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What are Words Worth?Vocabulary Instruction Worth Its Weight in Gold
Presented by District Literacy Leadership Team
4 Components of an Effective Vocabulary Program
1. Wide and extensive reading to expand word knowledge,
2. Instruction in specific words to enhance comprehension of texts containing those words,
3. Instruction in independent word-learning strategies, and
4. Word consciousness and word play activities to motivate and enhance learning.
Michael Graves, 2000
How do students build their vocabulary? •Wide and Extensive Reading•Morphemic Analysis (word parts)
•Contextual Analysis •Dictionary Use•Cognate Analysis (ELL) (chocolatte/chocolate)
Explicit Vocabulary Instruction
Vocabulary instruction is embedded within the instructional routine for reading and follows a before, during and after reading format.
Before Reading
Instruction • Archer’s Instructional Routine for Vocabulary
• Marzano’s Building Academic Vocabulary-Steps 1-3
• Beck’s Questioning Strategies
Activities• Frayer Model• Semantic Mapping• Word and Concept Sorts
During Reading
Instruction• Model strategy use• Monitor/support student strategy use
• Providing affirmative and corrective feedback
Activities• Word Analysis• Context Clues• Vocabulary Tree Map• Dictionary
After Reading
Instruction• Marzano’s Building Academic Vocabulary-Steps 4-6
• Beck’s Questioning Strategies
Activities• Frayer Model• Semantic Mapping• Word and Concept Sorts
Reading Aloud
•Students retain more vocabulary when the teacher explains critical vocabulary terms in context during the reading.
•Reading a book several times leads to more word learning than reading several books once each.
Reading Aloud
"The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children."
Becoming a Nation of Readers (1985)
Vocabulary InstructionDirect teaching of vocabulary can help improve comprehension when we follow these guidelines (Cooper, 1993):
• A few critical words are taught.
• The words are taught in a meaningful context. (including nonlinguistic representations)
• Students relate the new words to their background knowledge.
• Students are exposed to the words multiple times.
What are exemplary strategies for vocabulary instruction?
TAKE A LOOK
Vocabulary Strategies
Background Knowledge
The relationship between vocabulary knowledge and background knowledge is explicit in research. (Nagy & Herman, 1984; Marzano, 2004; Hart & Risley, 1995)
Organizing Words Into Categories
Word Sortscold front meteorologist
temperature
barometer
hurricanes
Word Sorts
• Provide students with a set of vocabulary word cards (related to a specific concept or topic).
• Work in groups to sort the words into categories.
• Encourage students to find more than one category for the vocabulary words.
• Students then discuss with teacher & peers their rationale for categorizing words.
cold frontmeteorologist
temperature
barometerhurricanes
Concept Circles Assessment: Westward Movement
hardship
trail
wagon
food h
unting
learning
Describe the meaning and relationships between and among the words in the sections of the concept circles.
Traveling west had many hardships. One of the many hardships were diseases that the people had without medical help. Wagons would need to hold many delicacies. For instance, food you’d need to eat and live on were carried in them. The trails could have bad terrain, or could be all flat. Hunting was important and learning how to hunt for buffalo, elk, deer, and birds was learned while on the trail and served as good food for all.
terrain
disease
Concept Circles Assessment: Circulatory System
Veins
Large
intestines
Heart
Arteries
Salivary Glands
Blood
carbon dioxid
e
Oxyg
en
Describe the meaning and relationships between and among the words in the sections of the concept circles. (Which word does NOT belong?)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Concept Maps
migrate
Schwartz & Raphael, 1985
To move regularly from one region to another
people working for seasonal jobs
birds Nomads
traveling
relocating
moving around
What are some examples?
What is it like?What is it?
Word Map
What is it?
Fence
What are some examples?
What is it like?
Word Map
What is it?
Culture
What are some examples?
What is it like?
Word Map
What is it?
Disease
What are some examples?
What is it like?
Your Turn
Frayer Diagram 1
Definition Characteristics
Examples Non-Examples
First, last week of school. Sitting on the porch reading
Unexpected guests for dinner Bubble bath
Four projects dueLounging by the pool
Stress, anxiety, tension, hostility,Tears, physical symptoms
An extreme state of agitation.
SWIVET
Frayer Diagram
Definition Characteristics
Examples Non-Examples
What is a Noun?
Fryer ModelTerm Visual Representation
Definition Personal Association
sphere
A round 3-D shape My ball is the shape of a sphere.
Definition Characteristics
Non-ExamplesExamples
Frayer Model (Frayer, Frederick, & Klausmeier, 1969)
Content for this example taken from Baron & Heideima, (2002) Teaching Reading in the Content Areas (Supplement), McRel.
herd
• Group
• Like animals
• Clustered
a congregation of wild animals
Definition Characteristics
Non-ExamplesExamples
Frayer Model (Frayer, Frederick, & Klausmeier, 1969)Content for this example taken from Baron & Heideima, (2002) Teaching Reading in the Content Areas (Supplement), McRel.
Prime
2, 3, 5, 7, 11, 13, 17, . . .
1, 4, 6, 8, 9, 10. . .
• 2 is the only even prime number
• 0 and 1 are not prime
• Every whole number can be written as a product of primes
A whole number with exactly two divisors (factors)
Your Turn
Contextual Redefinition
Work with a group to make predictions for definitions of each of the following words. The words included here are found in Notes on the Space We Take. Remember that some words which look familiar will probably have new meanings in this context.
WORD Predicted Definition
Definition Based on Context
Context Clues Used
hiss
exoskeleton
Vulnerability
During Reading Strategies
Semantic Feature Analysis
FDR JFK Nixon Reagan Clinton
Democrat + + - - +
War timePresident + - + - -
Congress(same party)
Re-elected
Served in Congress
Won majority of popular vote
Semantic Feature Analysis Convex Equilateral Equiangular 4 sided Opposite
sides parallel
square x x x x x
rectangle x x x x
triangle x
quadrilateral x
Regularpolygon
x x x
rhombus x x x x
trapezoid x x
Your Turn
After Reading Strategies
VVWA (Verbal & Visual Word Association) Readence, Bean, & Baldwin, 2001
Term Visual Representation
Definition
a degree of wetness especially of the atmosphere
Personal Association
humidity
Vocabulary Notebooks
• Students keep a log or journal to record what they are learning
•Teacher provides a concept or word.
•Students write quickly & spontaneously (free write/quick write) everything they know about the word.
•Peer and/or teacher response.
Concept Circles
Why? ___________________________________________________
Which word does not belong?
Cone
Rectangle
Trapezoid
Hexagon
Concept Circles
Why? ___________________________________________________
Which word does not belong?
England
Cuba
Japan
Hawaii
racism stereotyping
Churchbombing
violence
Concept: Civil Rights Movement
Migrant Dust Bowl
Hobo Hoovervilles
Concept: The Depression
Word
Know it well, can explain it, use it
Know some-thing about it, can relate it to asituation
Have seen or heard the word
Do not know the word
tyranny
serendipity
grapnel
purport
sensitive
dubious
4-2-1 summarizer (TPR)
Four Two One
Rogers, et.al (1999). Motivation and Learning. . .
VOCABULARY DEVELOPMENTConcept CirclesConcept Sorts
Presented by The District Literacy TeamNovember 28, 2012
VOCABULARY DEVELOPMENT
“In our teaching, how can we ensure that there is sufficient intensity and frequency of exposure for concept and vocabulary learning?”
Bear, D. Concept Sorts and Vocabulary Learning. Retrieved November 19, 2012, from http://www.vocablog-plc.blogspot.com
CONCEPT CIRCLES AND CONCEPT SORTS: STRATEGIES BEFORE AND AFTEROrganize ideas + Think critically about relationships between words + Interact and discuss vocabulary = Deeper conceptual understanding of vocabulary and concepts
WHAT ARE CONCEPT CIRCLES?Concept Circles are circles with
words placed in sections of the circle.
Concept Circles are used for a variety of instructional and assessment purposes.
HOW DO CONCEPT CIRCLES WORK?Gives students the opportunity to
categorize words and justify the connections between and among words.
Each section of the circle contains a word or phrase that you would like your students to think, talk, and or write about.
CONCEPT CIRCLESPut words or phrases in each section
of the circle and ask students to write about the connections they see between the words and phrases.
Why are these words in a Concept Circle together?
road si
gns Romance
novel
Medicine
dosageNote passed
in class
WHY ARE THESE WORDS IN A CONCEPT CIRCLE TOGETHER?
CONCEPT CIRCLES
Place vocabulary words in three of the sections of the circle.
Students add a word in the fourth section.
Students write why they chose that word and how the words in the circle form a concept.
CONCEPT CIRCLES
transportatio
n
portfolio
export
CONCEPT CIRCLESStudents choose four vocabulary
words from their study of a topic or a text. These can be teacher- or student-generated lists of words.
Students use those four words to write about what they have learned about the topic.
CONCEPT CIRCLES
CONCEPT CIRCLESStudents shade either the words
that go together or the word that doesn’t fit with the others.
Students talk or write about which attributes caused a word to be included or excluded.
CONCEPT CIRCLES
WHEN AND WHY WOULD I USE THIS STRATEGY?Concept circles are used when you
want students to participate in conceptual thinking about content vocabulary.Focus students’ discussionsReview word meanings and word familiesProvide support for students’ writing
Assessment tool – use words to write a focused summary of what has been learned in a unit of study.
CONCEPT SORTS: CATEGORIES & LABELSStudents organize information: categorize and label words based on common attributes
Vocabulary words are selected because they are critical to students’ comprehension of content or text.
HOW DO CONCEPT SORTS WORK?Student receive a copy of the key
concepts and critical vocabularyTeacher reads each of the terms
aloud as students follow to match pronunciation to print.
Students ask questionsTeachers remind them of places
where they can find additional information about words (texts, websites, etc.)
HOW DO CONCEPT SORTS WORK?
Assign student groups.Groups discuss words and decide
on how to categorize the word into logical groups
Give each category a labelAsk students to justify their word
groups and labels
CONCEPT SORTS
CONCEPT SORTS: WHEN AND WHY? Concept sorts require students to access
and gain background knowledge related to the topic based on encountering the technical vocabulary related to the topic.
By discussing and grouping the words into categories, students are creating attributes of the words in relation to each other and the topic being studied.
In labeling the words, students create a structure for remembering the words and the information they have gathered related to the words.
And a Quote from Stahl … Increasing the amount of reading that children did outside of school, using a “Book Flood” approach, did significantly improve children’s vocabulary. In a Book Flood, the school sends books home, provides incentives for reading, and so on in order to dramatically increase the amount of reading that children do.
INSIDE WORDS BY JANET ALLEN
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