Edward J. Kame’enui, Ph. D., Professor and Director

Edward J. Kame’enui, Ph. D., Professor and Director
Enhancing Vocabulary Instruction in Horizontal & Vertical Programs: Ode to Voltaire Edward J. Kame’enui, Ph. D., Professor and Director Institute for the Development of Educational Achievement (IDEA) & Center on Teaching & Learning (CTL), College of Education University of Oregon

Focus & Objectives To provide one perspective (EJK) on vocabulary instruction and learning To examine vocabulary instruction in context of current reading instruction and system To examine vocabulary instruction in HM and OC, but not just about vocabulary… To appreciate the complexity of symbolic systems, information management systems, professional development systems, and the building and getting to “scale” of infrastructures and capacity within complex systems

Context & Complex Systems
All instruction irrespective of content (e.g., vocabulary, phonological awareness, fluency) is conditional, situational, particular, contextual and conducted within a complex system. Schools are complex systems: the “science of complex systems”--systems formed by large numbers of relatively simple components (i.e., agents or entities) that interact in complex ways. Sometimes, getting to ‘scale’ or scaling up requires scaling down; pushing strategically in a few places, instead of pushing in many places at the same time.

Context & Complex Systems
NOT a Lone Ranger model… It is a team effort at the school building level that involves a protocol of intervention (SBRR) implemented with the highest fidelity and good faith holding children and ourselves to the highest criterion levels of performance that will permit each of us to pass on our successes (i.e., kids reading at benchmark levels) to the next person at the next grade level so that ALL children (each and every child) is reading fluently and with imagination.

Contents Part I: Overview of vocabulary learning and instruction
Part II: Biemiller analyses of teaching vocabulary Part III: Vocabulary instruction in Core/horizontal programs Part IV: Vocabulary instruction in extra support/vertical programs Part V: Biemiller vocabulary instruction

Part I: Overview of Vocabulary Learning and Instruction
Language is very difficult to put into words. Voltaire ( )

Six Scientific Facts and Systems
Kame’enui © 2004

Parts of the Brain The brain is made up of two mirror-image sides, the left and right hemispheres. The front of the brain is the anterior. The back is posterior. Each hemisphere is divided into 4 lobes (sections): Frontal Parietal Temporal Occipital Shaywitz. S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf. Kame’enui © 2004

Contemporary Discoveries about the Brain and Reading
In order to read, one needs to rely on neural circuitry already in place for language. Tens of thousands of neurons carry phonologic messages, creating networks to allow for skilled reading. With the complexity of the brain, there are myriad opportunities for misconnections or false connections during its initial development. Shaywitz. S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf. Kame'enui © 2004

Brain Regions Used for Reading
Parieto-temporal region invoked in word analysis. Occipito-temporal region invoked in word formation. Inferior frontal gyrus invoked in articulation/word analysis. Shaywitz. S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf. Kame'enui © 2004

Three Reading Pathways
Novice readers use the parieto-temporal system, slow and analytic, allowing a reader to analyze a word, pull it apart, and link its letters to a sound. Skilled readers use the occipito-temporal area, recognizing a whole word almost instantly as a pattern. Struggling readers use the inferior frontal gyrus (Broca’s region), responsible for articulating spoken words. Shaywitz. S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf. Kame'enui © 2004

Neuroscience of Reading
Phonological processing is functional in the skilled reading brain, just as it is in the skilled reading mind. Cortical processing at the early stages of learning to read is not the same as the cortical processing of the skilled reader. Learning modifies brain functions in some systematic ways. Sandak, R., & Poldrack, R. A. (2004). The cognitive neuroscience of reading. Scientific Studies of Reading, 8(3). Perfetti, C. A., & Bolger, D. J. (2004). The brain might read that way. Scientific Studies of Reading, 8(3), Kame'enui © 2004

Scientific Learning Principles
Must attend closely to features of sensory task. To maintain attention, must be able to perform task at a high level of accuracy (if the task is too difficult, learning cannot be achieved and changes in sensory map do not occur).  Audio clip discussing the Scientific Learning Principles Tallal, P., Merzenich, M., Jenkins, W. M., & Miller, S. L. (1999). Moving research from the laboratory to clinics and classrooms. In D. D. Duane (Ed.), Reading and attention disorders (pp ). Baltimore, MD: York Press. Kame'enui © 2004

Behavior must be reinforced in a highly consistent and rewarding manner to maintain motivation and drive learning through corrective feedback. Tallal, P., Merzenich, M., Jenkins, W. M., & Miller, S. L. (1999). Moving research from the laboratory to clinics and classrooms. In D. D. Duane (Ed.), Reading and attention disorders (pp ). Baltimore, MD: York Press. Kame’enui © 2004

Highly consistent, repetitive input must be given over an intense period of time so that consistent patterns of neuronal activation occur repetitively, building specific stimulation patterns to “represent” the input from the environment in the brain. Tallal, P., Merzenich, M., Jenkins, W. M., & Miller, S. L. (1999). Moving research from the laboratory to clinics and classrooms. In D. D. Duane (Ed.), Reading and attention disorders (pp ). Baltimore, MD: York Press. Kame’enui © 2004

Vocabulary Learning and Instruction
Focus on the nature of learning words What’s a word? How do we learn word meanings? How many words should we learn? Vocabulary Instruction Focus on the instruction required to learn words What strategies are most effective for teaching unfamiliar words? [See Baumann & Kame’enui (1991); Baumann, Kame’enui, & Ash (2003); Kame’enui, Dixon, & Carnine, 1987)]

Research on Vocabulary Instruction (NRP, 2000): Vulgar Dichotomies
Direct vs. Indirect Incidental vs. Systematic Single Exposure vs. Multiple Exposures Easy Vocabulary/Comprehension Tasks vs. Difficult Vocabulary/Comprehension Tasks Single Approach/Method vs. Multiple Approaches/Methods National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development.

Not a matter of dichotomies . . .
What NRP Doesn’t Say Not a matter of dichotomies . . . but a matter of defining specific goals and objectives for vocabulary instruction Direct vs. indirect, incidental vs. systematic, and so forth will depend on your instructional goals, students, grade-level, time of year, etc.

Question: What Should be Taught?
For what purposes? To which children? At what points in time? To what criterion levels of performance? For what assessment contexts & outcomes?

What Should Be Taught? That is, what are the goals and objectives for vocabulary instruction in a particular grade level program, lesson, theme, or unit? For example: Is awareness of a particular class of words or word type the instructional goal? (e.g., Compound words—backpack, upstream, rainbow, cookout, bonfire, driftwood, river-smooth)(Kamil & Hiebert, in press).

What is the trick behind our ability to fill one another’s heads with so many different ideas?…The first trick, the word, is based on a memorized arbitrary pairing between a sound and a meaning. (Pinker, 1999, p. 1-2) Pinker, S. (1999). Words and rules: Ingredients of language. NY: Harper-Collins

Harold Bloom (2001). How to Read and Why. Simon & Schuster: New York
Harold Bloom (2001). How to Read and Why. Simon & Schuster: New York. “Ultimately we read…in order to strengthen the self, and to learn its authentic interest” (p. 22). Self-trust “cannot come without years of deep reading” (p. 25). Kame'enui © 2004

"The difference between the almost right word and the right word is really a large matter--'tis the difference between the lightning bug and the lightning.” Mark Twain

Vocabulary Learning & Reading Comprehension
Anderson & Freebody (1979): To prove that knowing the meaning of individual words has an important instrumental role in understanding text would require more than correlational evidence. It would need to be shown: (a) that the substitution of easier or more difficult words in a text makes that text easier or more difficulty to comprehend, (b) that people are helped to comprehend a text if they learn the meanings of the unfamiliar words it contains. (p. 7) Anderson, R.C., & Freebody, P. (1979). Vocabulary knowledge (Tech. Rep. 136). Champaign-Urbana, IL: Center for the Study of Reading, University of Illinois. Two experimental studies to test Anderson & Freebody’s proposition: Kameenui, E. J., Carnine, D. W., & Freschi, R. (1982). Effects of text construction and instructional procedures for teaching word meanings on comprehension of contrived passages. Reading Research Quarterly, 17(3),

Word Meaning Mastery of word meaning to comprehend a particular text; that is, answer a comprehension question that is specific to a particular vocabulary word. Example: Joe and Ann went to school in Portland. They were antagonists. They saw each other often. They had lots of altercations. At the end of high school, Ann maligned Joe. Then Ann moved away. Joe stayed in Portland. He got a job as a bailiff. One day Joe was working, and he saw Ann. Ann did not see Joe. Ann looked apprehensive. She was being incarcerated.

Joe and Ann went to school in Portland. They were enemies.
They saw each other often. They had lots of fights. At the end of high school, Ann said bad things about Joe. Then Ann moved away. Joe stayed in Portland. He worked for a judge. One day Joe was working, and he saw Ann. Ann did not see Joe. Ann looked afraid. She was under arrest.

Literal Questions

Inferential Questions

Joe and Ann went to school in Portland. They were antagonists.
They saw each other often. They had lots of altercations. They just didn’t get along very well. At the end of high school, Ann maligned Joe. Then Ann moved away. Joe stayed in Portland. He got a job as a bailiff. One day Joe was working, and he saw Ann talking to a policeman and answering questions. Ann did not see Joe. Ann looked apprehensive. She was being incarcerated.

Grave’s (2000) Four Components of A Comprehensive Vocabulary Program
Component I: Teaching Individual Words Component II: Teaching Strategies for Learning Words Independently Component III: Fostering Word Consciousness Component IV: Independent Reading (i.e., providing children frequent, extensive, and varied opportunities to engage in independent reading.

Goals or Objectives of Vocabulary Instruction
Teach the meaning of a new word for a known meaning? Teach the meaning of specific words to build expressive vocabulary use in speaking and writing? Teach independent word learning strategies? Teach strategies for learning unfamiliar words independently in text? Learn meanings of words incidentally through independent reading?

We defy augury. There is special providence in the fall of a sparrow
We defy augury. There is special providence in the fall of a sparrow. If it be now, ‘tis not to come; if it’s not to come, it will be now; if it’s not now, yet it will come. The readiness is all. Hamlet, William Shakespeare

Meaningful Differences
Children enter school with “meaningful differences” in vocabulary knowledge (Hart & risely, 1995) What doesn’t matter: race/ethnicity, gender, birth order What matters: relative economic advantage

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 700 words Children from welfare families words

The Vocabulary Gap 2 vs. 8 words per day 750 vs. 3000 per year
• Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997) • The number of words students learn varies greatly. 2 vs. 8 words per day 750 vs per year

Language is very difficult to put into words.
Voltaire ( ) 1. Printed school English, as represented by materials in grades 3 to 9, contains 88,533 distinct word families (Nagy & Anderson, 1984). 2. 88,533 word families result in total volume of nearly 500,000 graphically distinct word types, including all proper names. Roughly half of 500,000 words occur once or less in a billion words of text (Nagy & Anderson, 1984). 3. An average student in grades 3 through 12 is likely to learn approximately 3,000 new vocabulary words each year, assuming he or she reads between 500,000 and a million running words of text a school year (Nagy & Anderson, 1984). 4. Between grades 1 and 3, it is estimated that economically disadvantaged students’ vocabularies increase by about 3,500 words a year and middle-class students’ vocabularies increase by about 5,000 words a year. 5. Children’s vocabulary size approximately doubles between grades 3 and 7. 6. Massive vocabulary growth appears to occur without much help from teachers.

Variation in Amount of Independent Reading
Anderson, R. C. (1992)

Part II: Biemiller Analyses of Teaching Vocabulary
Andrew Biemiller: Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed. Chapter published in James F. Baumann and Edward J. Kame’enui (Editors), (2004). Reading Vocabulary: Research to Practice. New York, NY: Guilford Press.

By the end of Grade 2, children in the lowest vocabulary quartile have acquired slightly more than 1 root word a day over 7 years for a total of about 3,000 root word meanings.

By the end of Grade 2, children in the highest quartile have acquired 3 root words a day for a total of about 7,000 root word meanings.

Average vocabulary increases from an estimated 3,000 root word meanings at the beginning of kindergarten to 5,200 at the end of Grade 2.

After second grade, children in all vocabulary quartile groups acquire new words about the same rate (Biemiller & Slonim, 2001).

Developed vocabulary size in kindergarten is an effective predictor of reading comprehension in the middle elementary years (Scarborough, 1998).

Orally-tested vocabulary at the end of first grade is a significant predictor of reading comprehension ten years later (Cunningham & Stanovich, ).

Children with restricted vocabulary by third grade have declining comprehension scores in the later elementary years (Chall, Jacobs, & Baldwin, 1990).

Biemiller suggests that at any given point in time, children are adding words from an estimated 2,000 to 3,000 of the 15,000 root words known by the majority of grade twelve students. Words selected for classroom instruction/explanation should be from the 2,000 to 3,000 words being learned.

Edgar Dale and Joseph O’Rourke’s (1981) Living Word Vocabulary (LWV) is the best available source on when word meanings are likely to be learned, and is more accurate than word frequency measures.

LWV contains 44,000 word meanings and the grade level at which a word is first known by 67% or more of children or adults. These grade levels range from grade 4 to 16+. There are about 30,000 word meanings known by high school or younger students. Of these, about 15,000 entries are “root” word meanings.

Part III: Vocabulary Instruction in Horizontal Programs
Vocabulary Instruction in Reading Programs: What Goals for Which Students? Core Reading Programs Extra support materials provided by the Core Supplemental Materials/Programs Intervention Programs

Vocabulary Instruction in Reading Programs: What Goals for What Purposes?
Core Reading Programs = Horizontal Architecture Supplemental Programs = Vertical Architecture Intervention Programs = Horizontal on priority skills/Vertical Architecture

Essential Components in Reading
Effective, comprehensive, reading instruction includes instruction in each of the essential components: Phonological Awareness Fluency Phonics Vocabulary Reading Comprehension An example of a coordinated instructional sequence with three different instructional activities (phonological awareness, connecting sound-spelling, and practice/apply) with the letter/sound m first students practice oral blending focusing on the /m/ sound then students learn to connect the sound with the letter m finally, students read words which include the /m/ sound

Types of Reading Programs
Classifying Reading Programs Core Reading Program (Benchmark) Supplemental Reading Program (Strategic) Intervention Reading Program (Intensive) ONE OF THE FIRST STEPS TO TEACHING ALL KIDS TO READ IS TO DESIGN AN EFFECTIVE READING PROGRAM The core reading program is a school’s primary reading program and is designed to meet the needs of most students. ABOUT 80% OF CHILDREN LEARN HOW TO TRANSFORM PRINTED SYMBOLS INTO PHONETIC CXODE OR MORE SIMPLY PUT CAN BREAK THE READING CODE WITHOUT MUCH DIFFICULTY, GIVEN A GODD STRONG CORE (COMPREHENSIVE ) PROGRAM. THESE WILL BE YOUR BENCHMARK STUDENTS ON YOUR DIBELS ASSESSMENT Supplemental programs SERVE TWO PURPOSES ONE IS TO SUPPORT THE CORE PROGRAM. NO CORE PROGRAMIS PERFECT. EVEN THOUGH THEY ARE NOW MUCH BETTER THAN THEY WERE, SINCE NRP REPORT, THEY STILL HAVE GAPS OR HOLES. SUPPLEMENTAL PROGRAMS, WILL HELP FILL IN THOSE HOLES. TYPICALLY PROVIDE ADDITIONAL INSTRUCTION IN ONE OR TWO AREAS I.E FLUENCY OR PA AND PHONICS. SOME PROGRAMS HAVE MORE HOLES THAN OTHERS, AS YOU WILL SEE A BIT TODAY AND MORE AT OUR FIRST SESSION THIS SUMMER. THE SECOND PURPOSE IS ABOUT 15% OF STUDENTS WILL NEED ADDITIONAL INSTRUCTONAL SUPPORT BEYOND THE CORE Supplemental programs are used to support and extend the critical elements of a core reading program. Typically, supplemental programs provide additional instruction in one or two areas (e.g., phonological awareness, fluency) and provide more instruction or practice in the particular area(s) of need. These programs can often be effective in supporting an identified gap in an otherwise strong core reading program. For example, if the core program does not provide enough fluency in reading connected text, a supplemental program could be implemented to support the core. Intervention programs are designed specifically for children who demonstrate reading difficulty and are performing below grade level. The purpose of these programs is to provide more explicit, systematic instruction to accelerate learning and bring the learner to grade-level performance. In general, intervention programs focus on more than one area (e.g., phonics, fluency, and comprehension). In some cases, a particular intervention program may focus explicitly and exclusively on one essential reading area (e.g., phonemic awareness.) Intervention programs allow teachers to meet the needs of individual students who are struggling in their classrooms. They are specialized, intense, and typically delivered in small group settings. A supplemental or intervention program may be designed for a specific grade (e.g., kindergarten) or span across several grades (e.g., K/1 or 1/2, etc.). Intervention programs are intensive program’s designed to meet the needs of “each” or individuals who need additional intensive reading instruction. The core, supplemental, and intervention programs have to work together to support each other and student learning Will discus each of these a bit more in next slides All three should cover 99% of kids. 1% with more significant disabilities (alternate assessment???) may need something else. Teaching tools implemented to ensure children learn enough on time. 80% 15% 5% Vaughn et al, 2001. CORE, 2003.

Three Levels of Support, Instruction, and Assessment
The Big Picture LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Benchmark (Core) SBRR Core Reading Program-minimum 60 minutes daily in kindergarten minimum 150 minutes daily in grades 1-3 Progress Monitoring every 6 to 8 weeks Screening Outcome Assessment LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Strategic (Supplemental) SBRR Core Reading Program Plus Extra Support plus Supplement minimum 30 additional minutes daily Progress Monitoring: Monthly Screening Outcome Assessment LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Intensive (Intervention) SBRR Core Reading Program Plus Intervention or Supplant Core with Stand-Alone Intervention Program Progress Monitoring: Every 2 weeks Screening Outcome Assessment

Core Reading Program A Core Instructional Program of Validated Efficacy Adopted and Implemented School-wide. A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals. YOU MAY NEED SEE 80% RIGHT NOW. TAKE FOR EXAMPLE, ONE OF OUR SCHOOLS IN SOUTHERN OREGON. THEY BEGIN RF WITH ____ OF THEIR CHILDREN AT BENCHMARK. NOW TWO YEARS INTO ORF CHILDREN ARE_______ HORIZONTAL PROGRAMS Component: A core instructional program of validated efficacy adopted and implemented schoolwide  An effective, scientifically-based core program is essential. Without an effective core program implemented consistently across classrooms and grades, a school’s ability to teach all students to read is seriously diminished.

Benchmark Level of Instructional Support
Addressing the needs of most students. . . Level of Support INSTRUCTIONAL PLACEMENT ASSESSMENT PLAN Benchmark (Core) SBRR Core Reading Program-minimum 60 minutes daily in kindergarten minimum 150 minutes daily in grades 1-3 Progress Monitoring every 6 to 8 weeks Screening Outcome Assessment

Core Reading Programs We may need to supplement for some students, but we must do it judiciously. With our goal that all children will be readers, we need to choose a core reading program that is the best designed to meet the needs of most children. However, considering the individual nature of children, the need to modify or supplement the core is to be expected. ALL CHILDREN MUST MASTER THE SAME ELEMENTSOF READING TO BECOME LITERATE. SOME IT IS EASY AND OTHER IT IS DIFFICULT .

Design: Selecting Words
Selecting words to teach Select 3-5 vocabulary words to teach from books you are reading aloud, from text that students are reading independently, or that are related to the content of instruction (e.g., science, social studies). Target vocabulary should include: Words that are important for understanding the text or content (and that are not explained within the text). Words that students will encounter often, functionally important words. (Stahl, 1986)

Design: Selecting Words
Tier 1 Tier 2 Tier 3 Description Basic words that most children know before entering school Words that appear frequently in texts and for which students already have conceptual understanding Uncommon words that are typically associated with a specific domain Examples clock, baby, happy sinister, fortunate, adapt isotope, peninsula, bucolic (Beck, McKeown, Kucan, 2002)

Delivery: How We Teach To Enhance Core Vocabulary Instruction
Reviews of reading curricula indicate that core programs vary widely in the quality of vocabulary instruction. However, enhancements can make instruction more effective for more learners. Teachers can strengthen core programs by including the following instructional enhancements: Demonstrate explicit steps and strategies Model multiple examples Provide extensive opportunities to practice Structure ample review opportunities

Core vocabulary instruction is most
Delivery: How We Teach Core vocabulary instruction is most effective when: Teachers demonstrate explicit steps and strategies to students by presenting the meanings of words using clear, consistent and understandable language. Teachers model multiple examples of vocabulary words by modeling both a simple definition or synonym and then modeling the definition within the context of a sentence or story. Teachers provide students with extensive opportunities to practice using vocabulary words that foster a deeper and more complex level of understanding. Teachers structure ample review opportunities that allow students to discuss words multiple times both within and across lessons.

Demonstrate Explicit Steps & Strategies
Teachers should present meanings of target words through instruction that is direct and unambiguous. Meanings should be presented using clear, consistent, and understandable wording. Examples: sturdy: soundly constructed or constituted cottage: smallish frame dwelling sturdy: strong cottage: a little house

Model Multiple Examples
When introducing a new vocabulary word, teachers should model both a simple definition or synonym and then model the definition within the context of a sentence or story. Example: (From Where the Wild Things Are) Let the wild rumpus start! “Rumpus means ‘wild play’. Now I’ll say the sentence with the words that mean the same as rumpus. ‘Let the wild play start.’”

Opportunities to Practice
Teachers should provide children with multiple opportunities to discuss target words in extended discourse before and after reading. Additionally, teachers should provide children with structured discrimination and generalization tasks that challenge them to process word meanings at a deeper and more complex level. Ways to provide varied and rich opportunities to practice Finding a synonym or antonym Making up a novel sentence with the word Classifying the word with other words (e.g., concept maps, word maps, semantic maps) Relating the definition to one’s own experience

Examples that Encourage Deep Processing: Which word goes with 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? Maria thought her car was fabulous because. . . The family had a fabulous time at the park. How could a family have a fabulous time? When have you had a fabulous time? Is a masterpiece fabulous? Why? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover?

Examples that Encourage Deep Processing:

Evaluating A Lesson breaks—splits into parts grew—got bigger
Curriculum Example: Developing Story Vocabulary Print each word below on an index card. Display each card and read the word, then have the children repeat it. Then read the word again and provide the definition with students repeating. Have children open their books to page 37 for sentence reading. Have them read the first sentence and identify the vocabulary word. Call on volunteers to re-read the sentence replacing it with the definition. Repeat with remaining sentences. breaks—splits into parts grew—got bigger sown—planted brewed—boiled with tea leaves

Evaluating A Lesson Rating the Lesson
Examine the instructional language. Does the lesson demonstrate explicit steps and strategies? Count the number of modeled examples. Does the lesson model multiple examples? Count the number of opportunities to practice. Does the lesson provides multiple opportunities to practice? How well do you feel the lesson will meet the needs of the students?

Areas Targeted for Enhancement
Supporting the Lesson Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies (NA) Number of modeled examples Add modeled examples. Opportunities to practice Provide students with additional opportunities to practice using and discussing words at a deeper level.

Supporting the Lesson breaks—splits into parts grew—got bigger
Curriculum Example: Developing Story Vocabulary Print each word below on an index card. Display each card and read the word, then have the children repeat it. Then read the word again and provide the definition with students repeating. Have children open their books to page 37 for sentence reading. “I’ll read the first sentence. After the seeds were sown, Jack went inside for the night. I noticed that one of our new words was in that sentence – sown. Sown means planted. Now I’ll read the sentence again with our definition. After the seeds were planted, Jack went inside for the night. (Lesson repeats same modeling procedure with the next sentence.) breaks—splits into parts grew—got bigger sown—planted brewed—boiled with tea leaves

Supporting the Lesson Curriculum Example: Developing Story Vocabulary
“Now its your turn. Lets read the next sentence together. That night, the beanstalk grew. Raise your hand if you noticed one of our new words.” (Have students identify the vocabulary word and provide the definition.) “Yes, that’s right. Grew means got bigger. Now lets read the sentence with our definition. That night, the beanstalk got bigger.” (Use the following questions to facilitate discussion of the word grew. Encourage students to use the word grew in their responses. Ensure that all students have an opportunity to contribute to the discussion.) “Have any of you every planted anything that grew? What?” “The (tree, puppy, fire, etc.) grew because…” “Do you think a (rock, river, building) ever grew? Why or why not?” “Before Jack knew it, the beanstalk was taller than the house. Am I talking about brewed or grew?” (Lesson repeats same practice procedure with the remaining words.)

Selecting Additional Reading Programs
Part IV: Vocabulary Instruction in Vertical Programs Selecting Additional Reading Programs Differentiated Instruction Aligned With Student Needs Specified supplemental and/or intervention programs are implemented depending on student needs and profiles. Students are grouped based on screening and progress monitoring assessment results. Groups are systematically and regularly reorganized based on progress monitoring data. Component: Differentiated instruction aligned with student needs

Intervention Reading Programs
Designed for children who demonstrate reading difficulty and are performing significantly below grade level. Provide more explicit, systematic instruction to accelerate learning and to bring the learner to grade-level performance. Have a high criterion level of performance. Typically focus on more than one area (e.g., phonics, fluency, and comprehension). Specialized, intense, and typically delivered in small group settings.

Intensive Level of Instructional Support
Addressing the needs of each student. . . Level of Support INSTRUCTIONAL PLACEMENT ASSESSMENT PLAN Intensive (Intervention) SBRR Core Reading Program Plus Intervention or Supplant Core with Stand-Alone Intervention Program Progress Monitoring: Every 2 weeks Screening Outcome Assessment

Supplemental Reading Programs
Support and extend the critical elements of a core reading program. Provide additional instruction in one or two areas (i.e., fill the gaps for phonological awareness, fluency). Provide more instruction or practice in particular area(s) of need. Can often be effective in supporting an identified gap in student performance. May include large group, small group, one-on-one instruction. Provide more teacher scaffolding. Provide more explicit and systematic instruction.

Strategic Level of Instructional Support
Addressing the needs of some students. . . Level of Support INSTRUCTIONAL PLACEMENT ASSESSMENT PLAN Strategic (Supplemental) SBRR Core Reading Program Plus Extra Support plus Supplement minimum 30 additional minutes daily Progress Monitoring: Monthly Screening Outcome Assessment

Sample State-Approved Reading First Supplementary/Intervention Program Materials for Vocabulary Instruction

Name of Program: Language for Learning
Publisher: SRA (1999) Purpose of Materials: (a)“The program emphasizes language as a means of describing the world and as a tool for thinking and solving problems; (b) The program’s vocabulary, background- and world-knowledge building exercises, as well as its statement analysis, questioning, and concept application exercises, prepare children for the literal and inferential comprehension of the books and other materials they will read both in and out of school” (p. 4)

Program Content The following 6 ideas are the primary focus throughout the program: Actions Descriptions of Objects Information and Background Knowledge Instructional Words and Problem Solving Concepts Classification Problem Solving Strategies and Applications

Program Structure With the exception of Classification, the content of each of the 6 main ideas is divided into tracks. Each track continues across a series of lessons and each lesson contains a variety of exercises that focus on a set of related concepts. Concepts and information learned in earlier tracks are gradually applied to exercises in later tracks.

Frequency of Review Although there is no established system for reviewing concepts and information, newly introduced ideas and concepts are reviewed for substantial amounts of time. For example, the Part/Whole Concept is described using Body Parts in Lessons and reviewed again in Lesson 94.

Suggested Pacing 1 lesson per instructional group per day.
5 days per week Each lesson is estimated to take minutes (15-20 minutes for group work; minutes for independent work).

Fast Cycle Pacing Option
Fast Cycle Option: Lessons indicated with a  (starting at Lesson 31) are for those able to progress through the program at an accelerated rate. These students are taught only those lessons marked with a . Placement in Fast Cycle is determined either by teacher’s observation of the group during the lesson or by the students scores on the Placement Test. Because the number of Fast Cycle activities varies in each lesson, teachers should consider the amount of time spent teaching students as a unit of instruction instead of counting a single lesson as a unit of instruction.

Assessment The placement test is to be administered individually at the beginning of the school year to determine students receptive and expressive oral vocabulary upon entering the program. 15 in-program assessments to be administered individually at 10 or 20 lesson intervals beginning when students complete lesson 10 and ending after lesson 150 is complete.

Language for Learning Strengths
Selects words that are highly useful for passage understanding and/or later learning. (F) Explains meanings of words in everyday language. (F) Provides direct instruction of targeted concepts and vocabulary. (F) Provides repeated and multiple exposures to critical vocabulary in a variety of contexts. (F) Weaknesses Fails to teach strategies to use context to gain the meanings of an unfamiliar word. (Context includes the words surrounding an unfamiliar word that provide information to its meaning). (E+)

Sample Program: Language for Thinking
Name of Program: Language for Thinking Publisher: SRA (2002) Purpose of Materials: (a)“...teaches children the words, concepts, and statements important to both spoken and written language.; (b) The content of Language for Thinking is based on analyses of what children need in order to do well in school; (c) The content of Language for Thinking provides a basis for reading comprehension. The program’s vocabulary, background, and knowledge-building exercises, as well as its statement analysis, questioning, and definitions exercises prepare children for the literal and inferential comprehension of the books and other materials they will read both in and out of school.” (p. 4)

Program Content The following 6 ideas are the primary focus throughout the program: Information and Background Knowledge Reasoning and Critical Thinking Vocabulary Development Observing and Describing Comprehension Concepts Interpreting Graphic Displays

Program Structure First 10 lessons review important concepts and skills taught in Language for Learning. The content of each of the 6 main ideas is divided into tracks. Each track continues across a series of lessons and each lesson contains a variety of exercises that focus on a set of related concepts. Concepts and information learned in earlier tracks are gradually applied to exercises in later tracks.

Frequency of Review Although there is no established system for reviewing concepts and information, newly introduced ideas and concepts are reviewed for substantial periods of time. For example, within the first 6 lessons in the category for Opposites, 7 opposite pairs are introduced and consistently reviewed through Lesson 25, during which only 1 new pair of words is introduced. After lesson 26, word pairs introduced average 1 pair every other lesson.

Suggested Pacing 1 lesson per instructional group per day.
5 days per week Each lesson is estimated to take minutes (15-20 minutes for group instruction; minutes for individual work).

Assessment Placement Test to be administered individually before beginning instruction in the program (during the first week of the school year). 15 in-program assessments to be administered individually at 10 or 20 lesson intervals, starting after lesson 10 and ending after lesson 150 is complete.

Language for Thinking Strengths
Selects words that are highly useful for passage understanding and/or later learning. (F) Explains meanings of words in everyday language. (F) Reviews previously introduced words cumulatively. (F) Engages students in processing word meanings at a deeper level (e.g., associating new words with known words, creating context for new words). (F) Weaknesses Fails to teach strategies to use context to gain meanings of an unfamiliar word (Context includes the words surrounding the unfamiliar word that provide information to its meaning). (E) Fails to teach dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaning of an unknown word. (E)

Part V: Biemiller Vocabulary Instruction
Andrew Biemiller: Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed Chapter published in James F. Baumann and Edward J. Kame’enui (Editors), (2004). Reading Vocabulary: Research to Practice. New York, NY: Guilford Press.

LWV Levels were ascertained using written tests and not used with children younger than Grade 4.
Biemiller and Slonim (2001) determined that a Level 2 can be formed using words known by 81% or more of children in Grade 4. Level 2 words are usually learned before other words and refer to words learned by Grade 2 or earlier.

Biemiller suggests using words from LWV Levels 4 and 6 for vocabulary work with children in Grades 1 and 2. Kindergartners need some of these and some words from Level 2 (Grade 4 words known at 80% or better).

Possible to acquire about 3 words a day. Best to:
Read a book several times (vs. reading several books just once) Explain words while reading a book (vs. reading books without word explanations) Perform three readings of 2-3 different books repeatedly over a period of 2-3 weeks Focus on teacher explanations of words, not children’s explanations

If 2-3 words are taught a day, the impact over 140 days of instruction would be:
Up to 400 words could be learned Additional words would be learned at home

Choosing Books Select books that are somewhat challenging for children in the less advanced half of the class when read orally (i.e., words not known by at least half of the class).

Selecting Words for Explanation
Begin by selecting words we think will be challenging See if words are on Chall and Dale’s (1995) list of “familiar words” or what Beck and McKeown call “Tier One” words—common words known by most children Level 4 and 6 words from LWV most appropriate in Grades 1 and 2

Reading With Word Explanation:
Important to read the book once with minimal interruptions After initial reading, 8-10 interruptions during reading to explain words is acceptable

Reading With Word Explanation (continued):
Try not to interrupt more than once every running words while reading With very young children, try not to interrupt more than once a page in a specific reading Word explanations should be simple: explain only what is needed to understand the content being read

Keeping Track of Words Taught
List of words introduced Alphabetical list and brief notes on the books Estimation of children’s mastery

Teach 8 to 10 words a day and expect children to acquire 2-3 out of 10 words.

Development of Educational Achievement (IDEA) IDEA Beginning Reading
Websites Institute for the Development of Educational Achievement (IDEA) IDEA Beginning Reading

Edward J. Kame’enui, Ph. D., Professor and Director

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Edward J. Kame’enui, Ph. D., Professor and Director

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