1. Building Vocabulary
A research-informed, classroom-tested strategy for pre-teaching critical words.

2. The limits of my language are the limits of my mind.
All I know is what I have words for.
-Ludwig Wittgenstein

3. Does this sound familiar
Does this sound familiar? “When I’m starting to read a chapter, I just sit down and open the book up and start from the top. I read every line once slowly, but if it’s too long, I skip to a new paragraph. If it is a long chapter I will take a few breaks. If there is a difficult word I don’t know, I try to pronounce it or I might just skip it so I can finish faster. If it is really hard, I just wait for the teacher to go over it.”

4. Effects of weakness in oral language
Because poor readers read considerably less than better readers, the gap between good and poor readers in number of words read, and both receptive and expressive vocabulary becomes progressively greater as the child advances through school.
Cunningham, A. and Stanoich

5. Importance of Vocabulary
There is a strong relationship between vocabulary knowledge and reading comprehension.
Vocabulary knowledge is so strongly related to intelligence that Klouis Terman, creator of modern IQ tests, stated that if he could use only one factor to determine a person’s intelligence, it would be vocabulary.

6. How do you build vocabulary?
Determine critical terms to be explicitly taught. Keep the list short.
Essential lesson concept words
Academic Vocabulary (see slide 20)
Teach students meaningful work parts- prefixes, suffixes, and roots (handouts sent).
Students must participate actively and accountably in explicit vocabulary instruction to process words more deeply.
Reinforce use of vocabulary multiple times.

7. Explicit Vocabulary Teaching
Connect - Create explanations before definitions. Longman’s Dictionary does this.
Process - Active elaboration through use of synonyms/antonyms, verbal examples, non-verbal examples, compare and contrast, apply in new contexts
Practice - Receptive (read and listen) and Expressive (speak and write)

8. Determine what students already
know about the words.

9. Vocabulary Knowledge Rating High Knowledge Low Knowledge 4- I could teach it to the class I recognize it, but need review 3 - I am pretty sure what it means I have no clue what it means
Term
Before
Instruction
After
estatic, adj.
Lexicon, n

10. Vocabulary Note-Taking Chart
Term
Synonym
Explanation
Example
Image
ecstatic
Extremely happy
Feeling excited or joyful

11. Instructional Sequence for Teaching Critical Words
Taken from Dr. Kate Kinsella:
Make sure students see the new word
Lexicon
Pronounce the new word
Lek si kan
Ask students to repeat the new word
Clarify the part of speech
Noun

12. Instructional Sequence
Provide an accessible synonym and/or a brief explanation
Synonym: a dictionary
Definition: all of the words of a particular language, the special vocabulary of a profession, hobby
Provide a visual or non-linguistic representation and/or “showing” sentence.
Medical lexicon
Skater lexicon

13. Instructional Sequence
Rephrase the simple definition/explanation, asking students to complete the statement by substituting aloud the new word
To understand the doctor’s prognosis, you had to understand his lexicon.
It was difficult to understand what the skater was explaining because of his lexicon.
Check for understanding with a brief, focused question/task.
Would you have a lexicon if you were cooking?

14. Effective Vocabulary Instruction
Descriptions as opposed to definitions (see Longman dictionary)
Use of linguistic and non linguistic representations
Gradual shaping of word meaning over multiple exposure
Teaching and using word parts
Students interacting with the words they are learning

15. Differentiate Instruction
Prepare lesson
Provide note-taking scaffold to support listening and review. This provides for active participation in vocabulary instruction.
Structure routine opportunities for students to apply the new word both in speaking and writing.

16. Vocabulary Note-taking Scaffold - Prepare Lesson
Term
Synonym/explanation
Example/image/showing sentence
Comparison n
An examination/study of two or more things to show how they are alike and different
• comparison shopping for a new car
• The jeep looks tiny in comparison to the Hummer.
Impact, n
Effect or influence
• image of a Big Mac and fries
• Eating a junk food diet will have a negative impact on your health

17. Heavy Scaffold Term Synonym/explanation Example/image/showing sentence
Comparison n
An examination/study of two or more things to show how they are alike and ____________.
• comparison shopping for a new car
• The jeep looks tiny in comparison to ______________.
Impact, n
Effect or influence
• image of a Big Mac and fries
• Eating ____________ will have a negative impact on your health

18. Weaning from Scaffold Term Synonym/explanation
Example/image/showing sentence
Comparison n
• An examination/study of two or more things to show how they are alike and different
• comparison shopping for ________ •.
Impact, n •
• image of a Big Mac and fries
• Eating a junk food diet will have a ___________ impact on __________.

19. Plan Vocabulary Instruction
Which key words or concepts are vital to understanding?
Is the word encountered frequently?
Are their words that can be grouped together to enhance understanding of a central concept?
How can I help students use the word/concept in meaningful ways in future speaking and writing contexts?
How will I teach them to study academic vocabulary?
What method is most appropriate for student to study the words?

20. Another resource for vocabulary instruction
The Academic Word List - a high- incidence and high-utility 500 word list occur frequently over wide range of academic texts

21. Assignment Create a vocabulary lesson using the note-taking structure.
Modify the lesson by substituting blanks for some of the words based on the needs of the student you are following.