?
5. Andrew found his favorite toy under his bed and grabbed it to play with. Tell me if Andrew spotted or did not spot his favorite toy under his bed?
6. Kyle looked everywhere around the neighborhood for his cat but had no luck. The cat had disappeared. Tell me if Kyle spotted or did not spot his cat? Why not?
Thinking up vocabulary questions for past tense verbs is the trickiest. You want the students to get more practice using the past tense but how do you phrase the question so that they have to answer with a past tense.
The phrase “Tell me…….” is very handy and usually works .
DIG IN YOUR HEELS SO THAT STUDENTS CLEARLY SAY THE PAST TENSE ENDINGS.
Model this script with the participants being the students, and then do it with everyone in a big “together” turn.

32. Guidelines for Developing Vocabulary Questions
Use the names of your students in your examples whenever possible.
Remember to end your questions by providing your students with the opportunity to say the vocabulary word, even if they answer “ not (vocabulary word).”
Construct your questions so they reflect experiences in students’ lives, material they are learning at school, or popular media they have seen or heard.
Always write your questions so students listen to and use the exact vocabulary word used in the story.
Mix in why questions after some of your example and nonexample questions.

33. Teacher Format for Teaching Vocabulary Through Modeling Instructions:
Student
1. ADVANCE ORGANIZERS:
2. MY TURN:
If modeling a word, show students three positive examples and three non-examples of the word. If teaching the word eyebrow, point to your eyebrow and say, “This is an eyebrow.” For a non-example, you might point to Jason’s foot and say, “This is not an eyebrow.”
3. YOUR TURN:
Ask students direct questions about the vocabulary word related to positive and negative examples. Intermix your type of questions. Students should answer 6 questions correctly before moving on to the next step.
If modeling the word eyebrow, you might point to Shondra’s chin and ask this non-example question, “Is this an eyebrow or not an eyebrow?” You might point to Kendra’s eyebrow and ask this example question, “Is this an eyebrow or not an eyebrow?”
not
an eyebrow
4. REVIEW of previously learned words (example-and-nonexample-based questions) interspersed with questions about the new word.
5. INDIVIDUAL STUDENT CHECKOUT:
Ask two or three students to answer questions about the new word and/or review words.
Error Correction
If students make an error, immediately return to a “My Turn,” “Your Turn” pattern. Later in the lesson ask students about the word they missed to provide more practice. Only use a “Together” if students have difficulty pronouncing the vocabulary word and could use the practice saying it with you.

34. Synonyms: Examples and nonexamples for teaching the word timid:
1. Before presenting example and non-examples, have students look at the word and repeat the synonym after you until they can easily say it:
timid “Timid means easily frightened or shy. What does timid mean?”
2. Ask students questions based on examples and non-examples of timid.
The new student was shy on the first day of school. Was the new student timid or not timid? How do you know?
Gabriel enjoys making everyone laugh. Is Gabriel timid or not timid? Why?
Sara is not afraid to give presentations in front of the class. Is Sara timid or not timid?
Marissa became easily frightened during the play and forgot her lines when she saw all the people in the audience. Did Marissa become timid or not timid? Why?
William is very friendly and outgoing. He can make friends with anyone. Is William timid or not timid?
A deer is a shy animal. Is a deer timid or not timid?
(Teacher makes a scared face with matching body posture.) Do I look timid or not timid?
On the first day of camp, Jorie was so afraid that she could hardly talk. Was Jorie timid or not timid? How do you know?
Lionel always raises his hand in class because he likes to explain the answer. Is Lionel timid or not timid? Why?
Sara is afraid to give presentations in front of the class. Is Sara timid or not timid?
(Teacher swaggers around the room with an “I am cool look” on his face.) Do I look timid or not timid?
A robin will fly away as soon as a person comes close to it. Is a robin timid or not timid? Why?
A grizzly bear will growl and run after a human who is trying to escape from him. Is a grizzly bear timid or not timid? Why?
3. Ask students to tell you the definition for the word timid one more time. Ask review questions about previously learned words.
What does timid mean? What does nonsense mean? Kendra moved from Swan Hillman School to Lewis Lemon School when she was in first grade. Would you say that Kendra transferred or did not transfer schools?
Adapted from: Carnine, D.W., Silbert, J., Kame’enui, E.J., & Tarver, S. (2004). Direct Instruction Reading: Fourth Edition. New Jersey, Merrill Prentice Hall.

35. Direct Teaching: Definitions
Teaching Definitions: Examples and nonexamples for teaching the word permanent
1. Before presenting example and non-examples, have students look at the word and repeat the definition after you. Say the definition slowly and with emphasis so students can easily repeat it. With more difficult definitions, you may need to inject some “together” when teaching the definition. You and the students will repeat the definition together until they are able to say it by themselves.
“Permanent means “meant to last for a long time.” What does permanent mean?”
2. Ask students questions based on examples and non-examples of timid.
Molly bought an ice cream cone on a hot day. Is an ice cream cone permanent or not permanent? Why?
The Mayor of Chicago paid the artist, Pablo Picasso, to build a large concrete sculpture that sits in the plaza. Is the sculpture permanent or not permanent? Why?
Patrick put his old plastic action figures into a box when he left for college. The action figures are made out of strong plastic and will probably last until his grandchildren are old enough to play with them. Are these action figure toys permanent or not permanent? Why?
Stuart wrote a secret spy note to his friend on paper and told his friend to destroy it after reading the message. Is the note permanent or not permanent? Why?
After Maria’s baby teeth fell out, new, larger teeth grew in her mouth. Maria’s mother told her that if she brushed these new teeth every day, she would have them for the rest of her life. Were the new teeth permanent or not permanent? Why?
3. Ask students to tell you the definitions for the word one more time. Ask review questions.
“Tell me one more time what permanent means?”

36. 3. Develop a keyword for one of the following words: burly, cram, epic, enzyme, or pow-wow.
4. Develop a semantic map to teach students the range of words that can be used to represent the word soft.

37. Figure 6.4
Key Words: Apex

38. Semantic Map
Semantic maps are visual representations of vocabulary that assist students organize subject matter by having them categorize, label the categories, & discuss concepts related to a target word.

39. Figure 6.1
Semantic Map

40. Figure 6.2
Emotional Word Web

41. Vertical and Horizontal Semantic Maps Music classical rock pop jazz
Figure 6.4
Semantic Maps
Vertical and Horizontal Semantic Maps
Music
classical
rock
pop
jazz
reggae
blues
new age
sculpture, poetry-Music-dance, theatre
SOURCE: Foil, C.R. & Alber, S.R. (2002) p. 134.

42. Shown below is a passage from a Grade 2 basal
Shown below is a passage from a Grade 2 basal. Tell how you would teach students to use context clues to figure out the meaning of the word lack.
The thick cloud of dust, rock, and smoke would swirl around the world, blocking the sunlight for months or even years. Without sunlight, the earth would grow very cold . Their idea is that the lack of sunshine caused dinosaurs and other life forms to die.

43. Word-Part Clues
Look for the Root Word, which is the single word that cannot be broken into smaller words or word parts. See if you know what the root word means.
Look for a Prefix, which is the word part added to the beginning of a word that changes its meaning. See if you know what the prefix means.
Look for a Suffix, which is a word part added to the end of a word that changes its meaning. See if you know what the suffix means.
Put the meaning of the Root Word & any Prefix or Suffix together and see if you can build the meaning of the word (Baumann, Edwards, Boland, Olejnik, & Kame’enui, (2003).

44. Identify the words below that you would teach using morphemic analysis
Identify the words below that you would teach using morphemic analysis. For one of these words, develop a mini-script telling what you would say to your students when teaching them to use morphemic analysis to figure out its meaning.
careless bicolor winless
confusing demented unspeakable
discouraged useful substandard
discipline uncomfortable revocable

45. Your students came across the following sentence in their readers: The boys and girls made a dash for the playground. You had them look up the word dash in their dictionaries and they found the following three meanings:
a rush: We made a dash for the bus.
a small amount: Put in just a dash of pepper.
a short race: He won the fifty-yard dash.
Develop a mini script that you could use to teach students to figure out which meaning of dash is used in the story (Table 6.4).

46. After lunch you can squeeze in ten more minutes of vocabulary instruction. This week you have directly taught the following vocabulary words:
slight, hull, reflected, curve, eclipse, and prairie.
Plan activities you could do during that time this week to provide more practice for your third grade class.

47. Practice Activities for New Words
Preprinted response cards & write-on response Boards.
Classwide peer tutoring
Thumbs up-thumbs down
Word journals

48. MY TURN:
If modeling a word, show students three positive examples and three non-examples of the word. If teaching the word eyebrow, point to your eyebrow and say, “This is an eyebrow.” For a non-example, you might point to Jason’s foot and say, “This is not an eyebrow.”
If teaching a word by using a synonym or definition, tell students the synonym or definition and then ask them to repeat it. For example, you might say, “Puzzled means confused. What does puzzled mean?” Once students can say the word and the definition/synonym by themselves, they are ready to move to the next step.
(Page 84) Encourage students to answer in complete sentences – this is a good time to make sure that students are hearing and saying plurals and past tense verbs.

49. YOUR TURN
1. Ask students direct questions about the vocabulary word related to positive and negative examples. Intermix your type of questions. Students should answer 6 questions correctly before moving on to the next step.
2. If modeling the word eyebrow, you might point to Shondra’s chin and ask this non-example question, “Is this an eyebrow or not an eyebrow?” You might point to Kendra’s eyebrow and ask this example question, “Is this an eyebrow or not an eyebrow?”
3. If using a definition or synonym, you could ask about the following non-example, “Mahogany tried to help her brother with a 5th grade math problem but it was too hard for both of them. Do you think Mahogany was puzzled or not puzzled?” (students answer) “Why?”
4. A non-example question is: “A 3rd grader was asked to say the sound of the letter “m”. It was so easy! Do you think the 3rd grader was puzzled or not puzzled? (students answer) “How do you know, Antonio”