1. Vocabulary and High-Frequency Words
Olivia Gimbel, Brittany Myers, Jordan Richardson, & Tierney Still

2. Vocabulary Vocabulary: the knowledge of words what they mean
understanding words
what they mean
how to use them

3. Vocabulary
Children learn vocabulary best by being immersed in an environment that’s rich with words (Tompkins, 174).
Children can learn more than 2,000 words each year without instruction
HOWEVER, vocabulary learning should not be left to chance because children’s word knowledge affects whether they can:
comprehend what they’re reading
write effectively
learn content-area information

4. Vocabulary Knowledge Tier 1: Basic Words Tier 2: Academic Vocabulary
Common words used socially: informal conversation at home or on playground
Examples: tired, car, outside, spill, water, hello, hi, good-bye
Tier 2: Academic Vocabulary
Application in school, used more frequently in written than oral language
Some are related to literacy concepts: author, sentence, vowel, question mark, revise, character
Other words are related to familiar (often tier 1) words such as synonyms and antonyms: Tier 1 word bad is related to Tier 2 words: naughty, evil, dangerous
Tier 3: Specialized Terms
Technical words
Content-specific
Often abstract
Need explicit teaching throughout specific lessons (often on word walls)
Examples: fraction, explorer, chrysalis, healthy, amphibian
(text p. 176)

5. Vocabulary
Current beliefs are that vocabulary is better learned when the words taught are related to the other concepts, rather than teaching from generalized vocabulary lists (Williams, 2003).
Example: If teaching a science lesson about insects, choose words like metamorphosis, cocoon, chrysalis, and pupa.
Perhaps integrate specific words from each content area as well, being careful not to overwhelm students with too many words
math: fraction and division
social studies: ancient and discovery
English/language arts: author and illustrator

6. High Frequency Words
High frequency word: A common English word, usually a word among the 100 or 300 most common words
These words are essential to gaining fluency in reading and writing
Difficult to learn because:
Can’t be easily decoded
Abstract/ function words
Most of the top 100 words are learned in first grade, the rest of the words are learned during second and third grades…MUST be mastered by fourth grade in order to ensure success (just as fluency must be achieved by fourth grade)
(text p. 151)

7. Current Research
A study found that when children from low income families were 3 years old, they knew 600 fewer words than children of the same age from upper income families. By the second grade, this gap grew to about 4,000 words.
“A study on young children's vocabulary development found that when children from families with low incomes were 3 years old, they knew 600 fewer words than children of the same age from families with upper incomes. By grade 2, the gap widens to about 4,000 words. This just shows the importance of purposefully teaching vocabulary in early childhood classrooms.

8. Four Research-Based Vocabulary Teaching Practices for Early Childhood Classrooms:
1) Providing purposeful exposure to new vocabulary
2) Intentionally teaching word meanings
3) Teaching word-learning strategies
4) Giving children opportunities to use newly learned words
Teach thematically to provide multiple exposures to words throughout the day. You can do this through read-alouds, conversations, centers, projects, etc.
Direct word-meaning instruction is an effective way to facilitate children’s vocabulary development.
Teach children word-learning strategies by using the three steps for strategy instruction: model, guide, and practice; and by selecting books where both the text and illustrations give clues to a word’s meaning.
Provide a variety of activities for children to use newly learned vocabulary.

9. Research
Many attempts have been made to identify these words and calculate their frequency in reading materials
Pinnell and Fountas (1998): list of 24 common reading words for Kindergartners:
a at he it no the
am can I like see to
an do in me she up
and go is my so we
(see textbook p. 151)
Eldredge's list of 300 high-frequency words make up nearly three quarters of the words people read and write.
(See page 152 in textbook for list).
Eldredge’s list of 300 high-frequency words that make up nearly three quarters of the words people read and write. (Show the list on page 152 on Doc Cam). These 300 words account for 72% of the words that beginning readers read. As mentioned before, most children learn the majority of the 100 highest frequency words in first grade and the rest of the words during second and third grades.

10. Practicing High-Frequency Words:
1) Introduce the word in context
2) Have children chant and clap the word
3) Involve children in practice activities
4) Provide authentic reading and writing activities
Introduce the new word using a familiar book or with pictures or objects.
Show the children the word card that will be displayed on the word wall. Read and spell it to the class and then have them read and spell the word. Then, have the students chant the word while clapping. Say the word twice and then spell it as you clap your hands. Repeat this step several times.
Provide daily opportunities for children to practice reading and writing the words. For example, have them use magnetic letters to spell the word, have them search for the word in books they’re reading and around the classroom, etc.
Children read and write the word during authentic literacy activities so you would need to provide them with those activities.

11. References
Christ, T., & Wang, X. C. (2010, July). Bridging the vocabulary gap: what research tells us about vocabulary instruction in early childhood. Retrieved from Thompkins, G. E. (2011). Literacy in the early grades. (3 ed., pp , , 187). Boston, MA: Pearson Education, Inc. Williams, B. (2003). Closing the achievement gap: a vision for changing beliefs and practices. (pp ). ASCD. Retrieved October 10, 2011 from dq=high+frequency+words+current+beliefs&source=bl&ots=U02rFQLmCH &sig=G8s-5qrUKvcn3ij1DMSnI104Hr8&hl=en&ei=niqTTu3CJszisQKZ-- CcAQ&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDoQ6AEwAw# v=onepage&q&f=false .