Reading Strategiesfor TeachingContent Area

Vocabulary

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Notes

Questions to Consider

Is the vocabulary of this discipline necessary for students to fully understand the concepts?

Is the vocabulary unique to the discipline?

Do the standards and text require vocabulary knowledge for comprehension of these concepts?

Do lessons use vocabulary specific to the discipline?

Will the assessment require vocabulary knowledge in order to pass?

Will students encounter this vocabulary elsewhere in future assignments?

Do students already have the vocabulary knowledge necessary to succeed in the course?

Is it necessary for students to have a body of vocabulary knowledge in this course?

Can students efficiently learn the essential vocabulary on their own?

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Choosing Vocabulary for Instruction

When selecting vocabulary, ask the following questions:

1. Which vocabulary words/terminology are essential to understanding the key concepts? If these vocabulary words are omitted, will students still gain comprehension?

2. Do these vocabulary words represent common knowledge for the discipline? Will they be used in reading, listening, writing and speaking the language of the discipline?

3. Will direct instruction of these vocabulary words assist students in becoming independently skillful in learning new concepts/vocabulary?

4. Are these words contextual or grade level appropriate?

5. Frequency of the word in the reading selection.

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6. Word that is central to the comprehension of the passage.

7. Words that have various definitions in different contexts (the general and specialized meanings of matter: What’s the matter? Gray matter; matter is the “stuff” that all things are made of; mass is how much matter an object has)

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Vocabulary and Concept Development

Concept development is a basic component of effective vocabulary instruction.

The content teacher must determine what vocabulary words are central to the area of study and integral to the students’ develop-ment of the overall concept.

Words directly related to this concept should be the focus of the vocabulary instruction.

“Conceptual learning is based on under-standing relationships among ideas rather than on lists of independent facts.” (Roe, Stoodt, Burns, 1998, p.57)

Teachers must be well-versed in the subject area and text-reading for which the students will be responsible.

Teachers select three to five words depending on the length of the assignment (so as not to overload the students.

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Notes

Content AreaVocabulary

Receptive Expressive

Listening Reading Speaking Writing

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Types of Content Area Vocabulary

Listening Vocabulary Earliest to develop Largest vocabulary knowledge What we hear Serves as a foundation for learning other

vocabulary Receptive

Reading Vocabulary Words the reader recognizes or figures out

from print Print recognition is different from listening

recognition Occurs in context with other terminology More difficult to grasp than listening

vocabulary Receptive

Speaking Vocabulary Words used in speech Expressive

Writing Vocabulary What is used in written communication Expressive

All build on each other by reinforcing each other through continuous acquisition and use.

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Categories of Vocabulary Knowledge

Unknown Terms New and unfamiliar terminology The student does not recognize the words

Acquainted Terms Knows it, heard of it, but cannot identify or

use it properly Meaning may be recognized after some

deliberate attention

Knows Familiar

Heard of Recognizes

Established Terms Knows it, can and does use it effectively Meaning is rapidly, easily, or automatically

recognized

Encounter Interactions

Unknown Acquainted EstablishedVocabulary Vocabulary Vocabulary

The number and degree of encounters and interactions will determine the rate at which vocabulary knowledge is acquired.

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ContentArea

Vocabulary

UnknownEstablished

Encounter / Time

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Vocabulary Terms

Technical Specialized

Usually found in one subject area

Usually have only one meaning

Usually found in many subject areas

Usually have a different meaning in each subject area

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Content Area Vocabulary Words

Technical Vocabulary WordsHave one meaning and usually found in only one subject area.

Example: English – pronounSocial Studies – capitalistScience – chromosomeMath – rhombus

Specialized Vocabulary WordsUsed in different subject areas and have a different meaning in each subject area.

Example: product

Math – result of multiplicationScience – result of chemical

reactionsSocial Studies – a tangible good

conductor

Science – usually made of metals; conducts heat or electricity

Music – the leader of an orchestra

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Notes

Why Teach Vocabulary Skills in the Content Area

The content area specialist provides the most effective instruction for content vocabulary.

Content area instruction reinforces basic reading skills by providing an opportunity for the application of vocabulary knowledge.

Content terminology is richest when taught in context. Instruction, text, experience, relationships, and repeated interactions with content vocabulary produce meaningful learning.

Construction of conceptual meaning through appropriate and monitored use of vocabulary is greatly enhanced in the content area.

Comprehension is enhanced when vocabulary is taught in the content area.

A skill of any discipline is to be able to read the literature, speak the language and develop knowledge within the discipline.

It is not so much about teaching reading skills, but about using reading as a tool for thinking and learning in the discipline.

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Learning Vocabulary in theContent Area Involves:

Hearing and seeing the terms

Having symbolic and pictorial representation of the terms

Rehearsing the word with associations to reinforce understanding

Using prior knowledge to associate the word with past experiences, synonyms, antonyms, metaphors and analogies

Employing vocabulary skills to learn the word (context clues, definitions, semantic analysis, word mapping, structural analysis, etc.)

Attending to the word during the lesson

Interaction with the word in a variety of contexts: orally, written, mapping, relationships, etc.

Using metacognitive abilities to understand the meaning

All these techniques work together, using multiple encounters to achieve an extensive vocabulary knowledge.

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Achievement

Vocabulary Knowledge

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Vocabulary Knowledge andAcademic Achievement

Knowledge of words and the ability to use them is essential to content area success.

The difference between high and low achievers is the difference in the vocabulary gap.

Understanding words enables the readers to understand the passage / text.

Verbal aptitude underlies both word and text comprehension.

Vocabulary knowledge may be connected to how a person stores information (schema).

Vocabulary knowledge is connected to concept development and retention.

Vocabulary knowledge influences the degree of learning.

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Notes

Teaching Vocabulary in the Content Area

Use a selection criteria to choose terms/words. Limit the number of words for each unit and focus on what is essential for the key concepts.

Activate students’ prior knowledge to form associations with other vocabulary and experiences.

Provide numerous opportunities for students to interact with the vocabulary.

Encourage students to read, speak, listen and write with the new vocabulary.

Use vocabulary learning strategies to guide students in becoming independent vocabulary learners.

Model learning new vocabulary in context with students to encourage reading comprehension.

Encourage practice with vocabulary development strategies to develop vocabulary interaction habits.

Use dictionaries and glossaries appropriately.

Remember the content area specialist provides the richest experience and context.

Provide opportunities for extensive reading and direct instruction of word meaning.

Teach words in related clusters.– show relationships to other words– synonyms, antonyms and roots– graphic organizers

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Vocabulary Development Strategiesfor Content Area Teachers

Concept Definition Mapping

Description

Graphic Organizers used to help students with characteristics, attributes and examples of a concept or word.

Provides a more thorough definition than dictionaries.

The mapping process aids recall. Organizes prior knowledge and

constructs new associations and meaning.

A spatial representation of a cognitive network.

A manageable format that shows relationships.

Relationship linksis an example ofis a part ofis caused byis a characteristic ofis located atis used for

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Notes

Concept Mapping

Steps1. Introduce the words/terms selected for the unit or

lesson.2. Introduce the concept map by explaining it as a

technique for vocabulary development.3. Provide an example of a completed concept map.4. Brainstorm where the information to fill in the

boxes came from.Identify the sources: prior knowledge

context clues from textdefinitionsinferences from text

5. Develop a content area functional definition of the term with the class.

6. Place a blank concept map diagram on the overhead, and model with the students how to construct it.

7. Provide one for students in guided practice. Have them select a term and construct their own map. Provide feedback.

8. Allow for continuous practice with selected terms.9. Be consistent in design, practice, feedback, and

use.10. Encourage students to use as revision tools and

where possible on tests.11. Have students construct there own definitions,

relationships and conceptual understandings.12. Use visuals where necessary.13. Provide opportunities for students to reflect and

refine concept definition maps as they go along.

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Concept Map – 1

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Concept Map – 2

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Word Web

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Frayer Model

Description

A word categorization activity.

It shows essential and nonessential attributes, examples and non-examples.

It shows what the term is and what it isn’t.

The term is surrounded by information.

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Notes

Frayer Model

Steps1. Introduce the terms selected for the unit or

lesson.2. Introduce the Frayer Model by explaining its

attributes as a technique for vocabulary development.

3. Provide an example of a completed diagram.4. Emphasize the categories and their

connections to the word.5. Identify where the information comes from

– prior knowledge– context clues– glossary / dictionary / text– examples from text, literature, visuals

6. Provide related words and tell whether they are examples or non-examples based on the model. Have students state why and provide them with feedback.

7. Select a new term and complete blank Frayer Model chart with the class.

8. Provide opportunities for guided practice and feedback.

9. Encourage students to develop their own definition and practice continuous revision.

10. Use visuals where necessary.

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Vocabulary DevelopmentExamples of Visual Representations: Frayer

Model

FRAYER MODEL

Definition (in own words) Characteristics

Examples (from own life) Non-examples (from own life)

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WORD

Notes

Semantic Feature Analysis

Description

Compares one term to others in established categories.

A matrix is used to compare terms.

It shows how terms are alike or different.

Categories are broad to cover an array of features but focuses on the context.

The left side of the matrix has the key vocabulary terms. Across the top, list the features these words might share.

Use features that differentiate between those words as well.

Use a (+) or (-) to indicate whether or not the feature is common.

Provides physical attributes and images to the word.

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Notes

Semantic Feature Analysis

Steps

1. Select a group of terms for the unit.

2. Construct a chart (Semantic Feature Analysis Chart).

3. Identify the concept.

4. List the terms on the left-sided column.

5. Along the top, select broad features for the key terms that will distinguish likes and dislikes.

6. Fill in the matrix with the class, using (+) or (-).

7. Words that fall in the same category, students should add one or more features to the top to make a clear distinction.

8. Students should be encouraged to add additional terms to the matrix.

9. Encourage students to summarize the definition of the terms.

10. Encourage the use of the matrix as a revision tool and use where appropriate on assessments.

11. Provide opportunities for guided practice and feedback.

12. Encourage students to develop their own and share with the class.

13. Have students identify the terms and the features to be used.

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Notes

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Concept: polygons

Polygons oppo

site

side

s pa

ralle

l

equi

late

ral

equi

angu

lar

4-si

ded

3-si

ded

square x x x x

rectangle x x x

triangle x

rhombus x x x

trapezoid x

Notes

Semantic Mapping

Description

A visual that uses prior knowledge.

Recognizes important components and how they relate to the term.

The term is written in the middle.

Clusters of words are grouped into broad categories.

Relationships are developed with the central term and its clusters.

Circles and lines are used to show how terms are related.

Encourages critical thinking, since students must create a map showing relationships with terms.

A graphic display of terms/concepts, subcategories, supporting details and their relationships.

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Semantic Mapping

Steps

1. Teacher introduces the term and writes it in the center of the page / overhead.

2. Students are asked to brainstorm as many related words to the central term and generate a list.

3. These words are then grouped into categories around the central term.

4. Students are asked to read the text or literature to find related words.

5. Visuals may be used when applicableCategories may include:

– where found– examples– used in/by– types– looks like– made up of

6. Students construct a content area functional definition for the term.

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Semantic Mapping

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Star Definition

Concept, term or vocabulary word in the center of the star.

Five descriptors at each point of the star.− an example− a descriptive phrase− a visual or symbol− an important clue word / synonym− a relationship

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Description

Text that creates a visual representation of a topic.

Example of text:

“A spider can be identified by the presence of eight legs on a three-sectioned body. This body includes the head, thorax – from which the legs extend – and a large abdomen.”

Embedded questions:

What is being described? What are the main characteristics of this item? How is it being described? Structure? Function?

Key Termsabove below nearacross between from whichbehind in back of underover looks like to the right

Graphic Organizer:

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Notes

Content area vocabulary should be defined through multiple:

visuals

symbols

language (written or spoken)

relationships to other words / concepts

body language / demonstrations

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Vocabulary Development

is essential to conceptual learning and understanding.

is more than writing definitions.

involves using words in context to develop relationships and concepts.

is an important contribution to comprehension.

distinguishes the knowledge of the content area.

helps students to see connections between concepts.

cannot be separated from conceptual development.

involves using prior knowledge to understand concepts and relate them to each other.

involves the transfer of terms and concepts from short term memory to long term memory.

relies on continuous interaction of terms and techniques to understand their meaning.

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Vocabulary Development

Ineffective Practices in the Content Area:

Only looking up definitions in the dictionary or glossary

Only writing each word in a sentence

Memorizing word meanings from glossaries or dictionaries

Attempting to learn every word in the context

Looking at print words in isolation

Not relating words in context

Focusing only on proper spelling as vocabulary knowledge

Avoiding visuals or associations through prior knowledge

Focusing only on pronunciation as vocabulary knowledge

Writing the word 10 times

Vocalizing the definitions to the students during instruction

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Knowledge of words and the ability

to use them in language are essential to success

in the content area.

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Key influence in learning content area

vocabulary is the teacher’s attitude

toward learning the terminology of the discipline.

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“The proportion of difficult words in text is the single most powerful prediction of text difficulty.

A reader’s vocabulary knowledge is the single best predictor of how well that reader understands the text.”

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Using a dictionary or glossary and committing the definition to memory does not lead to improved comprehension.

A single definition does not contain enough information to go beyond superficial understanding, which leads to rapid forgetting of meaning.

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Content vocabulary is essential to the language of the discipline.

Words are the tools used for mastering the reading, writing, listening and speaking of disciplines.

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Words are the labels assigned to represent ideas.

To know a subject is to know its vocabulary.

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Vocabulary Knowledge and Development

Reading is a foundational skill integrated in the success of every discipline.

Content area teachers employ reading skills and techniques to enable students to read specific materials written by content area experts.

Content area reading instruction is intended to expand the student’s reading, writing, listening and speaking vocabulary to increase comprehension of the essential knowledge in the discipline.

Content area reading instruction encourages independence in learning new vocabulary through strategies and opportunities to derive meaning from interaction with the context.

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Assessing Vocabulary Knowledge in the Content Area

Suggestions:

Provide a brief paragraph and ask for a contextual definition rich in context.

An illustration, diagram or example using the term in relationship may also be used to develop a definition of the term.

Use a word map with information on the term, but with the term excluded.

Using context clues, fill in a blank statement with the term.

Label a diagram using the term.

Identify the term through inference from context.

Write a statement using the term appropriately from context.

Provide a synonym for the term, used in context.

Choose the definition of the term from multiple-choice items.

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Learning Vocabulary from Context“The meaning of a word is determined by the context in which it is used.”

Context Clues learning the meaning of the word from words that

come before or after the term in context comes in many forms

Linked synonyms – the term is linked with similar terms in a series

Definition or Restatement   Definition – the word may be defined in the

context itself.

  Restatement (appositive) – additional information is provided to clarify the term

Examples Examples of the term are given and usually follow the key words: like

such asespeciallyfor instance

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Some acids have a pungent, smelly, obnoxious odor.

The best cleaning material was pumice, which is a rock made from lava.

Carbon monoxide is a noxious (poisonous) gas.

The lines should be perpendicular; that means they should cross at right angles.

Notes

Context Clues(cont’d)

this, theseand other

Comparison – the unfamiliar term is compared to other familiar terms

Key words: likeasin the same waysimilar tojust as

Key words help to unlock the meaning of the unfamiliar term

Contrast – the unfamiliar term is contrasted to familiar terms. This brings about differences, or in some instances, the single most distinguishing factor. Similar things, ideas or people are contrasted to show an important way in which they are different.

Key words: butalthoughon the contraryon the other handunlikeinconsistent with

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The tropical rain forest was made up of foliage such as mangrove, palm and ferns.

The balloon is as buoyant in the air as a rock in water.

Some people think that Paul is irrational, but he has always seemed reasonable to me.

Notes

Morphology (Structural Analysis)

Understanding of the term comes from their prefixes, roots and suffixes.

Words/terms are chunked into smaller parts to understand their meaning.

More effective when used in conjunction with strategies for activating prior knowledge.

Students derive definitions and meaning from context by dissecting the word and putting together the meaning of its parts.

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Morphology (Structural Analysis)(cont’d)

Root – part of the term that contains its basic meaning.

– A word family is a group of words that have a common root.

Prefix – one or more syllables placed in front of a root to change the meaning of the root.

– Help to unlock the meaning.

Suffix – one or more syllables placed after the root word to form a new word.

Noun Suffixes  one who does something

  make abstract words

Adjective Suffixes  make full of

  relating or pertaining to

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Biologist-ist: one who studies life or living organisms

-dom freedom

-ousfurious: full of fury

Notes

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-icaleconomical: pertaining to the economy-icbiotic: pertaining to life, living part

Notes

Morphology (Structural Analysis)(cont’d)

Prefixes

Examples

EquidistantEqui = equal

equally distant

AntibioticAnti = againstbiotic = pertaining to living

against living things

DehydrogenaseDe = remove, away, withouthydrogen = root word = element

hydrogenase = pertaining to enzymes

An enzyme which removes hydrogen

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