Vocabulary Acquisition and Development ' c w ^ ^

Med 6060 Presentation by Leslie Burt on February 22, 2011

Show it

Connect it Define it

a/i5.\\^ncj

What to teach?

Vocabulary instruction is NOT...Teaching the pronunciation of words or teaching words children already know.

Student's need to increase vocabularies by 2000-3500 words per year which is 17 words each day-Big task!

Isabel Beck's 3 Tiers of Vocabulary w o r d s :

Tier O n e W o r d s - words that
children learn just by everyday
living. We do not need to teach
these.
Tier T w o W o r d s - words that
are likely to appear frequently
in a wide variety of texts and in
the written and oral language
of mature language users.
TEACH these words in more
depth.
Tier T h r e e W o r d s - words
that are content specific and
not likely to encounter very
often. We teach these when
we are studying something that
requires these words for
comprehension.

How to teach?
Incidental Instruction - IVord environment! Explicit Instruction - Teach it!
• Read alouds • 8-10 words per week
• Teacher talk • Relate to known words
• Discussion • Repetition
• Word Walls • Variety of methods:
• HOT words Semantic map
• Word Wizard Knowledge ratings
• "Money word" jar Personal word journals

• Chart word usage Features analysis

• Word games & Word play

 •••'•'•r\'.:- References :^\^v- y

Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. Pon\an6, ME: Stenhouse
Publishers.

Baumann, J. F. & Kame'enui, E. J. (2004). Vocabulary instruction: Research to practice (eds.). New
York, NY: Guilford Press

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction.
New York, NY: Guildford Press.

Biancarosa, G. & Snow, C. E. (2004). Reading next—A vision for action and research in middle and high
school literacy: A report to carnegie corporation of new york. Washington, DC: Alliance for
Education.

Blachowicz, C. & Fisher, P. J. (2006). Teaching vocabulary in all classrooms (3"' ed.). Upper Saddle
River, NJ: Pearson Education, Inc.

Bromberg, M. & Liebb, J. (1993). Hot words for SAT-I: The 350 words you need to know. Hauppauge,
NY: Barron's Educational Series, Inc.

Diamond, L. & Gutlohn, L. (2006). Vocabulary handbook. Berkeley, CA: CORE (Consortium on Reading
Excellence), www.corelearn.com ,o. . »

Estes, T. H., Mintz, S. L , & Gunter, M. A. (2011). Instruction: A models approach (6^^ ed.). Boston, MA:
Pearson Education, Inc.

Honig, B., Diamond, L., & Gutlohn, L (2000). Teaching reading: Sourcebook for kindergarten through
eighth grade. Novate, CA: Arena Press.

Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Needham Heights, MA: Allyn
& Bacon.

Osborn, J., Lehr, F., & Hiebert, E. H. (2004). Research-based practices in early reading series: A focus
on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning. Additional copies
maybedownloadedatwww.prel.org/programs/rel/rel.asp ;si ,

Websites
www.pppst.com
Free PowerPoint presentations for multiple subjects and Interactive Activities

www.vocabulary.com
Lists, resources, lesson plans, references, links and online tools

www.fcrr.org
Florida Center for Reading Research has a resource for ready to use activities for centers
An instructional Sequence for Explicitly Teaching Critical Words to
Support Reading Fluency and Lesson Comprehension (Grades 4-12)

1) Contextualize the w o r d for students.

This article focuses on development of students' academic English lexicon through wide reading and
explicit instruction. Lexicon is a formal word rarely used in casual conversational English. It is a
technical word used by dictionary authors and teachers who conduct research on how children learn
vocabulary. y- y...^,,,..

2) G u i d e s t u d e n t s in r e a d i n g a n d p r o n o u n c i n g t h e w o r d s e v e r a l t i m e s .
Say the word lexicon after me: first slowly in parts (lex' i con), now quickly (lexicon). ' • -
Call on 3-4 individual students to say the word, then ask the entire
class to repeat the word one more time: Jena-Zex/con, Jose-Zex/'con, : ' .
Rick-lexicon, all together-lexicon.

3 ) Provide a relatively brief, student-friendly e x p l a n a t i o n . U s e f a m i l i a r

vocabulary, w o r d s e v e r y s t u d e n t w o u l d u n d e r s t a n d a n d clarify t h e
p a r t of s p e e c h .
The word lexicon is a concrete noun, a thing, something a person could have.
The word lexicon is related to vocabulary. It is a collection of words.
Technically, the term lexicon is usually used in two specific contexts:
1) to refer to all of the words used in a particular language, for example
Spanish
2) to refer to the specialized vocabulary used by people who share a
common interest, hobby or profession.

4) P r o v i d e a v i s u a l r e p r e s e n t a t i o n of t h e w o r d a n d / o r a n i l l u s t r a t i v e
"showing" sentence.
Showng sentence: K-12 teachers have a lexicon, including specialized terms . . . .
not widely used in other professions such as inservice, scaffolding and
standards-based. -r-• : - •

5) Rephrase the simple definition/explanation (and add a second/third

e x a m p l e ) , a s k i n g s t u d e n t s to c o m p l e t e t h e s t a t e m e n t by c h o r a l l y
stating the w o r d .
If you want to order a decent cup of coffee in a trendy cafe, you had best
learn to distinguish between an Americano, a latte and a cappuccino because , :
these are critical distinctions in the coffee master or barista (Students ,
repeat lexicon). . . . . .

6 ) D e e p e n u n d e r s t a n d i n g a n d s t r u c t u r e s t u d e n t s ' o r a l a n d w r i t t e n u s e of t h e n e w
w o r d w i t h f o c u s e d q u e s t i o n s / t a s k s t o a s s e s s if s t u d e n t s g r a s p t h e m e a n i n g .
Based on your interactions with skaters at your school site, would you say that they have a
viable lexicon? Thumbs up or down. Using this sentence starter, provide one reason why
you believe that skaters do or do not have an identifiable lexicon:
I (don't) believe skaters have a lexicon because
With your partner, think of a group of people who participate in a particular sport or hobby
who use specific words to refer to their equipment, clothing, activities, etc.
We believe that have a lexicon because they use words like to refer to

(Kate Kinsella, San Francisco State University, 10/06)

 Knowledge Rating Sheet
Check ^your knowledge level for each of these terms:
Never even Heard/seen Heard/seen Know it—can
seen/heard don't know kind of know exDJain/use

affix

context

dyslexia

fricative

mnemonic

prosody

'" Semantic Feature Analysis

'for eac/i mrd read across the table placing —, or ? for each characteristic

SHELTER large expensive many rooms urban country

tipi (tepee)
— — — — 1-
villa
4- •f-
casa colonica

apartment

high rise

dasGha

truiJo

mandan

lean-to

yurt
 ABC Brainstorming
,,'•'••4

Topic: i

A G S

B H N T

1 0 U .
• i' • . •

D J P V

K Q w
•••• , • >' '• ,

F L R XYZ

©2006 Education Oasis™ http://www.eclucationoasis.com May be reproduced for classroom use only.
r

E.22 Word Jars

Words that warm my heart!

Words that calm my fears!

Copyright © 1999 Janet Allen, Words, Words, Words. Stenhouse Publishers.