Vocabulary Development

Vocabulary Development
CORE - Center at Oregon for Research in Education Vocabulary Development The presentation is focused on understanding one of the essential components of reading – phonological awareness. This is the first component that should be incorporated into a daily reading lesson. This presentation presents information on understanding phonological awareness is, a little research on its importance to reading, and some a continuum of skills considered to fall under the big umbrella of phonological awareness. Part 2.2 is focused on ideas for teaching phonemic awareness, a component of phonological awareness. You can go at your own pace, or you can view the overview with a group of other teachers to talk about what is presented. Simply click the “Next” button to move on to the next slide. A Project LIFT Training Module Module 5 – Part 1 Module 1 – Part 2.1

Vocabulary Development An Overview

Five Essential Components of Reading Instruction
All of these matter… However, the pieces of the pie are different sizes at different times for different kids. Phonemic Awareness Comprehension Fluency Vocabulary Alphabetic Principle

Vocabulary “the sum of words used by, understood by, or at the command of a particular person or group” -The American Heritage Dictionary

Vocabulary Structures
What is It? Oral Print Receptive Listening Reading Expressive Speaking Writing Vocabulary Structures Meaning/Oral Vocabulary The word “vocabulary” is used with varying meanings. For example, for beginning reading teachers, the word might be synonymous with “sight vocabulary” or a set of the most common words in English that young students need to be able to recognize quickly as they see them in print. For purposes of this presentation, we will define vocabulary as knowledge of words and word meanings in both oral and print, and in productive and receptive forms. Literate/Written Vocabulary

Why is it Important? One of the most persistent findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension. (Anderson & Freebody, 1981; Anderson & Nagy, 1991; Baumann, Kame’enui & Ash, 2003; Becker, 1977; and others)

Land of Fluency, Phonics, and Phonemic Awareness
Why is it Important? Land of Comprehension Land of Fluency, Phonics, and Phonemic Awareness Vocabulary development provides the “bridge” between being an accurate and fluent word reader, to an accurate, fluent reader who comprehends what he or she is reading. Vocabulary Development …is the bridge between word reading and comprehension.

Why is it Important? Developed vocabulary size in kindergarten is an effective predictor of reading comprehension in the middle elementary years. (Scarborough, 1998, 2001) Orally tested vocabulary at the end of Grade 1 is a significant predictor of reading comprehension 10 years later. (Cunningham & Stanovich, 1997) Children with restricted vocabulary by Grade 3 have declining comprehension scores in the later elementary years. (Chall et al., 1990) Talk about 4th grade slump.

Why is it Important? Large language and vocabulary differences do develop before kindergarten…

Cumulative Vocabulary Words
Children from Professional Families 1100 Children From Working-Class Families 700 Cumulative Vocabulary Words Children from Welfare Families 500 Discuuss Hart & Risley data. For this issue, as K-3 educators, we have very little control. Age of child in months Hart & Risley, 1995

Why is it Important? …but unless schools are prepared to emphasize vocabulary instruction, especially in the primary grades, less advantaged children will continue to grow further behind peers in vocabulary acquisition. 2 vs. 8 words per day 750 vs. 3,000 per year Baker, Simmons, Kame’enui, 1997

Very Little Vocabulary Instruction
Durken found that upper-elementary teachers spent less than 1% of their overall reading instruction focused on vocabulary. Scott and Nagy looked at the vocabulary instruction in 23 ethnically diverse elementary classrooms and reported that only 6% of school time was devoted to vocabulary with only 1.4% allotted to content area vocabulary.

What does research say to do?
Wide Reading Explicit Teaching of Carefully-Selected Vocabulary Teach Word-Learning Strategies Foster Word Consciousness By “word consciousness” we mean students engaging in various activities to increase language play, word choice in writing, and sensitivity to word parts. For the rest of the afternoon, we will focus on an overview of the other two vital components of building a vocabulary program: explicitly teaching carefully-selected vocabulary and teaching word-learning strategies.

1. Wide Reading Once students are reading on their own, the amount of time they spend reading is one of the best predictors of their vocabulary size. Research indicates: Students should read for various purposes and at various levels of difficulty. Teachers should direct students to books at an appropriate reading level. Teachers should set aside time for students to talk with each other about what they read. Vocabulary does grow as a consequence of independent reading and increasing a student’s reading volume. However, readers cannot be expected to simply “pick up” substantial vocabulary knowledge exclusively through reading exposure, especially for students in K-3. Some cautions are listed above.

“Catch 22” Effect in Vocabulary
A problematic situation for which the only solution is denied by a circumstance inherent in the problem. Students who most need to read - read the LEAST, thus have the most impoverished vocabularies.

Wide Reading Cautions:
Struggling readers do not read well enough to make wide reading an option. Wide reading requires: Decoding Skills Ability to recognize that a word is unknown Ability to extract meaningful information about the word from word learning strategies In grades 1 to 3, vocabulary growth cannot result mainly from reading experiences because most children are not reading content that is as advanced as their oral language. Vocabulary does grow as a consequence of independent reading and increasing a student’s reading volume. However, readers cannot be expected to simply “pick up” substantial vocabulary knowledge exclusively through reading exposure, especially for students in K-3. Some cautions are listed above.

2. Direct Instruction of Carefully-Selected Vocabulary Words
The National Reading Panel reports that explicit instruction has proven to be an effective way for students to acquire vocabulary knowledge.

Direct Instruction of Carefully-Selected Vocabulary Words
Via: Read Alouds Text Talk Words students will encounter within their comprehensive reading program

Careful Selection of Vocabulary Words to Directly Teach (Beck, 2002)
Tier 1 Tier 2 Tier 3 Description • The most basic words High frequency for mature language users and found across a variety of domains Frequency of use is low, often limited to specific domains. Examples clock, baby, happy, work absurd, maintain, fortunate peninsula, isotope, isthmus Instruction Rarely require instruction at school Instruction geared toward these words can be most productive Best learned when a specific need arises There area great many words that are unknown to students--too many for direct instruction. Therefore, teachers need to be very selective about which words they choose to teach directly. There is no formula or explicit list yet for selecting age-appropriate vocabulary for instruction. However, in the last few years several researchers have developed strategies to identify which words should be directly taught. One source that provides guidelines for selecting such words is Isabel Beck’s

Criteria to Consider Selection of Tier 2 Vocabulary Words
Importance and Utility Words that are characteristic of mature language users and appear frequently across a variety of domains. Instructional Potential Words that can be worked with in a variety of ways so that students can build deep knowledge of them and of their connections to other words and concepts Conceptual Understanding Words for which students understand the general concept but provide precision and specificity in describing the concept

Caution: Relying on publishers to designate the words that warrant instruction in core reading programs can be misguided and unproductive. Use the guidelines previously discussed.

Caution: 2005 ABC Program/Second Grade Lesson Words Chosen to Introduce: crayons smock chalk practice powders ruin copy Other Words Found in the Story: unfinished fair awful property “wear down” Which words would you select?

Instructional Routine Introduce the Word Present a Student-Friendly Explanation Illustrate with Examples Check for Students’ Understanding.

1. Introduce the Word Write the word on the board/overhead Read the word and have the students repeat the word If the word is long or difficult to pronounce, read it a few times and break it into syllables reluctant

2. Present a Student Friendly Explanation Tell the students the definition using words that are easy to understand Rephrase so the students say the word again reluctant means you are not sure you want to do something. So, if you are not sure you want to do something, you are ________.

3. Illustrate the Word (Deep Processing) Answer questions Find synonyms or antonyms Make up novel sentences Classify word with other words Relate the definition to students’ own experiences Provide multiple exposures Students HAVE to be actively engaged!

Examples and Nonexamples If any of the things I say are examples of reluctant, say reluctant. If not don’t say anything: A second grader who runs into class. A second grader who stands by the door and doesn’t want to come in. A boy who jumps into the pool. A boy who puts his foot in the water and moves away from the pool. Generate Examples Tell about something you would be reluctant to do. Try to use reluctant when you tell about it. You could start by saying something like, “ I would be reluctant to __________. Answering Questions and Giving Reasons Why would you be reluctant to eat a new food? Why might a kindergarten student be reluctant to come to school the first day? Would you be reluctant to sing in front of the whole school? Why or why not?

4. Check student’s understanding Ask students deep processing questions Why would someone be reluctant to go to a new school? Have students discern between examples and non-examples More examples and nonexamples Have students generate their own examples “Tell your partner something that an elderly person might be relucant to do. Use complete sentences.”

Caution: Because most commercial materials rely on matching and multiple-choice formats that tap only surface level word knowledge, teachers need to create activities that challenge students to think on deeper levels about words. (Simpson & Randall, 2000)

Core Program Templates: Use Template Card #17 Side B - Procedures for Specific Word Instruction You don’t need to do all of the procedures on one day. By spreading opportunities over the five day lesson plan, direct vocabulary instruction can last 5-7 minutes per day.

How Many Words to Directly Teach? (Beck et al., 2002)
Teacher Read Alouds Kindergarten About three or four words per book/one or two books per week Grade 1 About four or five words per book/one or two books per week Grade 2 About five or six words per book/one or two books per week Independently Read Text Grades 2-8 About eight to ten words per selection at one selection per week. For younger students, K-2, their decodable books are good for learning how the code works. However, these books are not good for comprehension and vocabulary. For effective read alouds you, you need books rich in vocabulary and will attract and hold children’s attention.

3. Teach Word Learning Strategies
There are more words to learn than can be directly taught. Independent word-learning strategies can help students to determine the meanings of unfamiliar words that have not been explicitly taught to them. Given the fact of vocabularies that students need, students can nd must improve their vocabularies independently without the use of direct explanation. The use of word learning strategies can help students to determine the meanings of unfamiliar words that have not been explicitly introduced to them.

Teaching Word Learning Strategies
Using contextual analysis to infer the meanings of words in text Using morphemic (word-part) analysis to derive the meanings of words in text Using dictionaries to confirm and deepen knowledge of word meanings. According to the National Reading Panel (2000) effective word-learning strategies include the following:

Inferring the meaning of a word by examining surrounding text via:
Using Context Clues Inferring the meaning of a word by examining surrounding text via: Definition Synonym Antonym Example These context-clue types need to be directly taught! CORE Vocabulary Handbook: Several studies suggest that simple practice in inferring word meanings from context may be just as effective as instruction in specific coontext-clue types (Kuhn and Stahl 1998). However, according to an analysis by Fukkink and de Glopper (1998), “clue instruction appears to be more effective than other instruction types or just practice.” Baumann and his colleagues (2002, 2003, 2005) recommend instruction in five types of helpful context clues as listed above.

Sample Strategy for Using Context Clues
Read the sentence that contains the word . Read the surrounding sentences for clues as to what the word could mean. Ask yourself, “What might the word mean?” Try the possible meaning in the sentence. Ask yourself, “Does it make sense?” CORE Vocabulary Handbook: Several studies suggest that simple practice in inferring word meanings from context may be just as effective as instruction in specific coontext-clue types (Kuhn and Stahl 1998). However, according to an analysis by Fukkink and de Glopper (1998), “clue instruction appears to be more effective than other instruction types or just practice.” Baumann and his colleagues (2002, 2003, 2005) recommend instruction in five types of helpful context clues as listed above.

Strategy Instruction for Using Context Clues
Explain the Strategy Model the Strategy (I Do It) Guided Practice (We Do It) Feedback (You Do It) Application CORE Vocabulary Handbook: Several studies suggest that simple practice in inferring word meanings from context may be just as effective as instruction in specific coontext-clue types (Kuhn and Stahl 1998). However, according to an analysis by Fukkink and de Glopper (1998), “clue instruction appears to be more effective than other instruction types or just practice.” Baumann and his colleagues (2002, 2003, 2005) recommend instruction in five types of helpful context clues as listed above.

Strategy Instruction for Using Context Clues
Beginning in K, teachers can model use of context clues when reading aloud. In Grades 2 and 3, students learn how to use context clues in independently read text. CORE Vocabulary Handbook: Several studies suggest that simple practice in inferring word meanings from context may be just as effective as instruction in specific coontext-clue types (Kuhn and Stahl 1998). However, according to an analysis by Fukkink and de Glopper (1998), “clue instruction appears to be more effective than other instruction types or just practice.” Baumann and his colleagues (2002, 2003, 2005) recommend instruction in five types of helpful context clues as listed above.

Teaching Word Learning Strategies
Reading First Schools: Use Template Card #17 Side A - Vocabulary - Word Learning Strategy Instruction Use Template Card #15 Procedure for Strategy Instruction

4. Develop Word Consciousness
“An interest in and awareness of words” Awareness of words Enjoyment of words Playing with words Interest in words Appreciation of words Satisfaction in using words well

Word Consciousness is Fostered By:
Teachers who use skillful language that intrigues and challenges students Classroom Environment: Dictionaries, Word Walls, Joke Books, Carefully-Selected Classroom Library, etc. Word Play Activities Idioms Word Histories and Origins (for older students)

In Summary “It is clear that a large and rich vocabulary is the hallmark of an educated individual. Indeed, a large vocabulary repertoire facilitates becoming an educated person to the extent that vocabulary knowledge is strongly related to reading proficiency in particular and school achievement in general.” Beck, McKeown, & Kucan Bringing Words to Life, 2002

Vocabulary Development

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