The BIG FIVE Components of Reading Vocabulary Development.

The The BIGBIG FIVE FIVEComponents of ReadingComponents of ReadingVocabulary DevelopmentVocabulary Development

The Big Five Components of ReadingThe Big Five Components of ReadingObjectives for VocabularyObjectives for Vocabulary

You will be able toYou will be able to– Identify the vocabulary component of the Big Identify the vocabulary component of the Big

5 of Reading and find how to assess it5 of Reading and find how to assess it

– Learn how to choose vocabulary words to Learn how to choose vocabulary words to teachteach

– Learn a format for teaching vocabularyLearn a format for teaching vocabulary

– Become intentional in planning so vocabulary Become intentional in planning so vocabulary development is present in all your lessonsdevelopment is present in all your lessons

– Plan a lesson that contains intentional Plan a lesson that contains intentional vocabulary developmentvocabulary development

Vocabulary for This ComponentVocabulary for This Component

Tier 1, Tier 2, and Tier 3 wordsTier 1, Tier 2, and Tier 3 words

Receptive vocabularyReceptive vocabulary

Productive vocabularyProductive vocabulary

Function wordsFunction words

Incidental teachingIncidental teaching

Intentional teachingIntentional teaching

The Big 5 Components of ReadingThe Big 5 Components of Reading

Phonological Phonological AwarenessAwareness

FluencyFluency

ComprehensionComprehension

PhonicsPhonicsVocabulaVocabularyry

Common Core StandardsCommon Core StandardsReading Reading

State Standards for State Standards for English Language Arts & English Language Arts & Literacy in History/Social Studies, Literacy in History/Social Studies, ScienceScience, Technical Subjects , Technical Subjects

44 - Interpret words and phrases as they are - Interpret words and phrases as they are used in a text, including determining used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape meaning and tone. choices shape meaning and tone.

From “Balanced Literacy”From “Balanced Literacy”CMS Literacy Facilitators’ TrainingCMS Literacy Facilitators’ Training

Common Core StandardsCommon Core StandardsLanguageLanguage

4. Determine or clarify the meaning 4. Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context words and phrases by using context clues, analyzing meaningful word clues, analyzing meaningful word parts, and consulting general and parts, and consulting general and specialized reference materials, as specialized reference materials, as appropriateappropriate


5. Demonstrate understanding of 5. Demonstrate understanding of figurative language, word figurative language, word relationships, and nuances in word relationships, and nuances in word meaningsmeanings

Grade Level StandardsGrade Level Standards

K – homographs (duck/duck), affixesK – homographs (duck/duck), affixes 1 – affixes, roots and affixes (look, 1 – affixes, roots and affixes (look,

looked)looked) 2 – prefixes, compounds, shades of 2 – prefixes, compounds, shades of

meaning (toss, throw, hurl)meaning (toss, throw, hurl) 3 - affixes, similar roots (company, 3 - affixes, similar roots (company,

companion), dictionariescompanion), dictionaries 4-5 - Greek and Latin roots and 4-5 - Greek and Latin roots and

affixes, dictionariesaffixes, dictionaries

Independent Independent ReadingReading

Independent Independent ReadingReading

WritingWritingWritingWriting

Balanced Balanced LiteracyLiteracy

ResearchResearch

Use of multiple approaches is Use of multiple approaches is effective to teach vocabulary, effective to teach vocabulary, including direct instruction, words in including direct instruction, words in context, and wide reading.context, and wide reading.

Repeated exposures to new Repeated exposures to new vocabulary in meaningful contexts is vocabulary in meaningful contexts is effective. effective.

From “Balanced Literacy”From “Balanced Literacy”

CMS Literacy Facilitators’ TrainingCMS Literacy Facilitators’ Training

Summarize to your partnerSummarize to your partner

This is strictly a pantographic This is strictly a pantographic hauntography of proto-mantic hauntography of proto-mantic motherworlds. Mysteriograms of motherworlds. Mysteriograms of toposonic radiances are toposonic radiances are deconstructed and raptoluminal deconstructed and raptoluminal resonances at residual numinophillic resonances at residual numinophillic nemeta sites are reiterated in the nemeta sites are reiterated in the mycoboreal precincts.mycoboreal precincts.

Press release publicizing music of the band Infernal MethodPress release publicizing music of the band Infernal Method

What is Vocabulary?What is Vocabulary? Primary teachers: sight wordsPrimary teachers: sight words Intermediate teachers: content wordsIntermediate teachers: content words

Vocabulary is knowledge of words and Vocabulary is knowledge of words and word meaningsword meanings

Oral: listening and speakingOral: listening and speaking Print: reading and writingPrint: reading and writing Two forms: Two forms:

– Receptive: recognize words when we hear or Receptive: recognize words when we hear or readread

– Productive: recognize words when we speak or Productive: recognize words when we speak or writewrite

Why Is Vocabulary Important?Why Is Vocabulary Important?100 years of research: 100 years of research:

The extent of students’ vocabulary relates The extent of students’ vocabulary relates strongly to their reading comprehension and strongly to their reading comprehension and overall academic success overall academic success

Affects even phonological awarenessAffects even phonological awareness

Significant predictor in kindergarten and first Significant predictor in kindergarten and first grade of comprehension in middle and high grade of comprehension in middle and high schoolschool

Vocabulary development is a fundamental Vocabulary development is a fundamental goal for students in the early grades. goal for students in the early grades. However, very little instructional time is However, very little instructional time is devoted to vocabulary development.devoted to vocabulary development.

The Vocabulary GapThe Vocabulary Gap

Hart and Risley (1995) conducted a Hart and Risley (1995) conducted a longitudinal study of children and longitudinal study of children and families from 3 groups:families from 3 groups:

Professional familiesProfessional families

Working class familiesWorking class families

Families on welfareFamilies on welfare

c

Meaningful DifferencesMeaningful DifferencesWords heard per hour

Words heard in a 100 hour week

Words heard in a 5,200 hour year

Words heard in 4 years

Welfare 616 62,000 3 million 13 million

Working class

1,251 125,000 6 million 26 million

Profes-sional

2,153 215,000 11 million 45 million

How Many Words Do Students How Many Words Do Students Need to Know?Need to Know?

Consensus among researchers: Consensus among researchers: 2,000 to 3,500 distinct words each 2,000 to 3,500 distinct words each year added to reading vocabularies.year added to reading vocabularies.

Only 8 to 10 words can be taught Only 8 to 10 words can be taught effectively effectively each week.each week.

Rest come through incidental Rest come through incidental learning.learning.

Continuum of Word KnowledgeContinuum of Word Knowledge

-Do not know the word-Do not know the word

-Have seen or heard the word-Have seen or heard the word

-Know something about the word-Know something about the word

-Know well, can explain it-Know well, can explain it

Research on Vocabulary InstructionResearch on Vocabulary Instruction

Vocabulary from a text should be Vocabulary from a text should be taught directly and indirectlytaught directly and indirectly

Repetition and multiple exposures in Repetition and multiple exposures in multiple contexts are important multiple contexts are important

Learning in rich contexts is valuableLearning in rich contexts is valuable– Words should be ones useful in many Words should be ones useful in many

contextscontexts– Words should come from content to be Words should come from content to be

readread

Research on Vocabulary InstructionResearch on Vocabulary Instruction

Vocabulary tasks should meet needs of Vocabulary tasks should meet needs of students.students.

Vocabulary learning is effective when it Vocabulary learning is effective when it entails active engagemententails active engagement

Vocabulary can be acquired through Vocabulary can be acquired through incidental learningincidental learning

Dependence on a single instructional Dependence on a single instructional method will not result in optimal method will not result in optimal learninglearning

Instruction for Vocabulary Instruction for Vocabulary DevelopmentDevelopment

No single method worksNo single method works

– incidental learningincidental learning

– intentional learningintentional learning

IncidentalIncidental Learning of Vocabulary Learning of Vocabulary

Home is where much vocabulary is Home is where much vocabulary is acquired.acquired.

Sources of oral and written language:Sources of oral and written language:

Rare words per 1,000Rare words per 1,000

NewspapersNewspapers 6868

Adult booksAdult books 5353

Children’s booksChildren’s books 3131

Children’s tv showsChildren’s tv shows 2020

College graduates talkCollege graduates talk 1717

Incidental Incidental Learning of VocabularyLearning of Vocabulary

Wide ReadingWide Reading– Read 1 hour a day, 5 days a week =Read 1 hour a day, 5 days a week =

2,250,000 words a year2,250,000 words a year– If 2%-5% are unknown = 45,000 to If 2%-5% are unknown = 45,000 to

112,500 new words.112,500 new words.– If child learns 5%-10% of these words = If child learns 5%-10% of these words =

at least 2,250 new words a year from at least 2,250 new words a year from readingreading

Incidental Incidental Learning of VocabularyLearning of Vocabulary

Teacher Read-AloudsTeacher Read-Alouds

The value is in the teacher talk that The value is in the teacher talk that accompanies the reading.accompanies the reading.

IncidentalIncidental Learning of Vocabulary Learning of Vocabulary

Oral Language Experiences at SchoolOral Language Experiences at School– Teacher talk is often concrete, about the Teacher talk is often concrete, about the

“here and now”, and uses commonly “here and now”, and uses commonly recognized words.recognized words.

– Make word learning part of daily Make word learning part of daily routines.routines.

IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary

Which words should be taught?Which words should be taught?

ImportanceImportance– are, that, a, to, or, the, ofare, that, a, to, or, the, of– 107 function words make up 50% of all 107 function words make up 50% of all

written words in textswritten words in texts

Prepositions, pronouns, conjunctions, Prepositions, pronouns, conjunctions, auxiliary verbs (be, have, got, do)auxiliary verbs (be, have, got, do)

““Content” WordsContent” Words

NounsNouns

AdjectivesAdjectives

““Full” verbsFull” verbs

AdverbsAdverbs

Tier I, II, and III WordsTier I, II, and III Words

Usefulness and FrequencyUsefulness and Frequency– Tier I, Tier II, Tier III wordsTier I, Tier II, Tier III words

IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary Tier I words: Tier I words: clock, baby, happyclock, baby, happy

– Words children should(??) know; words used in Words children should(??) know; words used in everyday speecheveryday speech

Tier II words: Tier II words: fortunate, maintain, fortunate, maintain, merchantmerchant– Words that appear in written and oral language Words that appear in written and oral language

that are not used every daythat are not used every day

Tier III words: Tier III words: micron, hydrochloric acid, micron, hydrochloric acid, contrapuntalcontrapuntal– Words specific to a discipline or content areaWords specific to a discipline or content area– Words that appear rarelyWords that appear rarely

IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary How do I determine what a Tier II word How do I determine what a Tier II word

is?is?Frequency and UtilityFrequency and Utility: Words that mature : Words that mature

language users use and that appear language users use and that appear frequentlyfrequently

Instructional potentialInstructional potential: Words that lend : Words that lend themselves to instruction and can be worked themselves to instruction and can be worked with in a variety of ways so students can with in a variety of ways so students can build in-depth knowledge of them and their build in-depth knowledge of them and their connections to other words and conceptsconnections to other words and concepts

Conceptual UnderstandingConceptual Understanding: Words that : Words that describe a concept of which students already describe a concept of which students already have a general understandinghave a general understanding

Intentional Intentional Teaching of VocabularyTeaching of VocabularyWhich is the Tier II word?Which is the Tier II word?

Jose avoided playing the ukulele.Jose avoided playing the ukulele.

avoidedavoided – Importance and utilityImportance and utility– Instructional potentialInstructional potential

Can teach other forms: avoid, avoiding, avoidsCan teach other forms: avoid, avoiding, avoids – Conceptual understandingConceptual understanding

Already have the concept of not wanting to do Already have the concept of not wanting to do somethingsomething

– Verbs are where the action isVerbs are where the action is

Let’s Choose Tier II WordsLet’s Choose Tier II Words

Johnny Harrington was a kind master who Johnny Harrington was a kind master who treated his servants fairly. He was also a treated his servants fairly. He was also a successful wool merchant, and his successful wool merchant, and his business required that he travel often. In business required that he travel often. In his absence, his servants would tend to his absence, his servants would tend to the fields and cattle and maintain the the fields and cattle and maintain the upkeep of his mansion. They performed upkeep of his mansion. They performed their duties happily, for they felt fortunate their duties happily, for they felt fortunate to have such a benevolent and trusting to have such a benevolent and trusting master.master.

Let’s Choose Tier II WordsLet’s Choose Tier II Words

Johnny Harrington was a kind master who Johnny Harrington was a kind master who treated his servants fairly. He was also a treated his servants fairly. He was also a successful wool successful wool merchantmerchant, and his , and his business business requiredrequired that he travel often. In that he travel often. In his absence, his servants would his absence, his servants would tendtend to to the fields and cattle and the fields and cattle and maintainmaintain the the upkeep of his mansion. They upkeep of his mansion. They performedperformed their duties happily, for they felt their duties happily, for they felt fortunatefortunate to have such a to have such a benevolentbenevolent and trusting and trusting master.master.

Choosing Which Tier II Words to Choosing Which Tier II Words to TeachTeach

Importance and utilityImportance and utility

Instructional potentialInstructional potential

Conceptual understandingConceptual understanding

You choose Tier II wordsYou choose Tier II words

Read “My Father, the Entomologist”Read “My Father, the Entomologist”

Choose the Tier II words for 4Choose the Tier II words for 4thth and and 55thth graders graders

Decide which should be taught in Decide which should be taught in depthdepth– important for the student to understand important for the student to understand

the selection the selection – apply to other selectionsapply to other selections

Words to Teach in Words to Teach in DepthDepth

longhorn beetle obsessed splendidlonghorn beetle obsessed splendid

antennaeantennae detest detest shuddered shuddered

metamorphosed despise mumblemetamorphosed despise mumble

entomologist mutteredentomologist muttered

hurlhurl


Read aloudRead aloud

– 101 Text Talk-type lessons: 101 Text Talk-type lessons: – http://schools/utah.gov/curr/http://schools/utah.gov/curr/

readingfirst/documentsreadingfirst/documents


Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies

Use of dictionariesUse of dictionaries

Use of context cluesUse of context clues

Use of word-part informationUse of word-part information



Use of Word-Part InformationUse of Word-Part Information

Compound WordsCompound Words– Small words give clues to meaning of compound Small words give clues to meaning of compound

wordword SkyscraperSkyscraper doghouse merry-go-round doghouse merry-go-round

guitar stringguitar string

PrefixesPrefixes– Most usefulMost useful– Give the meaning of a wordGive the meaning of a word




SuffixesSuffixes– Some give the meaning of a wordSome give the meaning of a word

-er -or = one who, agent-er -or = one who, agentteacher, actor, sitter, collaboratorteacher, actor, sitter, collaborator

– Some give the part of speechSome give the part of speech-ed = past tense verb-ed = past tense verb-ly = adverb-ly = adverb-able = adjective-able = adjective



Use of Word-Part InformationUse of Word-Part Information Prefixes and suffixes that account for 75% of all Prefixes and suffixes that account for 75% of all

affixed words:affixed words:

un- (not)un- (not) -s, -es (plural)-s, -es (plural)re- (again)re- (again) -ed (past tense)-ed (past tense)in-, im-, il-, ir- (not)in-, im-, il-, ir- (not) -ing (changes a verb to a-ing (changes a verb to aen-, em- (surround with) en-, em- (surround with) noun)noun)dis- (apart, reverse)dis- (apart, reverse) -ly (adverb)-ly (adverb)non- (absence of) non- (absence of) -er, -or (agent) -er, -or (agent)

in, im- (in)in, im- (in)over- (above, too much)over- (above, too much)mis- (wrong, incorrect)mis- (wrong, incorrect)



Use of Word-Part InformationUse of Word-Part Information Latin and Greek rootsLatin and Greek roots

– Get the most efficient teaching, teach all about the word:Get the most efficient teaching, teach all about the word:

Migr (move), Spanish: mígrarMigr (move), Spanish: mígrar

parts of speechparts of speech em=fromem=from im=inim=in

migrate (verb)migrate (verb) Emigrate Emigrate immigrate immigratemigration (noun) migration (noun) Emigration Emigration immigration immigrationmigrant (noun)migrant (noun) Emigrant Emigrant immigrant immigrantmigratory (adjective)migratory (adjective)




Greek RootsGreek Roots Latin RootsLatin Rootstele-tele- -tract--tract-

therm-therm- -spect--spect-

photo-photo- -port--port-

-dict--dict-

-rupt--rupt-

-scrib--scrib-


Teaching Independent Word-Learning StrategiesTeaching Independent Word-Learning StrategiesUse of Word-Part InformationUse of Word-Part Information

Greek and Latin PrefixesGreek and Latin PrefixesInter- between Inter- between Intra-Intra- within withinPost- afterPost- afterPro- forward, in front ofPro- forward, in front ofCo/com/con- togetherCo/com/con- togetherSub- underSub- underPre- beforePre- beforeAnti- againstAnti- against

What does this word mean?What does this word mean?

satiatesatiate

--satsat- = Latin root for - = Latin root for enoughenough inin- = - = notnot ableable = adjective = adjective

What other words do you know with What other words do you know with the –sat- root?the –sat- root?

Summary of Summary of Working with VocabularyWorking with Vocabulary

Provide a clear, concise definition of Provide a clear, concise definition of the wordthe word– Talk about the word meaning in contextTalk about the word meaning in context– Relate the word to the student’s Relate the word to the student’s

experienceexperience– Provide descriptions or examples of the Provide descriptions or examples of the

new wordnew word– Have the student restate the description Have the student restate the description

or explanation in his/her own wordsor explanation in his/her own words– Have student use the wordHave student use the word

AssessmentAssessment

How do we assess vocabulary?How do we assess vocabulary?

ReviewReviewIncidentalIncidental Vocabulary Teaching Vocabulary Teaching

Read aloudsRead aloudsWide readingWide reading

Oral experiences at schoolOral experiences at school

IntentionalIntentional Vocabulary Teaching Vocabulary Teaching Tier I, II, and III wordsTier I, II, and III words

Three types of Tier II word learning tasks – Three types of Tier II word learning tasks – Importance and utility, Instructional potential,Importance and utility, Instructional potential,Conceptual understanding Conceptual understanding

IndependentIndependent Word Learning Strategies Word Learning StrategiesDictionaries, Context clues, Dictionaries, Context clues,

Word part informationWord part information

Resources for Resources for Vocabulary DevelopmentVocabulary Development

Coxhead’s (2000) Academic Word ListCoxhead’s (2000) Academic Word List– http//www.vuw.ac.nz/las/research/awlhttp//www.vuw.ac.nz/las/research/awl

Bringing Words to LifeBringing Words to Life

Robust Vocabulary InstructionRobust Vocabulary Instruction

by Beck, McKeown, Kucanby Beck, McKeown, Kucan

Text TalkText Talk from Scholastic from Scholastic

Timrasinski.com/?pages=presentationsTimrasinski.com/?pages=presentations

CORECORE

Your TurnYour Turn

Please find a vocabulary lesson in Please find a vocabulary lesson in Imagine It!Imagine It!

Are they the words you would have Are they the words you would have chosen based on this workshop? chosen based on this workshop? – Why or why not?Why or why not?

Does Imagine It do a good job of Does Imagine It do a good job of teaching the words?teaching the words?

Your TurnYour Turn

Look in your social studies or science Look in your social studies or science manual.manual.– Choose 5 Tier II wordsChoose 5 Tier II words– Plan how you are going to introduce Plan how you are going to introduce

themthem– Plan follow up activities so children use Plan follow up activities so children use

them and apply them and “make them them and apply them and “make them theirs”theirs”

– Plan how you are going to assess their Plan how you are going to assess their mastery of the words at the endmastery of the words at the end

Vocabulary for This ComponentVocabulary for This Component

Tier 1, Tier 2, and Tier 3 wordsTier 1, Tier 2, and Tier 3 words

Receptive vocabularyReceptive vocabulary

Productive vocabularyProductive vocabulary

Function wordsFunction words

Incidental teachingIncidental teaching

Intentional teachingIntentional teaching

The Big Five Components of ReadingThe Big Five Components of ReadingObjectives for VocabularyObjectives for Vocabulary

You will be able toYou will be able to– Identify the vocabulary component of the Big Identify the vocabulary component of the Big

5 of Reading and how you assess it5 of Reading and how you assess it

– Find resources to supplement what is missing Find resources to supplement what is missing from vocabulary development in your present from vocabulary development in your present reading programreading program

– Be intentional in planning so vocabulary Be intentional in planning so vocabulary development is present in all your lessonsdevelopment is present in all your lessons

– Plan a lesson that contains intentional Plan a lesson that contains intentional vocabulary developmentvocabulary development

Common Core StandardsCommon Core StandardsReading Reading

State Standards for State Standards for English Language Arts & English Language Arts & Literacy in History/Social Studies, Literacy in History/Social Studies, ScienceScience, Technical Subjects , Technical Subjects

44 - Interpret words and phrases as they are - Interpret words and phrases as they are used in a text, including determining used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape meaning and tone. choices shape meaning and tone.

From “Balanced Literacy”From “Balanced Literacy”CMS Literacy Facilitators’ TrainingCMS Literacy Facilitators’ Training


4. Determine or clarify the meaning 4. Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context words and phrases by using context clues, analyzing meaningful word clues, analyzing meaningful word parts, and consulting general and parts, and consulting general and specialized reference materials, as specialized reference materials, as appropriateappropriate


5. Demonstrate understanding of 5. Demonstrate understanding of figurative language, word figurative language, word relationships, and nuances in word relationships, and nuances in word meaningsmeanings

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