Vocabulary in the CTE Classroom

Why teach vocabulary in the CTE classroom? The context myth and opposition Technical vocabulary volume Reading Level Vocabulary and Reading Comprehension

Learning vocabulary in context Sternberg concluded that most vocabulary is learned from context, but only if students are taught how to learn vocabulary from context. Marzano concluded that most of the words important to student success will not be encountered enough in reading to learn the meaning of the word in context. Jenkins (1984) demonstrated that it takes 6-10 exposures to a word to learn it through context. Swanborn and de Glopper (1999) found that a student’s ability to learn vocabulary from context is highly tied to their reading ability level. Even high ability students only stand a 19% chance of learning a word through context. Stahl and Fairbanks showed that students who are taught academic vocabulary directly score 12 points higher than those who are not. Students who are taught strategic words directly before reading score 33 points higher. Sternberg added that teaching vocabulary through context will not be as effective as direct instruction.

Technical Vocabulary There are 3 levels of vocabulary: Tier 1- Conversational words that are likely familiar to most students (with the possible exception of English Learners). ELs may already know the concept, just not the term. i.e. cousin, rainbow, bumper, driveway Tier 2- High frequency words more advanced and academic than Tier 1. Useful in other content areas. i.e. compare, contrast, extrapolate, analyze, summarize Tier 3- Low frequency words very specific to a particular content. i.e. microprocessor, hallucinogens, isotope

Technical Vocabulary First Responder, 7th Edition Tier 1 Reposition Stabilization Swiftly Patient Vomiting Inflation Excessive Bulging Adjustments Noticeable Ensure Obstruct Suspect Indication Accumulating Interfering Tier 2 Spinal Ventilations Over-inflating Abdomen Airway Suction Foreign object Inspirations Ventilate Unresponsive Tier 3 Distend Gastric distention Diaphragm Chest cavity Lung capacity Recovery position Respiratory Secretions Epiglottis Vomitus Gauze

Technical Vocabulary With someone who teaches a similar content as you: Select a full page in one of your textbooks and pick out - 5 Tier 1 words - 5 Tier 2 words - 3 Tier 3 words Discuss which group of words would be worth spending the most time teaching directly. Discuss some strategies that you might use to teach those words. Report out to the group. 3 2 1 4 6 9 10 7 8 5

Tier 1 Tier 2 Tier 3

What is the reading level of your textbook High school textbooks vary in reading level from 7th to 10th grade. Technical textbooks can be higher than that. High school students vary in reading level from 2nd to college level. I took one random page out of the First Responder book and typed it into Microsoft Word. Word gives the reading level of the text.

Vocabulary and Reading Comprehension Sternberg, 2003 found that “. . . one’s level of vocabulary is highly predictive, if not determinative, of one’s level of reading comprehension.” Eight different studies have found an average correlation of 88% between vocabulary and intelligence (Marzano, 2004). “Vocabulary knowledge is linked with both oral reading fluency and reading comprehension (Baker, 1995; Nagy, 1988; Nelson-Herber, 1986) Additionally, vocabulary knowledge contributes significantly to achievement in the subjects of the school curriculum, as well as in formal and informal speaking and writing.”

OK, I’m convinced, now what? Robert Marzano did a meta-study that identified eight characteristics of effective direct vocabulary instruction. Effective vocabulary instruction does not rely on dictionary definitions. Frayer Model 2. Students must represent their knowledge of words in linguistic and non-linguistic ways. 3. EVI involves the gradual shaping of word meaning through multiple exposures. Common affixes Teaching word parts enhances students’ understanding of terms. 5. Different types of words require different types of instruction. Loop Writer 6. Students should discuss the terms they are learning. 7. Students should play with words. 8. Instruction should focus on terms that have a high probability of enhancing academic success.

Good vocabulary instruction Marzano also identified Six Steps to Effective Vocabulary Instruction* The teacher provides a description, explanation, or example. Students restate the explanation of the new term in their own words. Students create non-longuistic representations of the term. Students periodically do activities that help them add to their knowledge of terms. Periodically, students are asked to discuss the terms with one another. Periodically, students are involved in games that allow them to play with the terms.** **See website for links to more vocabulary games *Building Background Knowledge for Academic Achievement, Marzano.

What doesn’t work? Dictionary definitions Word searches Writing sentences using the word without context (Word: Photosynthesis, Sentence: Today’s vocabulary word is photosynthesis.” Writing the word over and over Learning long lists of words Using only context to learn the meaning of a word Memorizing definitions Learning a word from one exposure

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