Vocabulary Colorado Reading First, 2004 Foundational I – Summer 2004

Vocabulary
Colorado Reading First, 2004
Foundational I – Summer 2004
Reading Component: Vocabulary
Reflection Activity
What is your current
understanding about
vocabulary instruction
in the classroom?
Colorado Reading First, 2004
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Where Does Vocabulary Fit?
Comprehension
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Reading Component: Vocabulary
Content Standards
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z
Recognize the three types
of word knowledge.
Recognize effective ways
to teach vocabulary
through
– Oral language development
– Indirect instruction
– Direct instruction
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Colorado Reading First, 2004
Recognize three levels (tiers)
of words.
3-4
Reading Component: Vocabulary
Activity: Connect Two
Vocabulary
Indirect Instruction
Oral language
Frayer Model
Colorado Reading First, 2004
Text Talk
Dictionary
Explicit Instruction
Level 2 Words
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Reading Component: Vocabulary
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Reading Component: Vocabulary
Recorded Vocabulary Size
Professional Family
Parent : 2176
Child: 1116
Working Class Family
Parent : 1498
Child: 749
Welfare Family
Parent: 976
Child: 526
Hart and Risley, 1995
Colorado Reading First, 2004
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Reading Component: Vocabulary
Recorded Vocabulary Size
2500
# of Words
2000
1500
Parent
1000
Child
500
0
Professional Working Welfare
Class
Hart and Risley, 1995
Colorado Reading First, 2004
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Reading Component: Vocabulary
Between grades 1 and 3, it is
estimated that economically
disadvantaged students'
vocabularies increase by about
3,000 words per year and middleclass students' vocabularies
increase by about 5,000 words per
year.
Baker, Simmons, & Kame'enui, 1997
Colorado Reading First, 2004
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Reading Component: Vocabulary
New Words Per Grade Level
Middle Class
Disadvantaged
Grade
1
Grade
2
Grade
3
Baker, Simmons, & Kame'enui, 1997
Colorado Reading First, 2004
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Reading Component: Vocabulary
…word knowledge is strongly related
to reading proficiency in particular
and school achievement in general.
Adapted from Beck, McKeown, and Kucan, 2002
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The Essentials for Beginning Reading
Oral
Language
Phonemic
Awareness
Phonics
Vocabulary
Comprehension
Fluency
Literacy
(Reading/Writing)
Reading Component: Vocabulary
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Reading Component: Vocabulary
Types of
Word Knowledge
z
Terry Gerber
Unknown
z
Tom Cruise
Known
z
Your mother/father
Your husband/wife
Own
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Reading Component: Vocabulary
Activity: Word
Classification
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Unknown: Haven’t seen or heard this word
or you’ve seen or heard it but can’t define it.
z
Known: You can define this word.
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Owned: You can define this word and you
can relate it to other words and terms.
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Reading Component: Vocabulary
Activity: Word
Classification
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z
z
z
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Cherimoya
Deadeye
Loupe
Mantic
Rancor
Colorado Reading First, 2004
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Tricotine
Ruthful
Wall Rue
Feet of Clay
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Reading Component: Vocabulary
Just “knowing” the words
is not enough…
in order for higher level
comprehension to occur,
students must “own” the
words.
Colorado Reading First, 2004
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Reading Component: Vocabulary
Reflection Activity
Thinking about
Word
Knowledge
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Reading Component: Vocabulary
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Reading Component: Vocabulary
Effective Ways to Teach
Vocabulary
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Oral
OralLanguage
LanguageDevelopment
Development
z
Indirect Instruction
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Explicit Instruction
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Reading Component: Vocabulary
Oral Language
Development
z
Create opportunities
for purposeful talk
z
Model the use of rich
and interesting language
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Reading Component: Vocabulary
Opportunities for
Purposeful Talk
z
z
z
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Think, Pair, Share
Cooperative learning activities
Book clubs/literature circles
Book talks
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Reading Component: Vocabulary
Oral language does not develop in
silent classrooms.
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Reading Component: Vocabulary
To a great extent within classrooms,
the language used by teachers and
students determines what is learned
and how learning takes place.
Wilkinson and Silliman, 2000
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Reading Component: Vocabulary
Model the Use of Rich
Language
Thing
Stuff
z
Be clear and specific in your own word choices.
z
Use interesting words when appropriate.
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Reading Component: Vocabulary
Effective Ways to Teach
Vocabulary
z
Oral Language Development
z
z
Indirect Instruction
z
Explicit Instruction
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Reading Component: Vocabulary
Indirect Instruction
z
Read alouds
alouds
z
Wide reading
z
Word-rich environment
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Reading Component: Vocabulary
Why Read Aloud?
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z
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Builds listening vocabulary
Builds rich language
Helps develop a sense of
text structure
Models fluent reading
Gives students an exposure to literature and
vocabulary they can’t read themselves
Builds students’ background knowledge
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Reading Component: Vocabulary
A Continuum of Read Alouds
Text Talk
No
Interaction
Colorado Reading First, 2004
Too Much
Interaction
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Reading Component: Vocabulary
Text Talk
Beck and McKeown, 2001
z
z
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Colorado Reading First, 2004
Enhances students’
comprehension and
understanding of a text
Requires systematic planning
Entails Interaction with
students while reading aloud
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Reading Component: Vocabulary
Teaching Vocabulary
through Text Talk
After the story is read:
n Read the sentence in the story that contains the
targeted word
o Ask the children to repeat the word
p Explain the meaning of the word
q Provide examples other than those used in the
story
r Ask children to provide their own examples
s Ask children to say the word again
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Reading Component: Vocabulary
Teaching Vocabulary
Through Text Talk
Step n: Read the sentence in the story that
contains the targeted word.
“Lisa was reluctant to leave the
laundromat without Corduroy.”
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Reading Component: Vocabulary
Teaching Vocabulary
Through Text Talk
Step o : Ask the children to repeat the word.
“Say the word reluctant with me.”
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Reading Component: Vocabulary
Teaching Vocabulary
Through Text Talk
Step p : Explain the meaning of the word.
“Reluctant means you are not sure
you want to do something.”
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Reading Component: Vocabulary
Teaching Vocabulary
Through Text Talk
Step q : Provide examples other than those
used in the story.
“Someone might be reluctant to ride
a roller coaster because it looks
scary.”
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Reading Component: Vocabulary
Teaching Vocabulary
Through Text Talk
Step r : Children provide their own
examples.
“Tell about something you would be
reluctant to do. You can start by
saying, ‘I would be reluctant to
____________’.”
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Reading Component: Vocabulary
Teaching Vocabulary
Through Text Talk
Step s: Children say the word again.
“What’s the word we’ve been talking
about?” (Reluctant)
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Reading Component: Vocabulary
Activity: Now You
Try It!
#1: My mother says I’m a curious kid.
#2: I notice the feathers of a bird, or the
golden eye of a frog.
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Reading Component: Vocabulary
Indirect Instruction
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Read alouds
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Wide reading
reading
Wide
z
Word-rich environment
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Reading Component: Vocabulary
Wide Reading
z
Texts must be at students’ independent and
instructional levels (R. Allington)
– Independent = 80%
– Instructional = 20%
z
Texts should include a wide variety of reading
material (J. Dole)
– Non-fiction = 50%
– Fiction = 50%
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Reading Component: Vocabulary
Wide Reading
Teachers must monitor and provide feedback
regarding:
– Selection of appropriate text
– Interaction with text during and after reading
National Reading Panel
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Reading Component: Vocabulary
Indirect Instruction
z
Read alouds
z
Wide reading
z
Word
rich environment
Word-rich
environment
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Reading Component: Vocabulary
Creating a Word Rich
Environment
z Word walls
z Charts and graphs
z Labels
z Poems, songs and stories
z Listening centers
z Classroom libraries
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Reading Component: Vocabulary
Thinking About ELL
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Talk to adults in their native language
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Use pictures, graphs, and charts
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Create opportunities for classroom talk
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Reading Component: Vocabulary
Strikes and Wonders
A strike is something that
stands out to you or makes you
say “aha!”
A wonder is something you have a
question about.
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Reading Component: Vocabulary
Effective Ways to Teach
Vocabulary
z
Oral Language Development
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Indirect Instruction
z
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Explicit
Explicit Instruction
Instruction
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Reading Component: Vocabulary
Explicit Instruction
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Teaching words before reading
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Teaching the use of tools that promote
independent word learning
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Using instructional activities that lead
to word ownership
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Reading Component: Vocabulary
Reflection Activity
Effective Ways
to Teach
Vocabulary
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Reading Component: Vocabulary
Which words
should we teach
explicitly?
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Reading Component: Vocabulary
Choosing Words to Teach
Beck, McKeown, Kucan, 2002
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Level 1: Everyday Words
z
Level 2: Extended Words
z
Level 3: Expert Words
So many words, so little time.
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Reading Component: Vocabulary
Level 1: Everyday Words
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Basic words that rarely require instruction
z
Examples: clock, baby, happy, walk
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Reading Component: Vocabulary
Level 3: Expert Words
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Words that are used infrequently
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They are often limited to a specific domain
z
Examples: stethoscope, barometer, sauté,
eviscerated
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Reading Component: Vocabulary
Level 2: Extended Words
z
z
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Words that are of high frequency for mature
language users
Words that extend and enrich students’
reading and writing vocabularies
Examples: ridiculous, fortunate, grateful,
coincidence, curious
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Reading Component: Vocabulary
Is this Level 2 Word a Good
Choice for Instruction?
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z
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Do students know a synonym for the
word?
Will instruction in this word
elevate the written and spoken
language of the students?
Is the word in their Zone
of Proximal Development?
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Reading Component: Vocabulary
Introducing Level 2
Words in a Story
“Nine In One, GRR! GRR!”
Many years ago when the earth was
nearer the sky than it is today, there lived
the first tiger. She and her mate had no
babies and so the lonely tiger
often thought about the future,
wondering how many cubs she
would have.
McGraw-Hill, 2nd grade, 2003 ed.
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Reading Component: Vocabulary
Activity: Which
Words to Teach?
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Find a story in a teacher’s edition.
Which words does the manual ask you to
introduce?
Which of these words do you think are Level 2
words?
Are there words suggested for instruction that
are Level 1 or Level 3 words?
Colorado Reading First, 2004
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Reading Component: Vocabulary
Explicit Instruction
z
Teaching words before reading
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Teaching the use of tools that promote
independent word learning
z
Using instructional activities that lead
to word ownership
Colorado Reading First, 2004
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Reading Component: Vocabulary
Examples of Instructional
Activities for Word Ownership
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Adapted Frayer Model
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Connect 2 (revisited)
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Reading Component: Vocabulary
Frayer Model
Definition
Visual
word
Examples
Non-examples
Adapted from Frayer, Frederick, and Klausmeier, 1969
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Reading Component: Vocabulary
Activity:
Complete a Frayer Model
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Systematic Instruction
Phonemic Awareness
Fluency
Explicit Instruction
Colorado Reading First, 2004
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Indirect Instruction
SBRR
Assessment
Other
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Reading Component: Vocabulary
Modified Frayer: Tall
Things that are tall
Skyscrapers
Flagpoles
This
is tall.
This is
not tall.
Colorado Reading First, 2004
Things that are not tall
Pencils
Toothpicks
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Reading Component: Vocabulary
Reflection Activity
Three Levels
of Words
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Reading Component: Vocabulary
Activity:
Connect Two Revisited
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z
Vocabulary
Indirect Instruction
Oral language
Frayer Model
Colorado Reading First, 2004
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Text Talk
Dictionary
Explicit Instruction
Level 2 Words
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Reading Component: Vocabulary
Do remember…
The effective vocabulary
teacher builds a word-rich
environment in which students are
immersed in words for both incidental
and intentional learning.
Blachowicz and Fisher, 2002
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Reading Component: Vocabulary
Thank you!
This concludes the presentation.
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