Secondary Vocabulary Instruction

Improving Vocabulary Instruction TED 406 Teaching Secondary Reading Jill Aguilar

Overview Components of vocabulary instruction Overview of effective vocabulary instruction Vocabulary strategies and resources and their application to classrooms Where does vocabulary instruction fit?

How many words do students need to know? Early vocabulary researchers: 2,500 to 26,000 words typical grade 1 students 19,000 to 200,000 words college graduate students (Beck & McKeown, 1991) Current consensus among researchers: students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies (Anderson & Nagy, 1992; Anglin, 1993; Beck & McKeown, 1991; White et al., 1990)

What does it mean to know a word? Definitional knowledge What the word means Contextual knowledge How the word functions in different contexts

What does it mean to know a word? No knowledge General sense Narrow context bound knowledge, e.g. radiant bride Know the word but can’t recall it readily enough to apply Rich, decontextualized knowledge

What does it mean to know a word? Spoken/written All meanings Parts of speech Frequency Register—formal/informal Collocation (phrases commonly found in) Association with other words Grammar Connotation Spelling Pronunciation Derivation Shades of meaning

What you have to know about words Incremental - Multiple exposures in different contexts, degrees of knowledge Multidimensional - Ways of knowing words Polysemous - Multiple meanings of words Interrelated - Connections to other words Heterogeneous - What kind of word it is, functions of different words

Four-Part Vocabulary Program Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction. Providing rich and varied language experiences Teaching individual words Teaching word-learning strategies Fostering word consciousness

Components of a Comprehensive Approach to Vocabulary Instruction Stahl, S.A. & Nagy, W.E. (2006). Teaching Word Meanings. Teaching specific words Immersion in rich language Encouraging wide reading Exposing students to rich oral language Developing generative word knowledge Word consciousness Word-learning strategies

Four Essential Classroom Components Specific words (based on specific criteria) Independent word learning strategies Wide reading Word consciousness

Teaching Specific Words New meanings for known words —synonyms for words that students already know New words representing known concepts —multiple meanings, such as attention , channel , and practice New words representing new and complex concepts — liberty , biome , probability

Teaching Independent Word Learning Strategies Morphology Root words Prefixes and suffixes Cognates Context clues Use of dictionaries and other references

Teaching words well means giving students multiple opportunities to develop word meanings and learn how words are conceptually related to one another in the texts they are studying. Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading: Literacy and Learning Across the Curriculum p. 142 . Boston: Pearson, Allyn and Bacon.

Selecting Words to Teach (Graves 2006) Is understanding the word important to understanding the selection in which it appears? Are students able to use context or structural-analysis skills to discover the word’s meaning? Can working with this word be useful in furthering student’s context, structural-analysis, or dictionary skills? How useful is this word outside of the reading selection currently being taught?

Usefulness and Frequency (Beck 2002) Tier One - words such as clock , baby , and happy whose meanings students are likely to know Tier Two - words such as fortunate , maintain , and merchant; likely to appear frequently in a wide variety of texts and in the written and oral language of mature language users; whose meanings students are less likely to know. Tier Three - words such as irksome, pallet, and retinue that appear in text rarely; often unknown to students, appearance in texts limited to one or two occurrences; often specific to particular content, students often can use the context of texts to establish their meaning.

Some Criteria for Identifying Tier Two Words (Beck et al., 2002, p. 19) 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.

Types of Vocabulary Found in Textbooks General vocabulary - everyday words with widely acknowledged meanings in common usage Special vocabulary - words from general vocabulary that take on specialized meanings when adapted to a particular content area Technical vocabulary - words that have usage and application only in a particular subject area Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading, p. 145 .

Which content areas include the terms in the lists below? Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading, p. 145 . octogon hemisphere decagon hexagon bisect equilateral quadrilateral pentagon polyunsaturated glycogen monosaccharide hydrogenation enzymes lyzine cellulose metaphor allusion irony paradox symbolism imagery simile prestissimo adagio larghetto presto allegro largo andante tempo nationalism imperialism naturalism instrumentalism isolationist radicalism fundamentalist anarchy

Why Not Teach All Unknown Words in a Text? (Armbruster, Lehr, & Osborn, 2001) The text may have a great many words that are unknown to students – too many for direct instruction. Direct vocabulary instruction can take a lot of class time – time that teachers might better spend having students read. Students may be able to understand a text without knowing the meaning of every word in the text. Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words.

The Academic Word List (AWL) 10 groups of approximately 60 headwords each—intended for high school & college Sublist 1 analyze approach area assess assume authority available benefit concept consist constitute context contract create data define derive distribute economy environment establish estimate evident export factor finance formula function identify income indicate individual interpret involve issue labor legal legislate major method occur percent period policy principle proceed process require research respond role section sector significant similar source specific structure theory vary Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

Examples of morphologically rich families* create created creates creating creation creations creative creatively creativity creator creators recreate recreated recreates recreating interpret interpretation interpretations interpretative interpreted interpreting interpretive interprets misinterpret misinterpretation misinterpretations misinterpreted misinterpreting misinterprets reinterpret reinterpreted reinterprets reinterpreting reinterpretation reinterpretations *Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

Examples of “strong” cognates: 1st Sub-List of the Academic Word List analyze analizar benefit beneficio define definir distribute distribuir identify identificar indicate indicar individual individual

The danger of relying on context Directive contexts General contexts Nondirective contexts Misdirective contexts

Characteristics of Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. Effective vocabulary instruction does not rely on definitions. Students must represent their knowledge of words in linguistic and nonlinguistic ways. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

Characteristics of Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. Teaching word parts enhances students’ understanding of terms. Different types of words require different types of instruction. Students should discuss the terms they are learning.

Characteristics of Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. Students should play with words. Instruction should focus on terms that have a high probability of enhancing academic success.

Six Steps to Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. The teacher provides a description, explanation, or example of the new term. Students restate the explanation of the new term in their own words. Students create a nonlinguistic representation of the term.

Six Steps to Effective Vocabulary Instruction Marzano, R.J. (2004). Building Background Knowledge for Academic Achievement. Students periodically do activities that help them add to their knowledge of vocabulary terms. Periodically students are asked to discuss the terms with one another. Periodically students are involved in games that allow them to play with the terms.

New Meanings for Known Words Illustrations and examples Clarifying misconceptions Introducing New Meanings (Graves, 2006)

Introducing New Meanings Acknowledge the known meaning Give the new meaning Note the similarities between the meanings (if any)

Introducing New Meanings Wax a material used to make candles & polish things to grow bigger There is no apparent similarity. Product something made by a company the number made by multiplying other numbers In both instances something is produced or made by some process.

New Words for Known Concepts Keyword method Synonyms and antonyms What am I? Context procedures Context-dictionary-discussion Definition-plus-rich-context

Keyword method stereotype + type

Synonyms and Antonyms Example: persuade hinder induce sweet-talk suppress convert brainwash prevent affect win over dissuade sway convince Antonyms Teachers’ Synonyms Students’ Synonyms

What Am I? Term: license But you will find me… You will not find me… But I can… I can’t… But I do have… I don’t have… But I am… I am not…

Context Procedures Context-Dictionary-Discussion Give word in context Students look up word Discuss definitions they come up with

Context Procedures Definition-Plus-Rich-Context Give definition for a word Give word in rich context Discuss definition, the context, and other contexts in which word might be used

New Words for New Concepts Interconnected concepts Semantic gradient Maps Discriminating features Semantic feature analysis Possible sentences Focused discussion Frayer model Textbooks Concept guide Analogical study guide Vocabulary overview guide Strategies that focus on

Concept/Semantic Map Causes Gangs Broken homes Media violence Bullying Money Being a kid Juvenile hall Probation Community service Adult prison Death penalty Tagging Drugs Columbine Drive-bys Murder Juvenile Crime Kinds of Crime Punishment Interconnected concepts

Semantic gradient Courage Cowardice Interconnected concepts

List, Group, Label Students brainstorm items related to concept Students group items into categories Students label categories and form maps Interconnected concepts

Structured Overview Superordinate Concept Coordinate Concept Coordinate Concept Subordinate Subordinate Subordinate Subordinate Concept Concept Concept Concept Interconnected concepts

Structured Overview Polygon Triangle Quadrilateral Rhombus Square Rectangle Interconnected concepts

Semantic Feature Analysis Discriminating features + + - - Bay of Pigs (1961) - + + + Declaration of Human Rights (1948) + + + - Berlin Blockade (1948) - + + + Joined U.N. (1945) Escalated cold war Effected by domestic policy Built alliances with Europe Peace-keeping effort

Possible Sentences Potentially difficult words— front, barometer, humidity, air mass, air pressure, meteorology Familiar words— clouds, rain, predict When a front approaches, it is quite likely to rain . Most people don’t like days with a lot of humidity or with a lot of clouds . When a front approaches, it is very unlikely to rain . Discriminating features

Possible Sentences – a variation Could a virtuoso be a rival? Could a philanthropist be a miser? Discriminating features

Focused Discussion Big cities Small towns stereotype Discriminating features

Word Cards Discriminating features Sentence using word Graphic or picture Definition in student’s own words Vocabulary word

Four Square Concept Map Discriminating features Definition in student’s own words Graphic or picture Student’s connection to word Vocabulary word

Four Square Concept Map Discriminating features Opposite Definition in student’s own words Student’s connection to word Vocabulary word

Frayer Method Define new concept giving necessary attributes. Distinguish between new concept and similar but different concepts. Give examples of concept and explain why they are examples. Give non-examples of concept and explain why. Present examples and non-examples and ask students to distinguish between them. Have students present examples and non-examples of concept and explain why. Discriminating features

Example of Frayer Method - Perseverance A trait a person might possess. Demonstrated by remaining constant to some purpose or task over an extended period despite obstacles. Typically seen as positive. Goal toward which one perseveres is typically a worthwhile one. Conversely, stubbornness is usually seen as negative. Goal pursued by person being stubborn often not worthwhile.

Example of Frayer Method - Perseverance A person who graduates from college despite financial responsibilities that require him/her to work full-time while in college demonstrates perseverance because the goal is worthwhile and it takes a long and steady effort to reach it. A person who goes fishing a lot just because s/he enjoys it is not demonstrating perseverance —no purpose and no obstacles.

Example of Frayer Method - Perseverance Reading an interesting book that you thoroughly enjoy. (Non-example) Completing a canoe trip from the headwaters of the Mississippi to New Orleans. (Example) Eating a dozen donuts because you are really hungry. (Non-example) Completing a 3-mile cross country race even though you were out of breath and dead tired after less than a mile. (Example)

Concept Guide I. Write true (T) or false (F) for each of the following statements. Some may be statements which the author made, some may be paraphrases of what the author said, and some are made up. _____ 1. Proteins are nutrients. _____ 2. Carbohydrates are nutrients. _____ 3. Molecules are always in motion. _____ 4. Villi are on the inner and outer surfaces of the intestine. II. Fill in the blanks. After reading the complete list, put the correct word in each blank. digestion digestive system nutrients diffusion pylorus large intestine small intestine molecules enzymes ______________ explains how molecules move into or out of cells. ______________ is when large food molecules are broken into smaller ones. The _______________ absorbs water from undigested food. III. Take each correct statement in Section I and place it in one of the following categories. Substances found in food How food gets into cells Digestive systems of large organisms Strategies for textbooks

Analogical Study Guide Structure Main Functions Analogy cell wall support, protection factory walls chloroplasts photosynthesis snack bar lysosomes intracellular digestion clean-up crew vacuoles storage warehouses ribosomes protein synthesis assembly line Strategies for textbooks

Word Learning Strategies Word Tree Vocabulary Self-Assessment Chart Vocabulary Self-Collection Strategy CSSR - Context, Structure, Sound, Reference Clarifying Strategy Decision Tree Dictionaries Vocabulary Logs or Notebooks

Word Tree cognitive COGN- recognize cognition cognizant recognition Morphological structure

Vocabulary Self-Assessment Chart plummeting nonchalant alienated remorse demeanor prosecutors X constitutionality Vocabulary from Liptak, “Supreme Court to Rule on Executing Young Killers” Don’t Know It Have Heard of It Know It Well Definition Word

Vocabulary Self-Collection Strategy (Ruddell) Students note words they want to learn as they read Teams work together to choose words & answer Where did you find the word? What do you think the word means in the context? Why do you think the class should learn this word? Students present choices Teacher adds additional words

CSSR (Ruddell) Context -Can you guess at meaning of unknown word? Are there clues in surrounding sentences? Does it make sense? Yes? Continue reading. No? Go to  Structure -Look at the parts of the word. Are there prefixes or suffixes you know? Do inflections help you? Yes? Continue reading. No? Go to  Sound -Try to pronounce the word. When you hear it, is it a word you know? Do the letters or letter combinations help? Yes? Continue reading. No? Go to  Reference -Look for footnotes or margin notes. Check the glossary or a dictionary. Ask for help.

Clarifying Strategy Decision Tree ( Lubliner) Stop for unknown words. Mine your memory. Have you seen or heard the word before? [Substitute a synonym to be sure. If you know the word return to the text.] Study the structure. Do you know a word part? Does this help you understand the word? […] Consider the context. Can you tell what the word means from the words around it? […] Place a post-it. If nothing else works, come back to the word later. [Return to the text.]

Dictionaries (Blachowicz & Fisher, 2002) Knowing when to use a dictionary Knowing how to locate a word Knowing the parts of a dictionary entry Choosing between multiple meanings Applying the meaning

Vocabulary Logs or Notebooks Traditional log—word, page #, definition, sentence that shows meaning Non-traditional log—word, page #, drawing or diagram Notebook Alphabetical Categories Word cards on a ring Other

Word Consciousness Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak. (Graves & Watts-Taffe, 2002)

Word Consciousness Awareness of words Enjoyment of words Playing with words Interest in words Appreciation of words Satisfaction is using words well Knowing when a word is new or doesn’t make sense

Word Play for Adolescents Idioms, puns, clichés www.punoftheday.com/ www.wolinskyweb.net/word.htm Podcasts Grammar Girl http://grammar.quickanddirtytips.com/ A Way with Words www.kpbs.org/words/ Word of the day http://dictionary.reference.com/wordoftheday/ www.nytimes.com/learning/students/wordofday/ www.urbandictionary.com/daily.php

Books on Word Play Richard Lederer Lynn Truss Others? Do an Amazon search Visit used book stores Ask a librarian

Secondary Vocabulary Instruction

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