Professional Documents
Culture Documents
OBJECTIVES
Understand relationship between vocabulary and
comprehension
Understand vocabulary gap
Identify how the Common Core Standards address
vocabulary
Explore strategies and resources for teaching vocabulary
Look at context clue instruction
Selecting vocabulary words to teach
Activities to practice vocabulary words
5 Areas of Reading
Instruction
Phonemic awareness
Alphabetic principle
Fluency
Vocabulary
Comprehension
comprehension
If a word is decoded and pronounced but the meaning is not
recognized, comprehension is impaired
If a word is not recognized automatically comprehension may
be affected
Knowledge of words meaning also facilitates accurate word
recognition
Otaiba, S.A., Grek, M.L., Torgesen, J. The Florida Center for Reading Research (2004). Vocabulary
Instruction. Presented at Florida State University, April, 2004.
Obstacles to acquiring
vocabulary
1. The number of words in English is very large.
2. Academic English differs from the kind of English
used at home.
3. Word knowledge involves far more than learning
definitions.
4. Sources of information about words are often hard to
use or unhelpful.
Stahl & Nagy (2006)
Vocabulary Gap
Average child from a welfare family hears
Vocabulary Gap
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to
experience and ability 10 years later. Developmental Psychology, 33, 934-945.
Word Knowledge
A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,
connected to other word meanings
Students who read well read more- improve vocab & reading skills
McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.
Indirect learning
Listening to storybooks/narratives
Characteristics of words (nouns harder than verbs, adv. & adj)
Active participation (Readers theatre, reciprocal teaching)
comprehension
Should be taught directly
Should also be taught to use context or
incidental learning so students learn how to
learn about figuring out what words mean
Before reading
Preview or pre-instruction of words
During reading
Incidental learning while reading or listening
Vocabulary builds through reading- more words learned through reading than spoken language
Repeated exposure to words
After reading
Substituting or define using easy words
Build connections
(Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)
http://www.ascd.org/ASCD/media/siteASCD/com
mon/six_step_flash.html
Definition
Description
Dignity
If someone behaves
with dignity they
are serious, calm,
and controlled
Overlook
To fail to see
If you overlook a
fact or problem, you
do not notice it
Threat
If you make a
threat against
someone, you say
that something bad
will happen to them
if they do not do
Part of speech
Who or what the word refers to
Words that refer to people have different key
features than words that refer to events
People
Events
5 Methods of Nonlinguistic
Representation
Sketch the actual object (if concrete and easy
to depict)
Term: Resume
Term: Inequality
Order
order
Steps 4, 5 and 6 do not necessarily need to be
done in sequential order
All steps should be completed
Comparison Matrix
Classifying
categories
Open ended students provide both the words
to sort and categories
no legs garter
boa
venom
cobra
fang
scales
coral
tail
rattle
copperhead
trees
holes
ground
no legs garter
boa
venom
cobra
fang
scales
coral
tail
rattle
copperhead
trees
holes
ground
garter
boa
copperhead
cobra
coral
no legs garter
boa
venom
cobra
fang
scales
coral
tail
rattle
copperhead
trees
holes
ground
Kinds of Snakes
garter
boa
copperhead
cobra
coral
Things Snakes Might Have
rattle
scales
fang
no legs
venom
tail
Where Snakes Are Found
trees
holes
ground
Creating Metaphors
Creating Analogies
% of all
Words
Suffix
% of all
Words
Un
26
s, es
31
Re
14
ed
20
11
ing
14
Dis
ly
Meaning
Origin
Example
Act
Do
Latin
React, transact
Ang
Bend
Latin
Angle, angular
Aud
Hear
Latin
Audible,
audience,
Bio
Life
Greek
Biology,
biography
Chron
Time
Greek
Chronological,
synchronize,
chronicle
Miss, Mit
Send
Latin
Dismiss,
missile,
mission,
Vocabulary Charades
Focus: Connect movement to vocabulary
Object: Act out non-linguistic representation of vocabulary,
generally for elementary.
Preparation: None!
Play: 1: Students stand next to their desks and use their
bodies to show meaning of terms;
2: Form teams and designate team member to act out word
while others guess
3: A team works together to act out a word, the class guesses
Game Shows
Modeled after Family Feud or Jeopardy Students work in teams to answer questions
about vocabulary terms
Who Am I?
Similar to Heads Up
Students put on a hat
A name of a famous person is then attached to
Elementary Example:
Magic Letter: A
Clue: A list of all of the letters is called an _____________.
Answer: alphabet
Secondary Example:
Magic Letter: S
Clue: A genre that intends to make political statements by
_____________.
Answer: satire
Name It!
Focus: Vocabulary & Content Terms
Object: Write the word that corresponds with a photo or
illustration. For lower elementary
Preparation: Gather images that represent terms & 2 whiteboards
Play: Place the images, face down in a container. Divide class into
2 teams. One person from each team comes up, takes a picture,
looks at it, and hands it to the teacher. He then writes the word
or phrase on the board. If it's correct, the teacher gives the OK
sign and gives the team a point. Player 1 rushes back to tag the
next teammate, etc. Team with most points wins.
Two of a Kind
Focus: Homonyms
Object: Lower & upper elementary, general vocabulary
Preparation: Note cards with homonyms printed on them.
One side only.
Play: Like Memory game, teams or pairs lay the cards out
face down. Flip over 2 cards. If they are homonyms, keep
the pair and continue. If not, partner has a turn. Kids can
explain meaning before they take the cards, especially if
they are homonyms that are spelled the same
Root Relay
Focus: Affixes & Root words
Object: upper elementary, middle school
Preparation: Note cards with prefixes, suffixes
and root words
Play: One student from each team runs up and
selects from the affixes. The next team member
does the same. First team to make a complete
word and describe its meaning gets a point.
Focus: Classifying
Object: All grades
Preparation: groups of words
Play: Students try to identify the vocabulary
term that doesnt belong with the other three
words in a group of four.
Shapes
Square
Circle
Rectangle
Triangle
Right Triangle
Oval
Diamond
4.
For Teachers
Then model it
As Tom stepped out of the
tent, the moist grass soaked his
shoes and he wondered if it
had rained.
Say aloud
The grass is moist. It soaks
Toms shoes. Tom thinks it
rained. Rain makes things wet.
Moist must mean.. Now
try wet in place of moist to
see if it makes sense.
Adapted from Vocabulary Instruction Module
developed for Reading Excellence Act. Graves (2002)
Semantic Clues
Series
Expression
Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and
guidelines for teaching morphemic and contextual analysis. In J.F. Baumann & E.J. Kameenui (Eds.),
Vocabulary instruction: Research to practice (pp. 159-176). New York: Guilford.
Semantic Clues
Definition
short tail.
Antonym Sue was adroit but Bill was clumsy.
Synonym The soup was hot scalding, in
fact.
Example Periwinkle was her favorite color.
SLAP Method
Read Alouds
speech.
They often represent subtle or precise ways to say
otherwise relatively simple things.
They are seldom heavily scaffolded by authors or teachers,
unlike Tier 3 words.
Common Core State Standards, Appendix A, page 33
Choosing Words
Avoided
Why?
Verbs are where the action is
Teach avoid, avoided, avoids
Likely to see it again in grade-level text
Likely to see it on assessments
We are going to start calling these useful words Tier 2
words
Why not ukulele?
Rarely seen in print
Rarely used in stories or conversation or content-area
information
Category Add to
Combine, deepen, improve, incorporate,
integrate, introduce
Assessing Students
Multiple choice may not be the best
Weak
Strong
Diligent means:
a. Fast
b. Hardworking
c. Lost
d. Punished
a.
b.
c.
d.
Synonym
someone
Self- Assessment
In vocabulary notebook/ boxes
Ratings
http://www.vocabulary.co.il/
http://www.freereading.net/index.php?title=Vocabu
lary_Reintroduce_and_Build_Mastery_Activities
http://www.visuwords.com/
http://www.pppst.com/templates.html
http://jc-schools.net/tutorials/gameboard.htm
http://its.leesummit.k12.mo.us/gameresources.htm
http://people.uncw.edu/ertzbergerj/ppt_games.html
http://reading.pppst.com/vocabulary.html
Vocabulary Websites
http://www.wordsift.com/ Word maps, word clouds
http://quizlet.com/ Make flash cards & games
http://jc-schools.net/tutorials/vocab/ Academic vocabulary games
http://www.vocabulary.com/ More games, including games using
Latin & Greek roots
www.worldwidewords.com
Definitions, history and short essays on words
http://www.visualthesaurus.com/ Visual thesaurus
www.vocabgrabber.com
www.wordle.com
www.etymonline.com (Affix, word origins)
https://soltreemrls3.s3-us-west-2.amazonaws
.com/marzanoresearch.com/media/documents/re
producibles/vocab-common-core/sourcelistfor
terms-MR.pdf
References
Anderson, R.C. & Pearson, P.D. (1984). A scheme-theoretic view of basic processing in reading. In P.D.
Pearson (Ed.). Handbook of reading research (pp.255-292). New York: Longman.
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience
and ability 10 years later. Developmental Psychology, 33, 934-945.
Hart, B., & Risley, T. (1995).Meaningful differences in the everyday experiences of young American
children. Baltimore, MD: Paul Brooks.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York : Cambridge University Press.
McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.
Otaiba, S.A., Grek, M.L., Torgesen, J. The Florida Center for Reading Research (2004). Vocabulary Instruction.
Presented at Florida State University, April, 2004.
Stahl, S., & Nagy, W. (2006).Teaching word meanings. Mahway, NJ: Lawrence Erlbaum Associates.
Kintsch, W., & van Diijk, T.A. (1978). Toward a model of text comprehension and production.
Psychological Review, 85 (5), 363-394.
Marzano, R.J., & Pickering, D.L. (2005) Building Academic Vocabulary: Teacher's Manual. Alexandria,
VA: ASCD.
Marzano, R. J., & Simms, J. A. (2013b). Vocabulary for the Common Core.
Bloomington, IN: Marzano Research Laboratory
Otaiba, S.A., Grek, M.L., Torgesen, J. The Florida Center for Reading Research
(2004). Vocabulary Instruction. Presented at Florida State University, April, 2004.
Stahl, S., & Nagy, W. (2006).Teaching word meanings. Mahway, NJ: Lawrence
Erlbaum Associates.
Stahl, K.A.D., & Stahl. S.A. (2012). Young word wizards! Fostering vocabulary
development in preschool and primary education. In E.J.Kameenui & J.F. Baumann
(Eds.), Vocabulary Instruction: Research to practice (2 nd ed., pp72-92). New York:
Guilford Press.