Embed Size (px)
Citation preview
IRA, 2008
Margaret G. McKeown, Ph.D.
University of Pittsburgh
Rev Up VocabularyRev Up Vocabularyin the Middle Grades in the Middle Grades
IRA, 2008
Vocabulary Is Vocabulary Is HotHot
Why?
IRA, 2008
What we’ve known for a long timeWhat we’ve known for a long time
Vocabulary knowledge is a powerful predictor of reading comprehension.
By 4th grade, many children experience a slump in reading comprehension caused by below-grade vocabulary.
IRA, 2008
And more recently . . .And more recently . . .
Evidence of how strongly early vocabulary relates to later literacy
Growing awareness of individual differences--and how they stick around
IRA, 2008
Specifically -- Specifically -- Studies have shown Studies have shown
• Vocabulary size in kindergarten predicts reading comprehension in the middle elementary years.
• Orally-tested vocabulary at the end of 1st grade predicts reading comprehension 10 years later.
IRA, 2008
Little attention is given to vocabulary knowledge in schools. (Biemiller, 1999; Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006)
WHAT?
Classrooms are full of words! Students are faced with oodles of words.
However . . . However . . .
IRA, 2008
Teachers spend “little time discussing the meanings of words” (Scott, Jamieson-Noel and Asselin (2003, p. 282).
Words introduced with a reading selection rarely followed up (Walsh, 2003).
What is vocabulary in the middle grades?What is vocabulary in the middle grades?
mentioning
assigning
a word or synonym
words to be looked up in dictionary
IRA, 2008
Instruction won’t work . . .
If it’s not consistent with
what we know about how
vocabulary is acquired.
IRA, 2008
Principles of vocabulary acquisitionPrinciples of vocabulary acquisition
1. Vocabulary knowledge is a network of connected concepts
2. Vocabulary is learned from context—BUT . . .
3. Learning is incremental
IRA, 2008
1. Vocabulary knowledge is a 1. Vocabulary knowledge is a network of connected conceptsnetwork of connected concepts
What is the significance of that?
You don’t have adictionarydictionary in your headhead.
IRA, 2008
2. Vocabulary is learned from 2. Vocabulary is learned from context—BUT . . . context—BUT . . .
The richest context for learning new words is immediate oral language and…
IRA, 2008
Source Hard words per 1,000
Pre-school books 16.3
Adult conversation 17.3
Prime-time television shows 22.3
Children’s books 30.9
Adult books 52.7
Newspapers 68.3
…as children enter school—
fewer and fewer unfamiliar words are found in speech
from Hayes & Ahrens, 1987
IRA, 2008
Cautions on Learning from Context Cautions on Learning from Context
• oral vs. written• wide reading • individual differences • not all contexts are created equal
IRA, 2008
Use of Context Use of Context
High ability readers are better able to use context clues to gain meaning:
54% vs. 40%
Even high ability readers in a situation with strong context support don’t always get the meaning:
82% vs. 69%
IRA, 2008
Contexts are not Created EqualContexts are not Created EqualElla watched as Nora got smaller and smaller and finally ________.
“This town will be the death of us,” Brian said ________.
Freddie looked at his team members and thought that each looked more _______ than the next.
It had been a long hike, with very steep cliffs on the way up. It was John’s first experience mountain climbing, and he felt __________.
IRA, 2008
3. Learning is incremental3. 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
IRA, 2008
Ella watched as Nora got smaller and smaller and finally ________. vanished
• more like disappear or go away?• is it complete (might she be
microscopic?)• always gradual?• unexpected?• deliberate?• restricted to people?
What do you know? Is vanished:
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?Why Lack of Effect?
Comprehension requires rapid and rich access to word meanings.
Instruction needs to go beyond associating words with definitions.
IRA, 2008
Instruction, Yes, But Which Words?Instruction, Yes, But Which Words?
Surprisingly little attention
Selection in most studies: “words judged unfamiliar.”
Careful selection is important because we can’t teach all words.
Word Tiers
IRA, 2008
Choosing Words to Teach: Choosing Words to Teach: Three Tiers Three Tiers
Starting point: words in the language have different levels of utility.
Tier One: • the most basic words • clock, baby, happy • rarely require instruction in school
IRA, 2008
Choosing Words to Teach: Choosing Words to Teach: Three Tiers cont… Three Tiers cont…
Tier Three:• words whose frequency of use is
quite low, often limited to specific domains • isotope, lathe, peninsula • probably best learned when
needed in a content area
IRA, 2008
Choosing Words to Teach: Choosing Words to Teach: Three Tiers cont… Three Tiers cont…
Tier Two:
• high-utility words for mature language users
• crucial, dynamic, momentum
• instruction in these words can add productively to an individual’s language ability
IRA, 2008
Word Tier-anny: Where do these fall?Word Tier-anny: Where do these fall?
coincidence
forlorn
floor
triumphant
happy
piano
oboe
hostile
corner
colonial
break
pinnacle
IRA, 2008
Tier 2 words are – Tier 2 words are –
of general utility, found across domains
conceptually familiar to children
more characteristic of written language
not the content words of science and social studies, but they support the content
IRA, 2008
Why Teach Tier 2 Words?Why Teach Tier 2 Words?Consider the gulf between:
Everyday language• highly frequent corpus• Redundancy with context
and
Language for literacy• rarer vocabulary• building ideas from words alone
Lexical bar: Students must cross it for academic success (Corson)
IRA, 2008
Crossing the Lexical BarCrossing the Lexical Bar
Students need to master the kinds of words that provide entrée into the world of texts.
These are the words literate language users need for comprehending texts that express new ideas: Tier 2 words
IRA, 2008
The inhabitants of Framboisy are worried. The bridge across the River Clarinette is near collapse, and without it they will lose touch with the rest of France. The innkeeper, grocer, and teacher gather as the mayor approaches to report that there are no funds to rebuild the bridge.
The Bridge on the River Clarinette by Pierre Gamarra
“We’re ruined. No one dares to venture across our dilapidated old bridge.”
A stranger appears, coming across the bridge.
“What an odd person . . . Look at his uncanny smile, and the glint in his eyes,” the teacher says.
IRA, 2008
To the astonishment of his audience, the stranger explained, “Give me your words, and I will build you a magnificent bridge in five seconds. I will leave you a few words for your daily needs—drink, eat, sleep, bread, butter, coffee…”
“So you’re a magician?” asked the innkeeper.
“I have a very advanced technique at my disposal,” the stranger replied modestly.
“We could at least give it a try,” said the grocer.
“You agree?” said the stranger with a malicious swiftness.
IRA, 2008
“Agreed,” said the mayor, the innkeeper, and the grocer.
“I object!” cried the teacher. “We should never give up our words. And it’s crazy. Who could build a bridge in five seconds?”
The stranger pointed -- and there arose a beautiful three-arched bridge.
The mayor nudged the innkeeper, “Bread, butter, eat, drink.”
The innkeeper replied, “Drink, sleep, house, chair.”
IRA, 2008
Some Good ChoicesSome Good Choices
inhabitants
dilapidated
uncanny
malicious
IRA, 2008
Other PossibilitiesOther Possibilities
magnificent
astonished
ruined
glint
ventured
IRA, 2008
Also consider . . .Also consider . . .
skeptical
susceptible
How do they fit here?
IRA, 2008
Rationale for the words selectedRationale for the words selected
• Inhabitants defines the characters of the story, and the word has a rich morphological family—habitat, habit, inhabit.
• Dilapidated is the state of the bridge that provides the central problem of the story—and it is a great word to say, and makes for good images.
IRA, 2008
Rationale for the words selected, cont.Rationale for the words selected, cont.
• Malicious is key to the motives of the stranger, and is a delicious word.
• Uncanny is the essence of the character of the stranger, and it has a strong, unique meaning.
IRA, 2008
When to introduce wordsWhen to introduce words
When is the best time to introduce words needed for comprehension?
When is the best time to do elaborated vocabulary work?
Do words ever need to be introduced before reading?
IRA, 2008
Traditional Start: Dictionary DefinitionsTraditional 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.”
IRA, 2008
How’d that happen?How’d that happen?
devious straying from the right course; not straightforward
transitory passing soon or quickly; lasting only a short time
exotic foreign; strange; not native
IRA, 2008
Dictionaries: Some Better ChoicesDictionaries: Some Better Choices
Learners’ dictionaries
COBUILD: “The dictionary is designed to be read like ordinary English.” COBUILD New Student’s Dictionary (2002). Harper/Collins Publishers.
Longman: “The definitions are written using only the 2000 most common English.”
www.COBUILD.collins.co.ukwww.e-learn-aid.com
elt.heinle.com
IRA, 2008
Refreshing Word MeaningsRefreshing Word Meanings
Word COBUILD Longmandevious someone who is
devious is dishonest and secretive, often in a complicated way
using tricks or lies to get what you want
exotic something that is exotic is strange, unusual, and interesting because it comes from a distant country
unusual and exciting because of a connection with a foreign country
IRA, 2008
Student-friendly ExplanationsStudent-friendly Explanations
Explanations in everyday connected language, rather than dictionary definitions.
IRA, 2008
One that inhabits a place, especially as a permanent resident.
Dictionary Friendly
dilapidated
inhabitants The inhabitants of a place are the people or animals that live there.
Having fallen into a state of disrepair or deterioration, as through neglect.
A building that is dilapidated is old and in a generally bad condition.
IRA, 2008
Peculiarly unsettling as if of supernatural origin or nature.
Dictionary Friendly
malicious
uncanny You describe something as uncanny when it is strange and hard to explain.
Having the nature of or resulting from malice.
If someone does something malicious, they act deliberately mean or evil.
IRA, 2008
So, after reading . . . introduce So, after reading . . . introduce each wordeach word
Contextualize the word:
The story is about the inhabitants of a little town.
Explain the meaning (friendly!):
The inhabitants of a place are all the people who live there.
New example:
We are all inhabitants of some town or city.
IRA, 2008
What Kind of Instruction?What Kind of Instruction?
Considering the goal is to affect student’s ability to comprehend text
• Both definitional and contextual information
• Multiple exposures in different contexts• Depth of processing • Frequent encounters
(Stahl & Fairbanks, 1986)
IRA, 2008
Say inhabitant if I describe a place that you would want to inhabit--if you would want to live there. Why?
• The North Pole
• A tropical island
• A city where all the food is free
• The world’s most crowded city
• A town where everyone is talking all the time
IRA, 2008
Sentence stems:
The steps to the building were dilapidated so. . . .
My little brother has an uncanny way of. . . .
IRA, 2008
Building connectionsBuilding connections
Describe the most malicious character you’ve ever read about or seen. Use astonished and uncanny in the description.
“On its last legs” = dilapidated
How else can we say that?
Think of 3 things you could describe that way.
IRA, 2008
Keeping Words AroundKeeping Words Around
Classroom and individual records
Invest in a word bank
IRA, 2008
Extending Word UseExtending Word Use
• Points for seeing, hearing, using words outside of school
• Points tallied on chart in classroom
Word Wizard
IRA, 2008
Vocabulary HomeworkVocabulary Homework
• Find a character on TV who could be described as malicious.
• Find something in the newspaper or TV news that makes you skeptical.
• Find an ad in a magazine that you might be susceptible to.
IRA, 2008
Encounters Accuracy Compr Traditional
Traditional
4
12
+
+
-
- Robust
Robust
4
12
+
+
-
+ McKeown, Beck, Omanson, & Pople
Results of robust instruction
IRA, 2008
Keeping it Going Keeping it Going
Visible Vocabulary
Bulletin boards: • word from each class and student work to
exemplify• picture to label with a vocabulary word
--maybe even vote on “sentence of
the week”
Post words being learned on classroom doors • Visitors can join the fun!
IRA, 2008
