Vocabulary: Defining Best Practice in Reading First Schools Part 2 Georgia Reading First

Today’s Goals  Learn about scientifically-based instructional approaches (in addition to read-alouds)  Discuss how these approaches are being (or could be) implemented in Reading First schools

In addition to read- alouds, what are some of the most effective ways of teaching vocabulary?

Some Research-Based Techniques  Semantic Feature Analysis  Graphic Organizers  List-Group-Label  Semantic Maps (word webs)  Word Lines  Word Sorts

As we examine these approaches, think about how well your core incorporates each one. (We’ll come back to this question!)

A Closer Look at Definitions golf

golf n. 1.a good walk spoiled (Mark Twain) 2.a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course (Webster)

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

class distinguishing features

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course class distinguishing features

Semantic Feature Analysis

humansadultfemale woman + + man + o girl o + boy o o

gamesclubs ball o golf++ hockey+o basketballo+

gamesclubs ball o golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

gamesclubs ball golf++ hockey+o basketballo+

Characters WiseAdventurous Frog Toad Curious George

Graphic Organizers

A graphic organizer is a diagram that shows how key terms are related.

What’s so great about them?  They help kids “see” abstract content.  There is little to “read.”  They are easy to construct and discuss.  Technical terms can be taught in clusters.  They enhance recall and understanding.  They have an impressive research base.

Time Lines

ColumbusPilgrims American reaches land at Revolution North AmericaPlymouth begins

pupa egg larvaadult

Tree Diagrams

Musical Instruments wind nonwind brass woodwindstringpercussion trumpet clarinet violin drum

Venn Diagrams

Frog and ToadCurious George No people Animal Characters Animals talk Could happen

wing antennae leg abdomen thorax Labeled Picture

List-Group-Label Hilda Taba

List Students brainstorm all the words they can recall at the end of a unit. Group Students suggest logical ways to group the words. Label Students suggest a label for each group they form.

no legsgarter boa venom cobra fang scales coral tail rattle copperhead trees holes ground Kinds of Snakes garter boa copperhead cobra coral Things Snakes Might Have rattle scales fang no legs venom tail Where Snakes Are Found trees holes ground

Semantic Maps (Word Webs)

Brainstorming Students offer ideas related to a topic. Mapping Teacher and students form categories and map the words into a diagram. Reading Students read a nonfiction selection. Completing the Map Teacher and students revisit the map and together refine and expand it.

no legsgarter boa venom cobra fang scales coral tail rattle copperhead trees holes ground Kinds of Snakes garter boa copperhead cobra coral Things Snakes Might Have rattle scales fang no legs venom tail Where Snakes Are Found trees holes ground

Snakes trees holes ground garter boa copperhead cobra coral KindsWhere Things Snakes Might Have rattleno legs scalesvenom fangtail

Semantic maps have the advantage of mirroring how words are stored in the lexicon.

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

Word Lines

hot tepid cold swelteringchilly

Word Sorts

thoraxpupa abdomenantennae winglarva adulthead eggleg Open Sort Categories are not given.

Closed Sort PartsStages

thoraxpupa abdomenegg winglarva headadult leg antennae Closed Sort PartsStages

Some Research-Based Techniques  Semantic Feature Analysis  Graphic Organizers  List-Group-Label  Semantic Maps (word webs)  Word Lines  Word Sorts

What do all of these techniques have in common? 1.They involve clusters of related words. 2.They encourage children to categorize.

How well are these instructional techniques incorporated into our cores?

“In the long run, effective intervention will involve extended vocabulary work as a normal part of a primary curriculum.” (p. 34) Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp ). New York: Guilford. Andy Biemiller

Suggested References Baumann, J.F., & Kame’enui, E.J. (2004). Vocabulary instruction: Research to practice. New York: Guilford. Bear, D.R., Invernizzi, M., Templeton, S.R., & Johnston, F. Words their way (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: IRA. Stahl, S.A. (1999). Vocabulary development. Cambridge, MA: Brookline Books. Stahl, S.A., & Kapinus, B.A. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: NEA. Stahl, S.A., & Nagy, W.E. (2005). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum.