Vocabulary Adapted from Institute for the Development of Educational

VocabularyVocabulary

Adapted from Adapted from http://reading.uoregon.edu/voc/index.php, ,

Institute for the Development of Educational AchievementInstitute for the Development of Educational Achievement

http://reading.uoregon.edu/voc/index.php

Facts About VocabularyFacts About Vocabulary

Children from different social classes enter school with "meaningful differences" in vocabulary knowledge. [Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.]

For example

Differences in the Differences in the NumberNumber of Words of Words Children HearChildren Hear

In a typical hour, the average child In a typical hour, the average child would hear:would hear:

• Professional:Professional: 2,153 words 2,153 words

• Working Class: 1,251 wordsWorking Class: 1,251 words

• Welfare: 616 wordsWelfare: 616 words

Differences in the Differences in the VarietyVariety of Words Children of Words Children Hear, and Therefore Learn.Hear, and Therefore Learn.

By the time the children were 3 years By the time the children were 3 years old, parents in less economically favored old, parents in less economically favored circumstances had circumstances had said fewer different said fewer different wordswords in their cumulative monthly in their cumulative monthly

vocabularies than the children in the vocabularies than the children in the most most

economically advantaged families in the economically advantaged families in the same period of time same period of time (Hart & Risley, (Hart & Risley, 1995).1995).

Differences in the Differences in the Uses and the Uses and the QualityQuality of Words Children Hear and of Words Children Hear and

Therefore Learn.Therefore Learn.

• Professional:Professional: 32 affirmations, 32 affirmations, 5 prohibitions5 prohibitions

• Working Class:Working Class: 12 affirmations, 12 affirmations, 7 prohibitions7 prohibitions

• Welfare:Welfare: 5 affirmations, 5 affirmations, 11 prohibitions11 prohibitions(Hart & Risley, 1995)(Hart & Risley, 1995)

Differences in the Differences in the Uses and the QualityUses and the Quality of of Words Children Hear and Therefore Learn.Words Children Hear and Therefore Learn.

• The majority of communications in families The majority of communications in families of disadvantaged children are of disadvantaged children are linguistically linguistically simple simple and are designed toand are designed to stop stop behavior.behavior.

• These differences in the number, variety, These differences in the number, variety, and quality of vocabulary heard by children and quality of vocabulary heard by children have have long-term effectslong-term effects..

For exampleFor example

Differences in the Differences in the SizeSize of Children’s of Children’s VocabularyVocabulary

• Children from professional families:Children from professional families: 1100 words1100 words

• Children from working class families:Children from working class families: 700 700 wordswords

• Children from welfare families:Children from welfare families: 500 500 wordswords

Differences in the Differences in the DevelopmentDevelopment of Children’s of Children’s VocabularyVocabulary

Children who enter with limited vocabulary Children who enter with limited vocabulary knowledge knowledge grow much more discrepant grow much more discrepant over timeover time from their peers who have rich from their peers who have rich vocabulary knowledge.vocabulary knowledge.

[Baker, Simmons, & Kame'enui. (1997). Vocabulary acquisition: [Baker, Simmons, & Kame'enui. (1997). Vocabulary acquisition: Research bases. In Simmons, D. C. & Kame'enui, E. J. (Eds.), Research bases. In Simmons, D. C. & Kame'enui, E. J. (Eds.), What What reading research tells us about children with diverse learning reading research tells us about children with diverse learning needs: Bases and basics.needs: Bases and basics. Mahwah, NJ: Erlbaum.] Mahwah, NJ: Erlbaum.]

For example For example

The The NNumber of Wordsumber of Words Students Learn (The Growth Students Learn (The Growth in Vocabulary) Varies Greatly.in Vocabulary) Varies Greatly.

Disadvantaged vs. advantaged children:Disadvantaged vs. advantaged children:• 2 vs. 8 words per day2 vs. 8 words per day• 750 vs. 3,000 per year750 vs. 3,000 per year• Between grades 1 and 3, it is estimated that Between grades 1 and 3, it is estimated that

economically disadvantaged students' economically disadvantaged students' vocabularies increase by about vocabularies increase by about 3,0003,000 words words per year and middle-class students' per year and middle-class students' vocabularies increase by about vocabularies increase by about 5,000 5,000 words words per year.per year.

Okay. That’s enough chit chat. Okay. That’s enough chit chat. Let’s Let’s dodo something about it! something about it!

Five Ways to Teach Five Ways to Teach VocabularyVocabulary, or , or What Words What Words MeanMean

A. Teach A. Teach Directly Directly byby::

1.1.Giving Giving examplesexamples and nonexamples. and nonexamples. “This line is curved.” “This line is curved.”

“ “This line is NOT curved.”This line is NOT curved.” 2. Giving 2. Giving synonymssynonyms.. “Masticate means chew.” “Masticate means chew.”

3. Giving 3. Giving definitionsdefinitions.. “Monarchy is government led “Monarchy is government led by one by one person.” person.”

Five Ways to Teach Five Ways to Teach VocabularyVocabulary, or , or What Words What Words MeanMean

B. Teach B. Teach Indirectly Indirectly byby::

4. Using 4. Using contextcontext to suggest meaning of a new word. to suggest meaning of a new word. “The fan “The fan oscillatedoscillated from side to side. The fan MOVED from side to side. The fan MOVED from side to side. So oscillate probably means to…”from side to side. So oscillate probably means to…”

5. Morphemic (word part) analysis.5. Morphemic (word part) analysis.

“Inspire. “Inspire. InIn means to put something inside. means to put something inside. SpirSpir means spirit. So, to inspire means to….”means spirit. So, to inspire means to….”

Let’s start with teaching vocabulary Let’s start with teaching vocabulary directlydirectly. .

Direct Direct Teaching of VocabularyTeaching of Vocabulary

"Because children with weaker vocabularies are "Because children with weaker vocabularies are less likely to learn less likely to learn new words from listening to storiesnew words from listening to stories than children with larger than children with larger vocabularies, teachers need to vocabularies, teachers need to provide more direct instructionprovide more direct instruction for for children with smaller vocabularies" (Robbins & Ehri, 1994).children with smaller vocabularies" (Robbins & Ehri, 1994).

• In other words, directly teach the meaning of many words with In other words, directly teach the meaning of many words with

** Examples. ** Examples. “These (4 examples/pictures) are pine needles.” “These (4 examples/pictures) are pine needles.”

** Definitions.** Definitions. “A galaxy is a massive group of stars, dust, and gas “A galaxy is a massive group of stars, dust, and gas held together by gravity. Here are examples of galaxies held together by gravity. Here are examples of galaxies (pictures).” (pictures).”

** Synonyms:** Synonyms: “Distribute means to spread around. For example, I “Distribute means to spread around. For example, I will distribute the cookies. I will spread around the cookies to will distribute the cookies. I will spread around the cookies to kids in the group.” kids in the group.”

Direct Teaching of VocabularyDirect Teaching of Vocabulary

• 300-400 new word meanings can be 300-400 new word meanings can be taught per year through direct taught per year through direct instruction.instruction.

• This is a significant proportion of the This is a significant proportion of the

words that students who are at risk will words that students who are at risk will learn.learn.

Direct teaching using Direct teaching using examplesexamples

Teaching Vocabulary Directly by Teaching Vocabulary Directly by ExamplesExamples (Modeling)(Modeling)

Use Use examplesexamples when it’s impossible to when it’s impossible to use language to explain the meaning of use language to explain the meaning of a word, because the concept is abstract a word, because the concept is abstract or is not an object (e.g., between, in).or is not an object (e.g., between, in).

Here’s how Here’s how


1.1. Show a range of Show a range of examplesexamples (e.g., red) that (e.g., red) that differ differ in in ways that are NOT relevant (e.g., shape and size) ways that are NOT relevant (e.g., shape and size) but are the but are the SAMESAME in the defining feature (e.g., in the defining feature (e.g., redness). redness).

2.2. Then put Then put examples and NONexamples next to each examples and NONexamples next to each otherother so that kids can compare and contrast. Make so that kids can compare and contrast. Make sure that the examples and nonexamples are the sure that the examples and nonexamples are the SAMESAME in many ways (size, shape) but are in many ways (size, shape) but are DIFFERENT in the definingDIFFERENT in the defining feature (e.g., color). feature (e.g., color).

Here’s how Here’s how

Teaching Vocabulary Directly by Teaching Vocabulary Directly by Examples Examples

(Modeling)(Modeling)

To help kids to see the defining feature To help kids to see the defining feature (the meaning) of the concept, (the meaning) of the concept, contrastcontrast examples and NONexamples that are the examples and NONexamples that are the SAME except for the defining features.SAME except for the defining features.

“ “This is red.” ‘This is NOT red.”This is red.” ‘This is NOT red.”

Here are more examples Here are more examples

Teaching Vocabulary Directly by Teaching Vocabulary Directly by ExamplesExamples

(Modeling)(Modeling)

This is a cylinderThis is a cylinder

This is a cylinderThis is a cylinder

This is a cylinder. This is a cylinder.

This is This is not not a cylinder a cylinder


3. Then test to see if students got the essential (defining) 3. Then test to see if students got the essential (defining) feature by having them respond to examples and feature by having them respond to examples and nonexamples. nonexamples. The table shows the three things to do.The table shows the three things to do.

ExamplesExamples

NonexamplesNonexamples

TestTest

More examples More examples

Teaching Vocabulary Directly by Teaching Vocabulary Directly by Examples Examples (Modeling)(Modeling)

Now let’s use direct teaching with Now let’s use direct teaching with synonymssynonyms

Teaching Vocabulary Directly with Teaching Vocabulary Directly with SynonymsSynonyms

Teach with synonyms when a student knows another Teach with synonyms when a student knows another word(s) that can explain the meaning of a new, unknown word(s) that can explain the meaning of a new, unknown word (e.g., damp means a little wet).word (e.g., damp means a little wet).

1. Teacher equates a new word (sturdy) with a known word or 1. Teacher equates a new word (sturdy) with a known word or words (strong).words (strong).

“Here is a new word. Sturdy. Sturdy means strong.“ And,“Here is a new word. Sturdy. Sturdy means strong.“ And,

“Another word for jest is joke.” “Another word for jest is joke.”

2. Then teach synonyms and antonyms.2. Then teach synonyms and antonyms.“Ex at the start of a word means “Ex at the start of a word means outout. INspire is to put spirit . INspire is to put spirit inin. What does . What does exexpire mean?pire mean?

3. Then test whether students “get” the meaning with 3. Then test whether students “get” the meaning with examples and nonexamplesexamples and nonexamples

““Huge means very big. What does huge mean?” …..Huge means very big. What does huge mean?” ….. ““Tom put his pet in his pocket. Was his pet huge?”Tom put his pet in his pocket. Was his pet huge?”

Teaching Vocabulary Directly with Teaching Vocabulary Directly with SynonymsSynonyms

4. Then teacher provides practice using several recently taught 4. Then teacher provides practice using several recently taught synonyms.synonyms.

"Is that sturdy?”"Is that sturdy?”“Is this one huge?”“Is this one huge?”

5.5.Then students practice by replacing in a sentence the synonym with Then students practice by replacing in a sentence the synonym with the new word.the new word.

“ “Listen. The dog was very Listen. The dog was very big big (synonym). Say that sentence with our (synonym). Say that sentence with our NEW word.” NEW word.” The dog was The dog was hugehuge..

““Yes, the dog was Yes, the dog was HUGEHUGE.”.”

Now let’s use direct teaching with Now let’s use direct teaching with definitionsdefinitions

Teaching Vocabulary Directly with Teaching Vocabulary Directly with DefinitionsDefinitions

Use definitions when students have Use definitions when students have adequateadequate language to understand a language to understand a longer explanationlonger explanation but but when the concept is too complicated to be when the concept is too complicated to be explained through a synonym (e.g., service explained through a synonym (e.g., service station is a place where gasoline is sold and cars station is a place where gasoline is sold and cars are repaired = too complicated). are repaired = too complicated).

1.Teacher tells the students the definition and has 1.Teacher tells the students the definition and has them repeat it.them repeat it.

"An exit is a door that leads out of a building. "An exit is a door that leads out of a building. What is an exit?“What is an exit?“

““Trench. A trench is a dug-out part of the ground. Trench. A trench is a dug-out part of the ground. What is a trench?” What is a trench?”


2. Next, the teacher shows e2. Next, the teacher shows examples.xamples.

““Here are trenches. See how they are dug out of Here are trenches. See how they are dug out of the ground”the ground”


3.Then teacher 3.Then teacher teststests the students using examples and the students using examples and nonexamples to ensure that students understand the nonexamples to ensure that students understand the definition and that they are not just memorizing a series of definition and that they are not just memorizing a series of words. words. "Is this an exit or not an exit? "Is this an exit or not an exit? Yes.Yes.

How do you know?“ [StudentHow do you know?“ [Student uses definition to explain. uses definition to explain. “ “Because it’s a door that Because it’s a door that goes out of a building.”]goes out of a building.”]

“ “Is this an exit or not an exit? Is this an exit or not an exit? No.No. How do you know?”How do you know?”

Now let’s look at Indirect teaching of vocabulary Now let’s look at Indirect teaching of vocabulary

IndirectIndirect Teaching of Vocabulary Teaching of VocabularyThe two methods for teaching vocabulary The two methods for teaching vocabulary indirectly are for indirectly are for older older children.children.

• Contextual Contextual analysis…analysis… Look at context for clues to meaning.Look at context for clues to meaning. “The mountain “The mountain trembled trembled and the rocks tumbled and the rocks tumbled down. What does a mountain down. What does a mountain dodo when it when it trembles, that could make rocks tumble down?”trembles, that could make rocks tumble down?”

• and and morphemicmorphemic analysis analysis Look at word parts and their meanings.Look at word parts and their meanings.““The tires finally got The tires finally got tractiontraction in the snow. in the snow. TractTractor. A or. A tracttractor digs into the ground and or digs into the ground and pulls. Atpulls. Attracttraction. When things ation. When things attracttract, they pull , they pull together. Distogether. Distracttraction. When things dision. When things distracttract, , they pull apart. What does they pull apart. What does tracttract mean?” mean?”

Let’s put it all together into storybook lessons.

When to Teach Vocabulary

You can teach new (and review older) vocabulary words:

• Before you begin each daily lesson in a program, such as 100 Easy Lessons. These words might be from kids’ school textbooks or maybe they are just important words generally.

“Here are two NEW words for today. Budget and congress.”

• Before and during storybook reading. “We have three new magic words today---

complete, disarray, and converge.”

Teaching vocabulary using storybooksTeaching vocabulary using storybooks

Features of Storybook InstructionFeatures of Storybook Instruction

• Repeat readings of story chunks (e.g., a Repeat readings of story chunks (e.g., a paragraph)---alternating teacher, children, paragraph)---alternating teacher, children, teacher, children. By reading first, the teacher teacher, children. By reading first, the teacher shows HOW to read---especially new words to shows HOW to read---especially new words to sound out and new vocabulary words to teach. sound out and new vocabulary words to teach. By reading the same paragraph several times, By reading the same paragraph several times, kids get to practice and firm up sounding out hard kids get to practice and firm up sounding out hard words, using new vocabulary words, and reading words, using new vocabulary words, and reading faster (fluency).faster (fluency).

Teaching Vocabulary Using StorybooksTeaching Vocabulary Using Storybooks


• Start with an introduction---title, cover pictures, Start with an introduction---title, cover pictures, predict what story is about.predict what story is about.

• Make sure there are few interruptions during Make sure there are few interruptions during reading. reading.

• Discuss story after reading.Discuss story after reading.

Teaching vocabulary using storybooksTeaching vocabulary using storybooksFeatures of Storybook InstructionFeatures of Storybook Instruction

• 3 target words per story.3 target words per story.

• How to Select Words to Pre-teach.How to Select Words to Pre-teach.

****Identify words that are critical to Identify words that are critical to understanding understanding the story that are not the story that are not explained in the text. explained in the text.

****Select words students will "encounter" Select words students will "encounter" again again (moderate frequency words) (moderate frequency words)



• Remember: Teach meaning by:Remember: Teach meaning by:

** Examples.** Examples.

** Synonyms.** Synonyms.

** Definitions** Definitions

** Context clues.** Context clues.

** Morphemic analysis** Morphemic analysis



• Encourage "deep" processing; e.g., Encourage "deep" processing; e.g., ** Use words (traction) to make ** Use words (traction) to make distinctions. “Which surface gives more distinctions. “Which surface gives more

traction? An icy road or a dry road?” traction? An icy road or a dry road?”

** Have the student make up sentences ** Have the student make up sentences with the new words. “This eraser has with the new words. “This eraser has traction on the paper.” traction on the paper.”

Storybook LessonsStorybook Lessons

Note that there are at least three lessons on the Note that there are at least three lessons on the same story. How do the lessons change?same story. How do the lessons change?


Storybook Reading Lesson Storybook Reading Lesson 11

• Story Introduction (3 - 4 minutes) Story Introduction (3 - 4 minutes)

** Title, author, illustrator** Title, author, illustrator

** Rationale for reading: “We will learn about…”** Rationale for reading: “We will learn about…”

** Cover presentation, prediction of what story is ** Cover presentation, prediction of what story is aboutabout

** Focus on story elements (character, setting, ** Focus on story elements (character, setting, etc.)etc.)

** Introduce 3 target vocabulary words** Introduce 3 target vocabulary words



• Reading (4 - 6 minutes) Reading (4 - 6 minutes)

** Few interruptions; pause for target vocabulary words** Few interruptions; pause for target vocabulary words

** Post-Reading Discussion Questions (3 - 5 minutes)** Post-Reading Discussion Questions (3 - 5 minutes)

** Relate to student experiences** Relate to student experiences

““Now try your best to remember what happens in the Now try your best to remember what happens in the story. I will help you by asking questions and showing story. I will help you by asking questions and showing pictures. Be sure to tell me the names of the pictures. Be sure to tell me the names of the characters, where the story takes place, and the characters, where the story takes place, and the problems the characters have. Tell me the story as if problems the characters have. Tell me the story as if you were telling it to a friend who has never heard it.”you were telling it to a friend who has never heard it.”


Storybook Reading Lesson Storybook Reading Lesson 2.2.

[Same book][Same book]

• Story Introduction (3 - 4 minutes) Story Introduction (3 - 4 minutes)

** Title, author, illustrator** Title, author, illustrator

** Ask recall questions emphasizing story elements: ** Ask recall questions emphasizing story elements: characters, actions. characters, actions. “Who….?” “What did _________ do next?”“Who….?” “What did _________ do next?”

** Review 3 target vocabulary words by showing ** Review 3 target vocabulary words by showing words in context—how they fit into the story.words in context—how they fit into the story.



• Reading (4 - 6 minutes) Reading (4 - 6 minutes)

**Pause to teach NEW target vocabulary **Pause to teach NEW target vocabulary words. words.

rumpus, terrible, mischief.rumpus, terrible, mischief.

Relate definition to children’s experience. Relate definition to children’s experience. “Have you ever had a RUMPUS?”“Have you ever had a RUMPUS?”

Storybook LessonsStorybook LessonsStorybook Reading Lesson Storybook Reading Lesson 22

**Prompted Retell**Prompted Retell““Now try your best to remember what Now try your best to remember what happens in the story. I will help you by happens in the story. I will help you by asking questions and showing pictures. Be asking questions and showing pictures. Be sure to tell me the names of the sure to tell me the names of the characters, where the story takes place, characters, where the story takes place, and the problems the characters have. Tell and the problems the characters have. Tell me the story as if you were telling it to a me the story as if you were telling it to a friend who has never heard it.”friend who has never heard it.”



**Guess the Word Game**Guess the Word Game

“ “You are going to tell me which word goes with another You are going to tell me which word goes with another word. If you get it right, I will give the group a star. “word. If you get it right, I will give the group a star. “

““Which words go with terrible? Very bad or very nice?” Which words go with terrible? Very bad or very nice?”

“ “Which words go with rumpus? Playing dolls or wild play?” Which words go with rumpus? Playing dolls or wild play?”

“ “Which words go with mischief? Naughty things or helpful Which words go with mischief? Naughty things or helpful things?”things?”

Storybook LessonsStorybook LessonsStorybook Reading Lesson Storybook Reading Lesson 22

** Target Words (terrible, rumpus, mischief) in ** Target Words (terrible, rumpus, mischief) in ContextContext

A. Page with Max chasing the dog.A. Page with Max chasing the dog.

“ “Mischief is doing naughty things.” Mischief is doing naughty things.”

“ “What is mischief?” (doing naughty What is mischief?” (doing naughty things) things)

“ “One night Max wore his wolf suit and One night Max wore his wolf suit and made mischief of one kind and made mischief of one kind and another; he did many naughty things.” another; he did many naughty things.”



** Target Words (terrible, rumpus, mischief) ** Target Words (terrible, rumpus, mischief) in Contextin Context

B. Page with Max landing at the place where the B. Page with Max landing at the place where the wild things are.wild things are.

“ “Terrible means very bad.”Terrible means very bad.”

“ “What is terrible?” (very bad)What is terrible?” (very bad)

“ “They roared their terrible roars, their They roared their terrible roars, their very bad roars.” very bad roars.”



• ““Remember we had 3 magic words that you Remember we had 3 magic words that you listened for in the story. Point to the words on the listened for in the story. Point to the words on the tagboard [board with words on 3 x 5 cards tacked tagboard [board with words on 3 x 5 cards tacked up] as you repeat them quickly: mischief, terrible, up] as you repeat them quickly: mischief, terrible, rumpus.”rumpus.”

a. “The first magic word was a. “The first magic word was mischiefmischief. Show the . Show the picture where Max is chasing the dog. In the picture where Max is chasing the dog. In the picture Max is making____________.” (mischief)picture Max is making____________.” (mischief)



b. “The next magic word was b. “The next magic word was terribleterrible. Show . Show the picture with Max landing at the place the picture with Max landing at the place where the wild things are. The wild things where the wild things are. The wild things had eyes that were___________.” (terrible)had eyes that were___________.” (terrible)

c. “The third magic word was c. “The third magic word was rumpus.rumpus. Show the picture where the wild things are Show the picture where the wild things are howling at the moon. Max led the wild howling at the moon. Max led the wild things in a _________________” things in a _________________” (rumpus) (rumpus)

Documents

Vocabulary Adapted from Institute for the Development of Educational