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Building Academic Vocabulary, Grades 6-12
2014 Catholic Educators ConventionMilwaukee, WI
October 10, 2014
Winnie R. Huebsch, Ph. DEducational Consultant
Words of Wisdom
• The more you read, the more you know
• The more you know, the smarter you grow
• The smarter you grow, the stronger your voice
• In speaking your mind, or making your choice.
Anonymous
Why Focus on Vocabulary?
• Understanding key content area vocabulary is essential to gaining a full understanding of the text.
• You do not need to understand every word to understand the ‘gist’ of a passage.
How We Learn/Understand Words:
By reading a lot…
–At the right level of difficulty
–In sufficient amounts
–With sufficient motivation to pursue understanding
How We Learn/Understand Words:
By becoming conscious of words…
•What words have you learned today?
– In what context?– Through what means?– What motivated you?
What Words to Teach?
• In selecting vocabulary words that you wish to teach, keep in mind this question…
Ten years from now, what do I want my students to
remember?
Project CRISS, p. 141
Common Vocabulary Instruction in the Middle
GradesMentioning a word or synonymAssigning looking the word up in a dictionary
•Teachers spend “little time discussing the meanings of words” (Scott, Jamieson-Noel and Asselin (2003, p. 282).
•Words introduced with a reading selection are rarely followed up (Walsh, 2003).
IRA, 2008
What Is the Result of ”Mentioning" and “Assigning”
Instruction?
Students may learn words as measured by multiple choice tests.
No effect on comprehension (Bauman, Kame’enui & Ash, 2003; Stahl & Fairbanks, 1986).
IRA, 2008
Why Lack of Effect?
•Comprehension requires rapid and rich access to word meanings.
•Instruction needs to go beyond associating words with definitions.
What About Dictionaries???
• Most vocabulary instruction involves the use of dictionaries
• Typical uses of the dictionary include:– Looking up a word– Selecting the appropriate definition
among several– Discussing the word and its definition
However…
Dictionaries are NOT the Answer
• Reading a definition does not tell us how a word is actually used
• We need examples in context to infer the meaning of a word
• Dictionary examples are often shortened or incomplete
• Being able to define a word is an end result of knowing the word very well!
IRA, 2008
Traditional Start: Dictionary Definitions
•63 % of the students’ sentences were judged “odd” (Miller & Gildea, 1985)
•“The train was transitory.”
60 % of students’ responses unacceptable (McKeown, 1991; 1993)
“He was devious on his bike.”
Students frequently interpreted one or two words as the entire meaning (Scott & Nagy, 1989)
“The colonists were exotic in America.”
How Did That Happen?
devious“He was devious on his bike.”
straying from the right course; not straightforward
transitory
“The train was transitory.”
passing soon or quickly; lasting only a short time
exotic“The colonists were exotic
in America.”
foreign; strange; not native
So, knowing that dictionaries are not the
answer, principles should guide instruction
Principles of Vocabulary Acquisition
• Vocabulary knowledge is a network of connected concepts
• Vocabulary is learned from context—
• Learning is incremental
• McKeown, M.G. (2008).
Vocabulary knowledge is a network of
connected concepts• What is the significance of
that?• http://www.visuwords.com/• You don’t have a dictionary
in your head…so, use http://www.visuwords.com/
Vocabulary is learned from
context—BUT . . .
• The richest context for learning new words is immediate oral language, but…
Cautions About ‘Learning
From Context’
There are many different “contexts”•oral vs. written•wide reading across subjects •individual differences •not all contexts are created equal
Learning is Incremental
• A word is not learned the first time it is encountered.
• A learner needs:
– various facets of information about a word
– practice in use of a word
– to integrate a word into existing knowledge
Any best method??
In its analysis of the research on vocabulary instruction, the National Reading Panel (2000) found that there is no one best method for vocabulary instruction, and that vocabulary should be taught both directly and indirectly.
How to Teach Vocabulary
• Research shows students will incorporate more words into their vocabulary and use them correctly, including spelling, when the focus is on fewer words at one time for intensive instruction
Grades 6-8 10-15 words per weekGrades 9-12 12-25 words per week
Tier 1 Vocabulary: Common, Known Words
• Tier I words are basic, everyday words that are a part of most children’s vocabulary.
• These are words used every day in conversation, and most of them are learned by hearing family, peers, and teachers use them when speaking.
Tier 2 Vocabulary: High Frequency Words
• Tier 2 words include frequently occurring words that appear in a variety of contexts and topics (in social studies, science, language arts, etc.).
• They play an important role in verbal functioning across a variety of content areas.
Tier 2 Vocabulary: High Frequency Words
• These are general academic words and have high utility across a wide range of topics and contexts.
• Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term “justify” and “predict” frequently appear in Science, Social Studies, and English texts.
IRA, 2008
Tier 3 Vocabulary• Tier Three:
–Words whose frequency of use is quite low, often limited to specific domains
–Examples: ‘isotope, lathe, peninsula’ –Probably best learned when needed in a content area
Where Do I Concentrate Instruction?
•Concentrate on words that are necessary for the meaning of the piece to be clear – Tier Two words….
Activity
“Why They Walked”
Mark Tier 2 and Tier 3 words as you read the short excerpt. Talk about your choices with a partner near you.
Common Core Suggested Tier 2 and Tier 3 Words for ‘Why They Walked’- p.34
• Tier 2• Determined• Second class• Worship• Obstacle• Literacy• Rigged• Disqualify• Harassment• Grievances
• Tier 3• Racial Segregation• Jim Crow• White Supremacy• Discriminated• Segregated• Poll Tax• Registering
"The greatest benefit from instructional time spent on word study can be gained
from exploring roots, prefixes, suffixes, and networks
of related words."
Henry,1997
English borrows freely…
• The English language borrows freely from the following languages for up to 60% of its words…– Anglo Saxon
– Latin
– Greek
Anglo Saxon influences:
• Anglo Saxon’s influence is mostly seen in the use of short, common, everyday, and ‘down-to-earth’ words used in ordinary situations and found in early school readers
• Many Anglo Saxon words have ‘nonphonetic’ spellings.– Examples: bird, cry, girl, jump, mother,
fun, the, of, jump, run, wash• Often considered Tier 1 words
Links to Old English ‘Anglo Saxon’
HEOFON
EORTHE, LYFT, FYR, WÆTER
REGN, WIND, SNAW, IS
FINGER, HEORTE
SCEAP, LAMB, HORS, FISC
LENCTEN, SUMOR, HÆRFEST, WINTER
NORTH, EAST, WEST, SUTH
Latin structures:
• Latin’s influence is seen in the use of technical, sophisticated words used in formal context, such as in literature and in many textbooks.
• Examples: audience, extracted, tenacious, preventive, retract
• Often considered Tier 2 or Tier 3 words
Latin Structure is strict…
• Latin words follow a strict structure• Prefixes, if used, must be placed before
the root and suffixes must follow the root• Latin roots (spect, vis, ject, rupt) are
unlikely to stand alone as an English word• The Latin root usually receives the accent
or stresse ject’port’ abilityIn script’ ion
Greek Forms which influence English
• Greek forms are often found in specialized words used mostly in science
• Combining forms are compounded• Examples: atmosphere,
chromosome, photograph, thermometer
• Often considered Tier 3 words
So, how does this relate?
• Understanding the influences of Anglo Saxon, Latin and Greek can help us to understand complicated and new vocabulary today.
• The Common Core Standards indicate that the teaching of Latin and Greek roots and stems is essential for deeper meaning and independent word study.
Vocabulary Instruction Should be Fun…
Playing with words increases understanding
Word Etymology Site
www.etymonline.com
www.etymonline.com
Building Academic Vocabulary - Robert Marzano
• Step 1: As the teacher, provide a description, explanation, or example of the new term first.
• Step 2: Ask students to restate the description, explanation, or example in their own words, either orally or in writing
Building Academic Vocabulary
• Step 3: Ask students to construct a picture, symbol, or graphic representing the term– Particularly important to ELL learners
• Graphic organizers• Pictographs• Pictionary• Symbols• Use of ‘nonlinguistic representations’
(Marzano and Pickering, 2005)
Example of “Nonlinguistic Representation”
• Students can draw a symbol for the word.
• Example: law enforcement
Building Academic Vocabulary
• Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks– Games, graphic organizers, semantic
maps, etc
Building Academic Vocabulary
• Step 5: Periodically ask students to discuss the terms with one another– Pair students together– Particularly good for ELL
students
Six-Step Process for Teaching Vocabulary
Step 6: Involve students periodically in games that allow them to play with the terms– Vocabulary Charades– Pictionary– Jeopardy
(Marzano and Pickering, 2005)
Online and Powerpoint Games
• Jeopardy-jeopardylabs.com• https://jeopardylabs.com/• Password• Who Wants to Be a Millionaire• http://www.y8.com/games/
who_wants_to_be_a_millionaire
Words to Teach Briefly(Introductory)
• Specialty words that are not likely to be encountered again soon because they are unique to the setting or theme of that text.
Words to ‘Explicitly’ Teach (Intensive)
• Words critical to the understanding of the text/selection
• Words with general utility likely to be encountered many times
• Difficult words that need interpretation (metaphors, abstractions, nuanced)
Actions We Can Take Right Now
1. Focus on Knowledge – bring forward the themes of literature, even in primary grades
2. Create Connections 3. Activate Your Students’ Passions4. Develop a Strong Vocabulary
Base5. Increase the Volume of Reading
References
Brewer, C and Gann, J. (2003). Balanced literacy: a learning focused approach. Boone NC: Learning Concepts.
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1-2), 8-15
Ebbers. S. (2005). Language links to Latin, Greek, and Anglo-Saxon. PowerPoint Presentation at the International Reading Association Conference, San Antonio, TX. [email protected]
Harris, T.et al (1995). The literacy dictionary; The vocabulary of reading and writing. International Reading Association.Newark, DE.
Marko, J.E. and Medo, M. (2013). Classroom strategies for dynamic teachers. Stone Cottage Publishing.
Marzano, R. and Pickering, D. (2005). Building academic vocabulary.. Alexandria VA; Association for Supervision and Curriculum Development..
Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA : Association for Supervision and Curriculum Development.
Santa, C., Havens, L., Maycumber, E. (1996). Project CRISS: Creating independence through student-owned strategies. Dubuque, Iowa: Kendall/Hunt
References
Sedita, J. (2005). Effective vocabulary instruction. Insights in Learning Disabilities. 2(1), 33-45.State of Delaware. (2004). SSSR Success for secondary struggling readers - vocabulary. DeleSIG State Improvement Grant, DEState of Delaware. (2004).Secondary vocabulary Instruction: from word list to word study. DeleSIG State Improvement Grant, DE
http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/
http://www.corestandards.org/
http://www.fcrr.org/curriculum/pdf/GK-1/V_Final.pdf
http://www.y8.com/games/who_wants_to_be_a_millionaire
https://jeopardylabs.com/
