Vocabulary Instruction Gerri Hixenbaugh What does it mean to know a word? Learning a word is not an “all or nothing” kind of thing. It is more like a dimmer switch that gradually produces a greater supply of light. Learners move from not knowing a word, to being somewhat acquainted with it, to attaining a deeper, richer, more flexible word knowledge that allows them to use the new word in many different ways. Repeated encounters with a word in rich oral and written contexts provides experience and clues to the word’s meaning that build over time and help develop and change our understanding of the word’s meaning. Interesting information about differences in Vocabulary knowledge: ! First-grade children from higher SES groups know about twice as many words as lower SES students. ! High school seniors near the top of their class knew about four times as many words as their lower performing classmates. ! High knowledge third graders had vocabularies about equal to the lowest performing high school seniors! ! By the end of second grade, there is a 4,000-word difference between the highest and lowest quartile. ! By the end of second grade, children acquire new words at the same rate, but the lower kids read much less, even in class, so they are exposed to fewer words. ! Read alouds lead to incidental word learning for high and low ability students Two main dimensions for vocabulary knowledge: ! Depth: How much is known about a particular word? o Can you recognize the meaning in text or conversation? o Can you use it appropriately? o Can you define it? We tend to supply examples to illustrate the meaning rather than give a definition. (Use context to elaborate on the basic meaning.) * Breadth: How is a word connected to others? The student knows a lot of words in many different content areas. Vocabulary Instruction Gerri Hixenbaugh For example, do students understand the relations among the words plains, rivers, mountains, foothills, and erosion? Students in fourth grade may need to see how each relates to the other when studying a unit on the plains. However, their depth of understanding of erosion may be small when compared to a high school geology student or a geomorphologist. An important principle of vocabulary instruction is that it should be aligned with the depth of word knowledge required. Assessment should match the instruction in both depth and breadth. What is the most efficient way to figure out an unknown word? Lightning split the ______________ tree. In the above sentence, pretend that there is a word on the blank that you don’t know. What would be the most efficient way to figure it out? In order of efficiency: 1. Decoding—sound it out (Wow! I thought this was a little bit off base until she explained that younger children’s oral vocabulary is much bigger than their reading vocabulary.) We then attach meaning to the word once it is decoded. 2. Context (it is an adjective, a describing word—attach it to prior knowledge) For ESL students, the structure is different—we can see that the blank should describe the tree, but in Spanish, the description comes after the object.) 3. Word parts (meaning of prefixes, suffixes, and root words) 4. Ask someone 5. Dictionary—Looking it up in the dictionary takes too much time--You have to leave the text to do it and the definitions are often vague and may have multiple meanings. (Skipping the word after determining its importance to understanding the story is okay, but the reader must “hold it in their head” as they look for clues to the words meaning later on.) Vocabulary Instruction Gerri Hixenbaugh Vocabulary Tiers: Tier 1: consists of the most basic words—those found on high frequency word lists ands those which generally do not require much direct instruction on their meaning. Tier 2: contains words that that are critical for the mature language user and play a large role in a person’s verbal functioning. Words such as coincidence, emerging, occurrence, and merchant might fall into tier two. This is where most of your vocabulary instruction should take place! Many of these words are grouped into word families, such as introduce, introduction, and introducing. Teaching the meaning of prefixes, suffixes, and root words is essential! Tier 3: is made up of words whose use is quite low and often limited to specific content areas. Some examples are peninsula, amendment, and photosynthesis. www.visualthesaurus.com Use the student thesaurus. Kids can choose the main word and find synonyms. “Big” poem Notes: Blachowicz, C. & Ogle, D. (2001). Reading Comprehension. New York: Guilford Press. In content areas especially, vocabulary is “additive.” Before you take geometry in high school, you need to know the terms circle, diameter, and area. So, more formal methods of building and retaining shared vocabulary are typical. Twenty Questions: Have the person that is “it” draw a vocabulary word from a pile. The students in the class will get to ask 20 questions that can be answered with a yes or no. If a student correctly guesses the word, they become “it.” Vocabulary Instruction Gerri Hixenbaugh Vocabulary Square: Have students fold a paper into 4 squares: Word: Synonym: cut carefully dissect Meaning: Picture and labels: dis/sect to cut in two Word Parts: un-, re-, in-, and dis-, account for more than 50% of the affixed words in school English. Root words can be complex and confusing. Generative Word Parts: 1. Start with a known word, if possible (like tricycle) 2. Identify a part and give definitional information on this one part (tri- means three) 3. Collect other examples of words that include this part (triceratops, triglyceride, triangle) 4. Define these words focusing on the shared part (tri) 5. Sort examples from non-examples, if relevant (trip—the tri here is not a prefix) 6. Create a visual or verbal reminder (a list like: tricycle, triangle, triceratops) 7. Kids can make up their own “words” using these parts, using illustrations to make it more fun. Duke, N. and Bennett-Armistead, V. (2003). Reading and Writing Informational Text in the Primary Grades. Jefferson City, MO: Scholastic. Choose words that students are likely to appear frequently in their content area studies, such as era for history or experiment for science. We should connect new words to known Vocabulary Instruction Gerri Hixenbaugh words and build a wider understanding of a single word by exploring its variations. The more connections students make to a specific word, the better they understand it. Semantic Word Maps: If children are learning about farms, have them generate a list of farm-related words such as silo, tractor, feed. She would then group the students to work together to sort the words and place them in categories such as animals, crops, & equipment. Reutzel, D.R. & Cooter, R.B. (2005). The Essentials of Teaching Children to Read: What Every Teacher Should Know. New Jersey: Pearson/ Merrill Prentice Hall. Four types of Vocabulary according to size: 1. Listening—words we can hear and understand 2. Speaking—words we can use when we speak 3. Reading—words we can identify and understand when we read 4. Writing—Words we use in writing NRP findings: Three levels of vocabulary learning: 1. Unknown—completely unfamiliar 2. Acquainted—the student has some idea of its basic meaning 3. Established—Word is very familiar; the student can immediately recognize its meaning and use the word correctly. Children learn most of their vocabulary indirectly by having conversations with others, by being read to, and while doing their own reading. When a teacher pre-teaches new words, that are associated with a text the students are about to read, better reading comprehension results. The most effective methods of vocabulary Instruction are: 1. information about word meanings 2. showing vocabulary in a variety of contexts 3. multiple exposures of the new word. Principle of effective vocabulary instruction: 1. Vocabulary is learned best through direct, hands-on experience. The next best way is through indirect experiences through daily reading interesting and varied texts. Vocabulary Instruction Gerri Hixenbaugh 2. Teachers should offer both definitions and context during vocabulary instruction. Context helps the reader know which definition the author intends. 3. Effective vocabulary instruction must include a depth of learning component as well as a breadth of word knowledge. Stahl (1986) Three levels of processing for vocabulary instruction: a. Association processing: learn simple associations through synonyms and word associations. b. Comprehension Processing: Students move beyond simple associations by doing something with the association, such as fitting the word into a sentence blank, classifying the word with other words, or finding antonyms. c. Generation Processing: Students use the comprehended association to generate a new or novel product. (generation of sentences, etc.) 4. Students need to have multiple exposures to new reading vocabulary words in context! Memorizing long lists of isolated words is a relatively ineffective way to teach new vocabulary. In fact, students learn new vocabulary some 10 x’s faster by reading than through extensive vocabulary instruction with word lists. (krashen, 1993) Most difficult types of words to learn: Words with multiple meanings and pronunciations; Idiomatic expressions especially for Ell’s—Amelia Bedelia and Chocolate Moose for Dinner (Gwynne, Fred (1970) Tim Shanahan July 2001—USU Teaching Vocabulary directly has an effect size of .67 (about 7 months of extra growth) if the words tested have been taught directly. Effect size of .50 (about 6 months growth if general words are taught and others are tested. Kids need about 12 exposures to a word before they know it. How are a bus and a truck alike? Transportation bus truck bicycle van car 2 Wheels --+ --- Engine + + -+ + Has a door in back? + tailgate? -+ -- Vocabulary Instruction train 1. 2. 3. 4. 5. 6. 7. -- Gerri Hixenbaugh + + Teach: Think, Pair, Square, Share about assigned readings in Beck Do chair activity (Frayer Model) Most Important word—From Ruby Bridges Vocabulary game—whole group and small Need cards of words and skittles or M & M’s “Said” activity—Do before break Alphabet words with Sir Cumference Word Sort with vocabulary words
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