1. Developing Vocabulary & Enhancing Reading Comprehension SPC ED 587 October 25, 2007

2. Vocabulary Development Children typically learn approximately 3,000 words per year! (that’s 7-10 words a day!!!) Students gain new vocabulary through school (instruction) and through family activities, trips, hobbies, reading independently, etc. Tompkins, 2007

3. Vocabulary: words a child understands and uses in listening, speaking, reading, and writing Listening vocabulary - words a child understands when s/he hears them spoken; includes words that the child understands but may not use in his or her everyday conversation Speaking vocabulary - words students understand and routinely uses when speaking/communicating Reading vocabulary - words a child can read and understand Writing vocabulary words child understands and can use when composing text.

4. Assessing Vocabulary Knowledge Formal testing Classroom-based assessment Observation

5. Stages of Word Learning (adapted from Dade & O’Rourke, 1971) I never saw it before! I’ve heard of it or I can pronounce it, but I don’t know what it means. I recognize it in context I know it.

6. Teaching Vocabulary Indirectly –Conversations –Preteaching content words for a unitcontent words –Teacher read-alouds* –Reading independently Directly –Direct instruction on a small number of meaningful words at a time, across time –Instruction that requires active participation –Learning to use resources (e.g., dictionaries) * “Researchers report that children learn as many words incidentally while listening to teachers read aloud as they do by reading themselves.” (Stahl et al., 1991 as cited in Tompkins, 2007 )

7. Word Wall targeting specific content vocabulary for a unit.

8. What the Student KnowsInstruction Needed Knows word when hears it but doesn’t recognize printed form. Teach printed form. Knows word’s oral and written form but doesn’t use it in speech or writing. Promote generative knowledge. Give examples of its use; clarify word; encourage its use in a safe environment. Knows the concept but not the label. Teach the label and relate it to the concept. Has partial knowledge of the word. Knows definition but doesn’t have contextual knowledge. Develop a deeper meaning of the word; examine the word in multiple contexts. Recognizes the label but has no real conceptual knowledge of the concept. Or knows the word’s “everyday” meaning but not how it might be used in a technical sense. Develop the concept. Does not know either concept or the label. Develop the concept and the label.

10. Teaching Vocabulary Build on what students know and relate new words to students’ lives/experiences –E.g., Word Watch –Look up words that have entered English via students’ own linguistic background (e.g., tornado: Spanish: tornar [to turn]) Teach for depth and breadth –E.g., What it Is and What it Isn’t Use engaging activities to create interest –E.g., Word Posters

11. Teaching Vocabulary: More ideas Word Study –Concepts and meanings –Multiple meanings –Compound words –Synonyms, antonyms, homonyms, figurative meanings Word Walls, Word MapsWord Maps Word Sorts – adapt these for meaning or use Quiz Me Cards & Definition Cards (see Keefe chapter in the text)

12. Example of Word Map fox What is it? An animal What is it like? sharp teeth bushy tail sneaky What are some examples? Hattie And the Red Fox Rosie’s Walk Henny Penny The Gingerbread Man p. 187,Tomkins, 2007

13. Teaching Vocabulary Provide repetition and systematic review –“children need to read, write, and/or use words 8-10 times or more before they can automatically recognize them and remember their meanings” Teach for independence –Teach use of resources (asking peer/teacher; looking up a word, etc.)

14. Comprehension is “The Point” of Reading “... reader’s process of using prior experiences and the author’s text to construct meaning that is useful to that reader for a specific purpose.” (p. 252) That is, comprehension is an ACTIVE process.

15. K now W ant to know L earned

16. Theories of Comprehension Schema Theory Mental/Situation Models

17. Factors Affecting Comprehension Decoding and fluency skills Vocabulary Background knowledge Academic vs. conversational vocabulary Understanding the structure of written language Processing abilities Understanding the purpose for reading a particular text Cognitive abilities/skills

18. Teachers who were excellent at facilitating comprehension: Built language at every opportunity Activated/built students’ background knowledge (schema) Provided a purpose for reading think-alouds Followed up on that purpose after reading Taught prediction Continuously motivated students to read for meaning Taught strategies to identify the main idea