Developing a Rich Developing a Rich Vocabulary thru Direct Vocabulary thru Direct

InstructionInstruction

Developing a Rich Developing a Rich Vocabulary thru Direct Vocabulary thru Direct

InstructionInstruction

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Vocabulary knowledge is strongly related to reading proficiency in particular and school achievement in general (Anderson, Wilson, & Fielding, 1988)

Did you know …

Students understand and remember about 5% of the new words they read or hear after only hearing them once!

What does effective vocabulary instruction look like?• Teachers offer rich information

about words and their uses• Students have frequent and varied

opportunities to think about and use words

• Activities are thought provoking, playful, and interactive.

Three Types of Words for Vocabulary Instruction

• Tier 1: High Frequency words—Dolch words (Word Wall Words)

• Tier 2: Rich words that are encountered in a wide variety of situations and texts—examples: ignore, exhausted, weary

• Tier 3: Low frequency words that are used only in specific content areas—examples: galaxy, eclipse, petal

What does it mean to know a word?

• Stage 1: I’ve never seen it before.• Stage 2: I’ve heard it, but I don’t

know what it means.• Stage 3: I recognize it in context

as having something to do with _________.

• Stage 4: I know it well.

Choosing Words for Direct Instruction

• Look through McGraw Hill story or a selected Read Aloud book

• Decide which ones are tier 2 words– Choose 3-5 interesting words that are not

too difficult to explain to students• Write each selected word on an index

card large enough for class to see. • Write a student friendly definition on

the back of each card.

How you can define each word for the students?

• Use language students can easily understand• Start with a strong, focused concept of what

the word means.• Don’t draw attention to multiple meanings of

each word until students understand the definition as it is used in the reading.

• Ask yourself, “When do I use this word?” or“In what particular situations or circumstances

do I use this word? And “Why do we have such a word?

Examples of Student Friendly Definitions

• exhausted - feeling so tired you can hardly move

• ignored – paid no attention (refer to base word)

• weary – tired; needing rest

Day 1

• Read the text that contains the words to be learned.• As you come to each of the words, pause and give your

student-friendly definition of the word. • After reading, direct students’ attention to each word

written on the card. • Say the word.• Have students repeat the word.• Then give the student friendly definition.• Explain to the students that these are the words you

want them to learn this week. • Post the cards on a pocket chart or Vocabulary word

wall.

Day 2 (5-10 minutes)

• You may or may not reread the text containing the words.

• Review the definitions. • Provide students with examples of the words

in other contexts. • Example:

– Ignore – • The dog simply ignored Alan. • During work time, the teacher may encourage you to

ignore the noise coming from the hall.

Day 3(5-10 minutes)

• Briefly review the words and definitions.

• Involve students in an engaging activity.

Dramatization• Ask children to act out the new words they

have been learning. – For example, students can show you what they

would look like if they were cautious. How would you look if you were exhausted?

– Variation: To review words that have been learned over a longer period of time, such as the quarter or semester, put words that can be acted out into a hat and play charades.

Word Associations• Ask children to associate one of the new words with

another word they know. • Then ask students to tell why they think these

words go together. • Which word goes with strong? (sturdy); Which word

goes with careful? (cautious); and Which word is the opposite of weak? (sturdy).

• The words are not necessarily synonyms, but have a particular relationship. Ask why each word is associated with the other. This deepens the students' understanding of the new words.

• Variation: Give several words that go together and one that does not and ask children which word does not belong.

Drawing/Writing

• Make a "Big Words I Can Use" book. • For example:

– Give students a page with "I am cautious when..." at the top of the page

– Another page with "____ should be sturdy" at the top of the page.

– Ask children to draw pictures and write (using invented spelling) to complete each sentence.

– They may also want to dictate to you words to complete each sentence on their papers.

– Insert the two pages into a three-ring folder and continue to add new pages for each new "big" word learned.

Applause, Applause!Beck et al. (2002)

• Students are asked to clap in order to indicate how much they would like (not at all, a little bit, a lot) to be described by the target words: frank, impish, vain, stern.

• And, as always, why they would feel that way.

What Do You Think?• Ask students questions that require them to

think about each word's meaning in order to answer the questions – (e.g., Which of these things might make someone

furious? Running out of their favorite breakfast cereal? Crossing a busy street? Finding a hole in their sock?)

• Present several examples and tell students to say a word or specific sentence if the example called out relates to the target word – (e.g., If I say something that should be sturdy, you say

"That should be sturdy." An envelope, a ladder, a chair, a cupcake, a scarf, a tablecloth, a house, a suitcase?)

Questions, Reasons and Examples

Beck et al. (2002) • Ask students to think about the new words in other

contexts. For example:

• Where is a place that you might keep something that is precious? Why?

• Which of these things might be an emergency and why? (Breaking a stick or breaking your arm?)

• What is something you could do to make your teacher cross?

•  Have you ever felt exhausted? Tell me about it.

Find Your Partner• Each student is given a piece of paper with

either a vocabulary word or a student-friendly definition on it.

• The students with coordinating vocabulary word and student-friendly definition must find each other.

• Once everyone has found their partner, mix up the papers and repeat the process several times.

Four-Square Vocabulary Map

• Fold a sheet of paper into four sections.• Label each section as follows:

– Upper left box: Word: (Picture can be added)

– Upper right box: What are some examples?– Lower left box: What is it?– Lower right box: What is it like?

Day 4(5-10 minutes)

• Students participate in wrap-up activities.

• Dramatization• Find Your Partner• Questions, Reasons and Examples• Or any other engaging activity!

Day 55-10 minutes

• Assess students’ knowledge of these new vocabulary words orally or in writing.

• Ways to assess– Have students sit in circle and call on several

children one at a time to tell what the word means, use it in a sentence, or act it out.

– Have students fold a paper into 3-5 parts and ask the them to write a sentence with each word and draw a picture to illustrate the meaning.

– Yes/No quiz—make up statements for each word that can be answered with yes or no

• Does creeping mean to walk fast?

Failure to comprehend is often due to a lack of

background knowledge rather than interest,

ability, or literacy knowledge.

Teach Students to Learn How to Learn

Words!• Make connections to known words• Create visuals and mind movies • Ask questions to clarify meaning

of the words as they are used in context.

Resources• http://www.springfield.k12.il.us/res

ources/languagearts/instruction/?mod=232

• Bringing Words to Life, Robust Vocabulary Instruction, By Isabel Beck, McKeown, and Kucan