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What Do I Already Know AboutVocabulary Development?

How do you

expand your own

vocabulary?

How do you help

your students expand

their vocabularies?

What is

vocabulary

? Why is

vocabulary

development

important?

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Key LearningOutcomes

The participants will:

define vocabulary and its role in reading

instruction

gain understanding of how scientifically

based reading research has informedvocabulary instruction

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What is Vocabulary?

Vocabulary refers to the words we mustknow to communicate effectively.

Receptive Expressive

(Armbruster, Lehr, & Osborn, 2001)

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Receptive/Expressive

Vocabulary Receptive/listening vocabulary - body of wordmeanings recognized in context, either heard orread

Expressive vocabulary body of word meaningsknown well enough that they can be usedappropriately when spoken or written

Receptive vocabulary - greater than ourexpressive vocabulary. We understand far morewords than we use.

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What Are the Four

Types of Vocabulary?Listening

Speaking

Reading

Writing

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4 Types of Vocabulary Listening vocabulary words we need toknow to understand what we hear

Speaking vocabulary words we use whenwe speak

Reading vocabulary words we need toknow to understand what we read

Writing vocabulary words we use inwriting

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Is Vocabulary

Instruction Important?

Before you answer this, read the

selection on the next slide andanswer the questions.

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A Fableby Mark Twain (an excerpt)

Once upon a time, an ____ who had ___ asmall and very ___ ___ placed it so that he couldsee it in the ___. He said, This doubles the ___and ___ of it, and it is twice as ___ as it was

before.The animals out in the woods heard of this___, the ___, who was greatly admired by thembecause he was so ___, and so ___ and ___, andcould ___ them so much which they didnt know

___, and were not ___ about afterward. Theywere much ___ about this new piece of ___, andthey asked ___, so as to get at a full ___ of it.They asked what a ___ was, and the cat ___.

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1. Who is the subject of the firstparagraph?

2. What is the main idea of the secondparagraph?

3. Was it difficult to comprehend this

passage? Explain.

(Twenty percent of the words were omitted from

the excerpt to simulate slow, effortful readingwith 80% accuracy.)*

*Coyne, Kameenui, & Chart, 2003

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?How Did You Do?Do you think you would have understoodthe text better if you had been able to

read all of the words correctly?

Of course you would have and so wouldour students!

Vocabulary development is an essentialcomponent of comprehension.

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Vocabulary development isimportant to ensure long-term

impact on:

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MSDE Office of Reading First 13

Research Evidence

Vocabulary is learned implicitly

The results of the National Reading Panel Report tells us thatchildren learn the meanings of words implicitly through everydayexperiences with oral and written language.

Children learn word meanings implicitly in three ways:* Interacting with others in daily orallanguage* Listening to adults or older children readto them

* Reading extensively on their own(National Reading Panel, 2000)

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Oral Language

EngagementHow do you engage children inconversation?

Evaluate 3 conversations in the nextslide. Which one do you think was the

most beneficial for the child?

16

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Research Evidence

Vocabulary should be taughtexplicitly:

Teach specific key words before reading

Promote active engagement Use multiple methods & exposures Create word awareness Use rich, varied context

Consider restructuring tasks Employ technology(NRP, 2000)

http://www.lakeshorelearning.com/IWCatProductPage.process?Merchant_Id=1&Section_Id=392&pcount=0&Product_Id=38440&RememberSectionId=382&RememberCatalogId=3http://www.lakeshorelearning.com/IWCatProductPage.process?Merchant_Id=1&Section_Id=392&pcount=0&Product_Id=38440&RememberSectionId=382&RememberCatalogId=3

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Teaching key words before readingshould reflect Beck, McKeown, andKucans

3-Tiered Model

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TIER 1

Most basic words

Known words

(happy, baby, clock)

TIER 2

Taught directly

Critical to concept or text

Likely to be encountered many times

Difficult words, figurative language, idioms, multi-meaning words

(required, maintain)

TIER 3Low frequency of use

Limited to specific domains

(peninsula, refinery)

(Beck & McKeown, 1985)

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3-Tiered Explanation

Tier 1: Basic words that need no instructionalattention because their definitions are understood.

Tier 2: High frequency words encountered in manydomains. These are the words a teacher would targetto teach. Students understand the general concept ofthe words, but instruction builds specificity andprecision in describing the concept.

Tier 3: Low frequency words needed for contentareas. Teacher pronounces the words and givesdefinitions before reading.

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The underlined words are consistent with the notionof Tier 2 words in that they are likely to appearfrequently in a wide variety of texts. Wouldstudents be able to explain these words in their ownwords or have an inkling due to the context? If yes,these words again meet the criterion of Tier 2words.

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Vocabulary development needs to include implicit andexplicit teaching and learning

Engaging conversations that

include unfamiliar words

Reading to children daily from a variety of genre

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Active engagement in literacy-rich environments

Restructuring tasks (e.g., procedures, processes

and materials)

Repeated/multiple exposures

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Vocabulary instruction should also includeongoing and purposeful instruction:

Related to and integrated with curriculumcontent

Integrated as part of writing instruction

Incorporated in engaging games and activities

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MSDE Office of Reading First 24

Teaching Word Learning Strategies

How to use information about word parts(affixes, root words, compounds, etc.)

How to use context clues

How to make students word conscious

How to use references (dictionary, thesaurus,etc.)

(Nagy,2000)

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Use Effective Vocabulary Activities Exploring the meaning of a word in context Exploring multiple meanings

Word Sorts Semantic Feature Analysis (SFA) Exploring antonyms, synonyms Kid-friendly definitions Associations

(Moats, 2004)

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Summing Up

Vocabulary Encourage wide reading Employ instructional read alouds Engage students in daily interactions that

promote using new vocabulary Teach, model, and encourage the application of

word-learning strategies Teach students how to use dictionaries,

thesauruses, and other reference materials(Put Reading First, 2001)

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Summing Up

Vocabulary Provide direct instruction in the meaningsof words

Use multiple methods and exposures

Create an interest in language and words

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Do You Want

to Know More?Armbruster, B., Lehr, F. & Osborn, J. (2001). Put Reading first: theResearch Building Blocks for Teaching children to Read:Kindergarten through Grade 3. Washington, DC: National Institutefor Literacy.

Bear, D.R., Invernizzi, M., Templeton, S., Johnston, F. (2000). WordsTheir Way: Word Study for Phonics, Vocabulary & SpellingInstruction(2nd ed.). New Jersey Merrill.

Beck, I.L., & McKeown, M.G. (1983). Learning Words Well-A Programto Enhance Vocabulary and Comprehension. The Reading Teacher,36, 622-625.

Beck, I.L. & McKeown, M.G. (2002). Bringing Words to Life: RobustVocabulary Instruction. New York; Guildord Press.

Durkin, D. (1993). Teaching Them to Read. (6th

edition)Boston, MA:Allyn & Bacon.

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Farstrup, A., & Samuels, S. (2002). Evidence-based ReadingInstruction: Putting the National Reading Panel Report intoPractice. Newark, DE: International Reading Association.

Good, R.H., Gruba, J., Kaminski, R.A. (2001.) Best Practices in UsingDynamicIndicators of Basic Early Literacy Skills (DIBELS) in anOutcomes-Driven Model. In A. Thomas 7 J. Grimes (Eds.), BestPractices in School Psychology IV(pp.679-700). Washington, DC:National Association of School Psychologists.

Harris, T.L., & Hodges, R.E. (Eds.). (1995). The Literacy Dictionary:The Vocabulary of Reading and Writing. Newark, DE: International

Reading Association.LINKS Project (2000). Vocabulary Development: Participants &

Facilitators Manual. Olympia, WA: Office of Superintendent ofPublic Instruction.

McKeown, M.G., Beck, I.L., Omanson, R.C., & Perfetti, C.A. (1983). TheEffects of Long-Term Vocabulary Instruction on ReadingComprehension: A Replication. Journal of Reading Behavior, 15(1),3-18.

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Moats, L. (2004). LETRS: Language Essentials for Teachers ofReading and Spelling, Modules 1-9. Longmont, CIO: Sopris West.

Nagy, W., & Scott, J. (2000). Vocabulary process. In M. Kamil, P.Mosenthal, P.D. Pearson, & R. Barr (Eds.) Handbook of Reading

Research(Vol. III, pp. 269-284). Nahway, NJ: Lawrence ErbaumAssociates, Inc.National Reading Panel (2000). Teaching Children to Read: An

Evidenced-based Assessment of the Scientific ResearchLiterature on reading and its Implications for reading Instruction:Reports of the Subgroups. Washington, DC: National Institute ofChild Health and Human development.

Risley, Todd & Hart, Betty. (2002). Meaningful Differences in theEveryday Experiences of Young American Children. Baltimore, MD:Paul H. Brookes Publishing Company.

Shore, R. (19997). Rethinking the Brain: New Insights into EarlyDevelopment. New York: Families and Work Institute.

Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing ReadingDifficulties in Young Children. Washington, DC: National AcademyPress.