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VOCABULARY INSTRUCTION WORD CONSCIOUSNESS & WORD-LEARNING STRATEGIES
Why? What? How?
Jen Madison Lenny Vermaas
jmadison@esu6.org lvermaas@esu6.org
June 11, 2010
FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION Provide rich and varied language experiences
discussion, focused attention on words, being read to, wide and frequent reading
Foster word consciousness Awareness, interest in words and their meanings,
understanding of communicative power of language
Teach word-learning strategies Using context, using morphology (word parts), using
a dictionary
Teach individual words
(Graves, 2006)
IMPORTANT AND RELEVANT!
What is one of the most important and relevant ideas from yesterday?
Name it.Describe it.Explain its benefits.
ESSENTIAL QUESTIONS Why should I attend to word consciousness,
rich language experiences, and word-learning strategies?
What are effective word-learning strategies?
How might I effectively teach students to use word-learning strategies?
How might I foster word consciousness and provide rich language experiences?
TEXT PROTOCOLS
Methods of exploring texts through purposeful reading and discussion structures
National School Reform Faculty: http://www.nsrfharmony.org/protocol/learning_texts.html
WHY SHOULD I ATTEND TO WORD CONSCIOUSNESS, LANGUAGE EXPERIENCES, AND WORD-LEARNING STRATEGIES?
Explain why teaching word-learning strategies, providing rich language experiences, and fostering word consciousness is important.
WHY SHOULD I ATTEND TO WORD CONSCIOUSNESS, RICH LANGUAGE EXPERIENCES, AND WORD-LEARNING STRATEGIES?
Text Study
Read your assigned text to answer the essential question.
Consider especially: Description of the Facet Rationale Significant Information Words to Study
A FEW TEXTS…Providing Rich and Varied Language
Experiences (together)• Graves 38-43
Promoting Word Consciousness• Graves 32-33; Graves 119-139• Honig, et.al. 569-601• Scott & Nagy in Baumann & Kame’enui 201-217
Teaching Word-Learning Strategies• Graves 23-32; 91-118• Baumann et.al. in Hiebert & Kamil 179-206• Diamond & Gutlohn (CORE) 74-150
WHY SHOULD I ATTEND TO WORD CONSCIOUSNESS, RICH LANGUAGE EXPERIENCES, AND WORD-LEARNING STRATEGIES?
Which reasons are most compelling to you?
What concerns or questions must be addressed?
HOW MIGHT I EFFECTIVELY TEACH STUDENTS TO USE WORD-LEARNING STRATEGIES?
Know (and ultimately teach) word-learning strategies.
Dictionary UseMorphemic AnalysisContextual Analysis
TEACHING ANY STRATEGY Motivate, Prime
anticipatory set, provide purpose, encourages focus
Describe, Explain what, why, when, how
Model accurate, accessible demonstration
Guided Practice collaborative use, gradual release of responsibility, error correction,
extensive discussion & feedback
Independent Practice over time, diverse tasks, planning for transfer, feedback, learner reflection
Closure Learner generalization, summary of important information
WORD-LEARNING STRATEGIESDictionary Use
Contextual Analysis
Morphemic Analysis (word structure)
Strategies for Understanding New Words
DICTIONARY USE Definition + Context = Most Effective
Beneficial to teach how – even older students (Graves, 2006, p. 32)
Select appropriate dictionaryOnline, electronic?Definition style?Corpus (“collection or body of
knowledge…”)?
IT’S THE 1960’S: WHAT IS BEING DESCRIBED?
“…a disappointment, a shock, a calamity, a scandal and a disaster” (Atlantic Monthly)
“The work would accelerate the deterioration of the language…” (New York Times)
“…deplorable…a flagrant example of irresponsibility” (American Bar Association)
“a non-word deluge... monstrous...abominable...a cause for dismay” (Life)
Cost = $3.5 million
It took 300 scholars 27 years to complete.
AMERICAN HERITAGE DICTIONARY 4TH ED., 2006
Over 500 new words
Amber Alert, blogosphere, gravitino, halo effect, hawala, lycopene, malware, micropolis, proteome, Qi Gong, SARS, shout-out, speed dating, sudoku, Texas hold'em, text message, wiki
DICTIONARY USE General Guidelines for Use
Look for multiple entries for the word; choose the one closest in context.
Remember that many words have more than one meaning; read all definitions.
Know how the dictionary works (e.g., order of definitions, variant forms, usage notes)
For more information:The Vocabulary Book, p. 111Teaching Reading Sourcebook, p. 506
TYPES OF DICTIONARIES
Prescriptive prescribes formal use what should be
Webster’s Second International (1934) The Random House Dictionary (1966)
Descriptive describes popular/conventional usage what is
Webster’s Third (1961) American Heritage, 3rd (1969) & 4th (2001)
THE ENTRY
word syllabication
variant spellings
pronunciations
inflected forms
parts of speech
labels
definitions
idioms
etymologies
usage notes
synonyms
and more…
HOMOGRAPHS
Words spelled alike, but with different origins and different meanings
Distinguished by superscript numbers
How many homographs are there for fast or up?
homo = same
Graph = written
SPELLING VARIANTS
Most frequently used spelling listed first
Primary Variant separated from main entry by “or” equally accepted
Secondary Variant separated from main entry by “also” not as commonly accepted
Plough or plow? Which is the most commonly accepted spelling?
INFLECTED FORMS Forms of nouns, verbs, adjectives, and
adverbs changed to express different meanings and relationships within sentences
number (plural/singular) What is the plural of analysis? How is it pronounced?
tense (past, perfect) What is the past tense of dream?
degrees (comparison of modifiers) What is the superlative form of the adverb little?
LABELS Number (plural or singular) Field Labels (biol., theo., sports, etc.) Usage Labels
nonstandard informal slang vulgar/offensive, obsolete, archaic, rare, poetic,
regional, British, foreign-language
What labels are used for the word family?
DEFINITIONS: AH, WHAT IS LOVE?
AHD lists central meaning first subsequent definitions follow semantic order relative closeness to central meaning
The Old Oxford lists the earliest definition first M-W 3rd also lists oldest “modern” definition first
What is love?
IDIOMS
social expressions
meaning is more than sum of parts
listed bold-faced following major word (depending on dictionary)
kick the bucket
chew the fat
hit the hay
keep at it
by heart
PHRASAL VERBS Idiomatic expression consisting of a verb and
a preposition
Listed with the verb get after figure out put off foul up
Grammar Review
verb action
preposition shows
relationship The squirrel ran
____ the tube.
ETYMOLOGY Shown in brackets [ ] preceding the definition
Word origins What are the origins of the homographs of ball (a
spherical object; a dance)?
SYNONYMS Words that share a basic meaning
May be significant differences in shades of meaning consider hate consider imaginary
“Instruction related to dictionary definitions should
be simple and direct and involve children in
analyzing dictionary definitions in the course of
vocabulary instruction.”
(Stahl, 2005 qtd. in Honig et.al., p. 489)
DICTIONARY USE – HOW? Set (motivation, focus)
Explanation of topic, skill, guidelines
Modeling
Practice (gradual release of responsibility)
GUIDELINES FOR USING THE DICTIONARY Read all the Entries
Read all the Different Meanings in an Entry
Choose the Meaning that Makes Sense
For more information:Teaching Reading Sourcebook, p. 506
WORD-LEARNING STRATEGIES Dictionary Use
Contextual Analysis
Morphemic Analysis (word structure)
Strategy for Understanding New Words
“More than 60% of the new words that readers
encounter have relatively transparent
morphological structure—that is, they
can be broken down into parts.”
(Nagy et.al., 1989, p. 279 qtd in Graves, 2006, p. 103)
MORPHEMIC ANALYSIS “Morphology is the
system by which morphemes combine to construct and represent the meaning of words” (Bowers, 2010).
Bowers, P. (30 May 2010). Meta-analysis of morphological intervention studies. Vocabulogic.
Retrieved 6.5.10 from http://vocablog-plc.blogspot.com/2010/05/meta-analysis-of-morphological.html)
MORPHEMIC ANLAYSIS Morpheme – smallest unit of meaning
rootsprefixessuffixes
(http://www.wordworkskingston.com/)
"Morphological knowledge is a
wonderful dimension of the child's uncovering of "what's in a word," and one of the least
exploited aids to fluent comprehension" (Wolf,
2007, p. 130).
SEQUENCE OF INSTRUCTION:MORPHEMIC ANALYSIS
inflectional suffixes
compound words
prefixes and derivational suffixes w/ Anglo-Saxon root words
Greek forms
Latin roots
Greek and Latin roots plus affixes
TYPES OF MORPHEMESFree Morphemes
can stand alone as wordsAnglo-Saxon Root Words: help, play, run
Bound Morphemescannot stand alone as wordsPrefixes: dis-, in-, re-, un-Derivational Suffixes: -ful, -less, -ly Inflectional Suffixes: -ed, -es, -ing, -sGreek Forms: bio, chron, teleLatin Roots: dict, ject, struct
(Diamond & Gutlohn, 2006, p. 76)
Occur before bases
Have clear meaning
Can alter meaning of root
Consistently spelled
Derivational Suffixes follow base words may carry abstract,
difficult to explain meaning
change part of speech
Inflectional Suffixes grammatical function
tense (-ed, -ing) number (-s, -es) degree (-er, -est)
GREEK & LATIN ROOTS Greek Forms
Tend to be more consistent in meaning e.g. therm = heat (thermos, thermometer,
thermostat, exothermic reaction, thermonuclear)
Use combining forms similar to formation of compound words (any order) e.g. Bio: biosphere (beginning) or astrobiology
(after another form)
Often specialized words used mostly in science and technology
TEXT STUDY
Ebbers, S. (2008). A root awakening: Vocabulary instruction for older students…”
Four A’s Protocol
GRADUAL PROGRESSION Simple to complex
Morpheme Description
Root or Prefix
Meaning Clearly in Somewhat in But not in
port to carry transport comport sport
path pain, illness pathogen sympathy pathway
pan- all pantheism panic panda bear
uni- one unicycle unique immunity
tri- three triangle trigonometry
tricky
(Ebbers, 2008, p. 97)
MORPHEMIC ANALYSIS: BASIC INSTRUCTIONAL ROUTINE
Rationale & Objective
Explicit Instruction Model and student rehearsal of pronunciation Definition, Origin Examples and nonexamples
Guided Practice to Independent Practice Clarification, confirmation Read morpheme in a few words, phrases,
sentences, academic text) Infer meanings by examining words with
common roots (Ebbers, 2008, 97)
REWARDS COVERT STRATEGYFOR READING POLYSYLLABIC WORDS
1. Look for prefixes, suffixes, and vowels.
2. Say the parts of the word.3. Say the whole word.4. Make it a real word.
reconstruction
WORD-LEARNING STRATEGIES Dictionary Use
Contextual Analysis
Morphemic Analysis (word structure)
Strategy for Understanding New Words
Cognate Awareness
SEQUENCE OF INSTRUCTION:CONTEXTUAL ANALYSIS
in read-alouds
in independently read text
types of context clues (definition, synonym, antonym, example, general)
CONTEXTUAL ANALYSIS Student DO learn word meanings from
contextLow chance with single encounter Increased chances with additional
encounters
Share limitations
LIMITATIONS OF CONTEXT CLUES Misdirective
The clues seem to direct the reader to an incorrect meaning.
“She looks so happy in her party dress,” said Tina maliciously.
NondirectiveThe clues seem be of no assistance; a
number of meanings could be inferred.When I answered the phone, I heard my
sister’s agitated voice.
TEACHING CONTEXTUAL ANALYSIS Facets to Consider:
General understanding of context clues (including limitations)
Specific types of context clues types, signal words
Repeated use with planned and authentic texts
In combination with other strategies (especially morphemic analysis)
USING CONTEXT CLUES
1. Look for clues or hints (words, phrases) to figure out the unfamiliar word.
2. Look in the sentence first. Then look in the sentences before and after.
3. Using the clues, guess a meaning.
4. Try out the meaning. Does it make sense?
CONTEXTUAL ANALYSIS - TYPES
Definition
A congo is a barrel-shaped drum.
Appositive Definition
At night you can see constellations, or groups of stars in the sky.
CONTEXTUAL ANALYSIS - TYPES
Synonym
My dog Buck travels everywhere with me. My friend’s canine buddy travels everywhere with him, too.
Antonym
I thought the movie would be weird, but it turned out to be totally mundane.
CONTEXTUAL ANALYSIS - TYPES
Example
Om science we are studying marine mammals such as whales, dolphins, and porpoises.
General
Einstein rode his bike everywhere. He thought driving a car was way too complicated.
CONTEXTUAL ANALYSIS -APPLYING TYPES
“Percussion Instruments”
percussion instrument, prevalent, differ
amplify, faint, hide, vibrates, resonant, rhythms
FOUR-STEP STRATEGY(INFERRING WORD MEANINGS FROM CONTEXT)
1. Play and Question Read carefully. Frequently ask yourself, “Does this make
sense?”
2. Slow Advance Notice when you don’t know the meaning of a word and slow
down. Read that sentence at least once more, looking for clues.
3. Stop and Rewind If necessary, go back and reread the preceding sentence,
looking for clues that help you figure out what the word might mean.
4. Play and Question When you figure out what the word might mean, substitute
your guess in for the difficult word and see if it makes sense.
(Graves, 2006, p.99)
WORD-LEARNING STRATEGIES Dictionary Use
Contextual Analysis
Morphemic Analysis (word structure)
Strategy for Understanding New Words
STRATEGY FOR UNKNOWN WORDS
1. Recognize unknown/unfamiliar word.2. Decide if necessary to understand
passage.Attempt to infer from surrounding context.
3. Attempt to infer from word parts.4. Attempt to sound out.5. Turn to a dictionary, glossary, or
another person for the meaning.
(Graves, 2006, p. 114)
OUTSIDE-IN STRATEGY
1. First, look outside the word, at context clues in the neighboring words and sentences.
2. Then, look inside the word, at the word parts (prefix, root, suffix).
3. Next, reread the section, keeping the meaningful word parts in mind. Make an inference: What do you think the word might mean? (Ebbers, 2008, p. 98)
THE VOCABULARY STRATEGY1. Look for context clues in the words, phrases, and sentences
surrounding the unfamiliar word.
2. Look for word-part clues within the unfamiliar word.A. Try to break the word into parts. (If you can’t, skip to Step 3.)B. Look at the root word. What does it mean?C. Look at the prefix. What does it mean?D. Look at the suffix. What does it mean?E. Put the meanings of the word parts together. What is the meaning of
the whole word?
3. Guess the word’s meaning.
4. Try out your meaning in the original sentence to check whether or not it makes sense in context.
5. Use the dictionary, if necessary, to confirm your meaning.
(Diamond & Gutlohn, 2006, p. 144)
HOW MIGHT I FOSTER WORD CONSCIOUSNESS AND PROVIDE RICH LANGUAGE EXPERIENCES?
Identify (and ultimately apply) ways to foster word consciousness and provide rich language experiences.
METHOD EXPLORATION Question
How might I foster word consciousness and provide rich language experiences?
Research (15 minutes) Name Description / Example Benefits
Reflect & Share (5 minutes) What are the implications of this new information
on my current practice?
REFLECTIONS & FORWARD THINKING
What specific methods would be effective?• Name it.• Describe it.• Explain why it’s
good.
What specific methods would be effective?• Name it.• Describe it.• Explain why it’s
good.
JUST A FEW (OF MANY) WAYS… Use sophisticated, precise terms
Text Project: Exceptional Expressions for Everyday Events
Word of the Day / Word WallsTeacher and student selectedDon’t forget to engage in meaningful
analysis (see Graves, 2006, p. 121)
Literature e.g., Fancy Nancy, Annie Dillard’s “So This
was Adolescence”
JUST A FEW (OF MANY) WAYS… Word Hunters
Assign students task of finding particularly interesting uses of language in literature/others’ writing. Discuss.
Share interesting word etymologies and histories
Collaboratively represent figurative language for literal and figurative meanings e.g., Teach them how to Google (“in a pickle”
origin); act out; draw; Venn Diagram
JUST A FEW (OF MANY) WAYS… Play
proverbs, slang, eponyms, toponymes, acronyms, portmanteaus, hink pinks, puns, riddles, Tom Swifties, tongue twisters, anagrams, palindromes
Poetrye.g., diamonte, cinquain
TWO STARS & A WISH
Please record one of the most important or relevant ideas you heard.
Please record one strategy you plan to use next fall.
Please record something you wish about this session.