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104/21/23
Vocabulary Instruction for All Learners
Peter Dewitz
tinythe
placid
mommy
kitty(gatito)
unreal
celebration
(celebración)
traffic(tráfico)
dignified
relucta
nthumungous scow
l
undi
gnif
ied
FLA
GR
AN
T
antidisestablishmentarianism
a
apathy
languid
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Goals for Today Development of word knowledge at home and
at school: What students need to know A Four - Pronged Vocabulary Program
Frequent, varied and extensive language experiences
Teaching individual words and themTeaching word learning strategies: context, word
parts, dictionaryFostering word consciousness
Reading Aloud to Children
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Five Facts about Vocabulary
Vocabulary is a hugely important factor influencing success in and out of school. It is central to reading, writing, communicating, and probably thinking.
May students enter school with small vocabularies. It is impossible to give a number here because of the huge individual differences.
Many learners need to build both their oral vocabularies and their reading vocabularies. The vocabulary learning task is huge. The average high school graduate probably knows 50,000 words.
Vocabulary size in second grade is the best predictor of comprehension in 10th grade.
A vocabulary program likely to make a significant difference must be long term, multifaceted and powerful.
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Vocabulary Development at Home
Vocabulary Sizeage 3
Number ofWords
Spoken/Hour
Professionalfamilies
1,100 2,153
Working classfamilies
750 1,231
Welfare families 500 616
Hart & Risley, 1996
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How Parents Stimulate Vocabulary Growth
‘They just talked’- generally using a wide vocabulary.
‘They tried to be nice’- using high rates of approval and few prohibitions.
‘They told children about things’ - language had a high information content.
‘They gave children choices’ - children were asked about things, rather than simply being directed.
‘They listened’ - responding to what children said rather than just telling them what to do or making demands.
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Relationship of Parenting Style and IQ
.
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Growth in reading vocabulary
8 - 10th Grade Reading
Number of words per year
that must be added to lexicon Word directly taught by
teachers Words learned from listening
and reading Word learning enhanced
through context and word parts
50,000 words
3,000 - 4,000 words
500 - 700 words
2,000 - 2,500 words
500 - 1,000 words
Nagy & Herman, 1987; Anderson & Nagy, 1992
804/21/23
What It Means to Know the Most Frequent 4,000 Words
• Based on the most recent large scale frequency count, The Educators Word Frequency Guide (Zeno, 1995), Hiebert (2005) developed the Word ZonesTM corpus of frequent English words. Zones 1-4 of Hiebert's corpus include 5,586 words (which reduces to 3,913 word families when bases and their common inflected forms are considered one word).
• The value of knowing these words is shown in the next four slides, which show a passage from a biography written for middle-grade students and the words that would be familiar to students who knew (1) only the 300 words in Zone 1, (2) the 800 families in Zones 1-2, the 2,000 families in Zones 1-3, and the 4,000 families in Zones 1-4.
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(1) Knowing only the 300 words in Zone 1, a student could read only the words shown here.
Could it be an ________? The year before, had seen one for the first time when his mother took him to a ______ __________ in , ________. He had _______, , as the _____ ____ a _______ _____________ by ________ _______ on the _______ of a __________ that was ______ on the ______. Now _____ an ________ was right here in _________, and about to ___ over his house.
Not _______ to a thing, _______ ______ the ______ and _______ up the _______ ____ of the house to its ____. From there he had a good ____ of the ___________ _____, _______ ____ the place. And in the ___, ______ ever ______, he saw the _____.
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(2) Knowing the 800 words in Zones 1 and 2, a student could read the words shown in this version.
Could it be an ? The year before, had seen one for the first time when his mother took him to a __________ in ____ _____, ________. He had watched, , as the gave a by ________ _______ on the _______ of a ___________ that was ______ on the ground. Now maybe an ________ was right here in _________, and about to ___ over his house.
Not _______ to ____ a thing, _______ opened the window and _______ up the _______ ____ of the house to its ____. From there he had a good view of the ___________ River, _______ _______ past the _______ place. And in the sky, coming ever ______, he saw the _____.
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(3) Knowing the 2,000 words in Zones 1-3, a student could read the words shown in this version.
Could it be an airplane? The year before, Charles had seen one for the first time when his mother took him to a flying __________ in ____ _____, Virginia. He had watched, _________, as the _____ gave a _______ _____________ by ________ oranges on the _______ of a __________ that was ______ on the ground. Now maybe an airplane was right here in _________, and about to fly over his house.
Not _______ to ____ a thing, Charles opened the window and climbed up the _______ roof of the house to its ____. From there he had a good view of the ___________ River, _______ ________ past the __________ place. And in the sky, coming ever closer, he saw the plane.
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(4) Knowing the 4,000 words Zones 1-4, a student would be able to read everything in the version below that not in grey.
Could it be an airplane? The year before, Charles had seen one for the first time when his mother took him to a flying exhibition in Fort Myer, Virginia. He had watched, enthralled, as the pilot gave a bombing demonstration by dropping oranges on the outline of a battleship that was traced on the ground. Now maybe an airplane was right here in Minnesota, and about to fly over his house.
Not wanting to miss a thing, Charles opened the window and climbed up the sloping roof of the house to its peak. From there he had a good view of the Mississippi River, flowing languidly past the Lindbergh place. And in the sky, coming ever closer, he saw the plane.
Levels of Word Knowledge?
I never saw it before. I have hear of it but I don’t know what it means. I recognize it in context – it has something to do
with . . . I know it . . .
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What Does it Mean to Know a Word?
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What does it mean to know a word?
Unknown Acquainted = associations - Spot Established = examples and characteristics - barks,
eats, poodle, Sebastian In-depth = examples, characteristics, definitions and
multiple meanings A domesticated carnivorous mammal raised in wide
variety of breeds. An uninteresting and unattractive person
Word Learning / Teaching Tasks
Learning a basic oral vocabulary Learning to read known words – cat, fun, dance Learning new words representing known concepts -
ridicule, goulash, ensemble Learning new words representing – impeach,
equation Clarifying and enriching the meanings of known
words – cabin or shed, product, legend
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Levels of Word Knowledge
Rate these words by their word learning difficulty
What kind of a word learning task is required?
accompanimentdemonstrationheritageimpressednobleoperarhythmictraditionvirtuoso
1804/21/23
The Limits of Context and the Dictionary
In his review of the two most recent books, David Remnic of the New Yorker compared the Thomas affair to the Watergate hearings. But maybe a more illuminating comparison is to the Army-McCarthy hearings of 1954. Watergate was about a particular crime and its cover-up. The Army-McCarthy hearings, too, were an investigation into a particular matter. But they also amounted to a repudiation of a man, Sen. Joseph McCarthy and an eponymous form of rampant, scurrilous anti-communism: McCarthism.
1904/21/23
The Limits of Context and the Dictionary
Eponymous adj. Of, relating to, or constituting an eponym
Eponym n. a person whose name is or is thought to be the source of the same of something, such as a city, county or ear
Eponymy n. The derivative of a name of a city, county, era, institution, or other place or thing from that of a person
2004/21/23
A Four-Pronged Vocabulary Program
Frequent, varied, and extensive language experiences
Teaching individual words
Teaching word learning strategies
Fostering word consciousness
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Frequent, Varied, and Extensive Language Experiences
Reading, writing, discussion, and listening
The emphasis on these four modalities and the teaching/learning approaches used will vary with the skill and English proficiency of the learner.
With children with less English proficiency, there should probably be more discussion and listening and more teacher led work.
With children with greater English proficiency, there should probably be more reading and writing and more independent work.
Maximizing English learners language experiences requires using all the people resources available.
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Providing Frequent, Varied, and Extensive Language Experiences through Shared Story Book Reading
With less proficient readers, it is important to realize that vocabulary growth must come largely through listening and discussion and not through reading.
Shared story book reading is currently the most widely recommended strategy for building students' oral vocabularies.
• Whitehurst’s Dialogic Reading, Biemiller’s Direct and Intensive Instruction, and Beck & McKeown Text Talk are the three best thought out and best researched techniques.
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Some Characteristics of Effective Read-Alouds for Building Vocabulary – During reading
Both the adult readers and children are active participants.
Involves several readings
Focuses attention on words
The reading is fluent, engaging, and lively.
Deliberately stretches students and scaffolds their efforts
Employs carefully selected words and books
2404/21/23
Source Rare WordsPer 1,000
Printed Words
Scientific articles 128.0
Newspapers 68.3
Popular magazines 65.7
Adult books 52.7
Children’s books 30.9
Television Texts
Prime time adult shows 22.7
Prime time children’s shows 20.2
Sesame Street 2.0
Adult Speech
Expert witness testimony 28.4
College graduates talk to friends/spouses 17.3
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Example of “rare words”
Doctor De Soto, William Steig patients, assistant hoisted, delicate, dainty, timid, pitiful,
mercy, gasped, misery, quiver, morsel, mumbled, pinch, extractor, swaying, gauze, woozy, shabby, muttered, wicked, protect, promptly, particle, lugging, caressed, remarkable, toothache, treatment, honored, proceeded, stunned, dignity, outfoxed
Characteristics of Interactive Read Alouds Reading is interactive, both teacher and students
comment and discuss. The book is typically read more than once. The oral read aloud focuses students’ attention on
a few words – 8 – 10. The adult must read fluently in an expressive
engaging manner.
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Selecting The Books
Match the books to the theme or topic of your reading, social studies or science curriculum
Always pair a non-fiction and a fiction book Non-fiction books generate 4 times the interaction of fiction
Keep in mind, audience, length, and student’s interest Plan for cultural diversity Books with clear text structure Use multiple books by the same author.
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Scheduling Read Alouds Whole class activities – all can benefit Allocate 20 minutes per day for the read aloud Read aloud can take place during reading, social
studies or science Read and discuss two books a week – one fiction and
one none fiction. Day 1: Pre-reading activities, read and discuss the book,
focus on strategies identify and discuss the vocabulary Day 2: Re-read the book, expand on vocabulary
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Selecting the Words
Select about 10 words per book.20 words per week X 30 weeks = 600 words
Select words that are known to some children but not the whole class
Avoid words that are rare and obscure. Pick words they are likely to use throughout the grades.
Pick words on the Dale-Chall list of 3,000 words.
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Basic Read Aloud Lesson Plan – The First Day Before Reading
Set a purpose Develop prior knowledge and vocabulary Preview title, author, illustrator
During Reading Ask questions, engage students, model thinking, use strategies Focus briefly on important vocabulary words
After Reading Discuss and review the selection Extend the vocabulary discussion – add to word wall
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Basic Read Aloud Lesson Plan
Day 2 Review the book and expand the comprehension discussion
Review the vocabulary and expand on the discussion by introducing synonyms and antonyms
Students practice saying the words, discussing the words, developing examples and non-examples and using them orally in sentences.
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Teacher Moves During Read Alouds Prompts: As the child to label object and talk about the story:
“What do you call this?” Why do you think the puppy looks sad?”
Evaluate: Praise the child’s correct answer and offer alternatives: “Very good; That is a duck.”
Question: Ask mainly inferential questions. Expand: Repeat what the child said and add information.
”Yes the puppy looks sad. I think that’s because he doesn’t have a home.”
Repeat: Guide the student to repeat the expanded response.
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Beck & McKeown’s Text Talk
• A vocabulary teaching technique involving story book reading for kindergarten through 2nd grade children (Beck & McKeown, 2001, McKeown & Beck, 2003)
• Focuses on the sophisticated vocabulary that are found in challenging trade books.
• Taught 6 words from each book that could be used in daily life situations. Instruction for the words was extended over five days.
• The steps include: (1) Read the story and define the words as encountered, After reading: (2) Explain the words, (3) Students repeat the words, (4) Provide other examples of the word, (5) Students make judgments about examples, (6) Students construct own examples, (7) Pronunciation and meaning are reinforced. The longer words are taught the better the gains.
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Walking the Wall in December
