Dynamic Vocabulary

1. Dynamic Vocabulary Content adapted from Anita L. Archer, Ph.D.

2. Two BIG IDEAS about Vocabulary If students • can pronounce the words in a passage accurately and fluently • understand the meaning of critical vocabulary in the passage, thentheir comprehension will be enhanced.

3. Importance of Vocabulary Instruction • Receptive Language • Reading Comprehension (Chall, Jacobs, & Baldwin, 1990; Scarborough, 1998; Stahl & Fairbanks) • Listening Comprehension • Expressive Language • Writing • Speaking • Overall Reading Achievement (Stanovich, et.al, 1993) • Overall School Success (Becker, 1977; Anderson & Nagy, 1991) • Hallmark of an Educated Individual (Beck, McKeown, Kucan, 2002)

4. Vocabulary Gap • Children enter school with different levels of vocabulary (Hart & Risley, 1995) • Cumulative Vocabulary (Age 4) • Children from professional families 1100 words • Children from working class families 700 words • Children from families on welfare 500 word • Linguistically “poor” first graders knew 5,000 words; linguistically “rich” first graders knew 20,000 words. (Moats, 2001)

5. Vocabulary Gap • Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmon, & Kame’enui, 1997) • The number of words students learn varies greatly • 2 vs. 8 words per day • 750 vs. 3,000 words per year • After the primary grades, the “achievement gap” between socioeconomic groups is a language gap (Hirsch, 2002)

6. Components of a Vocabulary Program • High-quality Classroom Language(Dickinson, Cote, & Smith, 1993) • Explicit Vocabulary Instruction(Becker, Kame’enui, & Simmons, 1998; Baumann, Kame’emui, & Ash, 2003; Beck & McKeown, 1991; Beck, McKeown, & Kucan, 2002; Biemiller, 2004; Marzano, 2004; Paribakht & Wesche, 1997) • Word-Learning Strategies( Buikima & Grave, 1993; Edwards, Font, Baumann, & Boland, 2004; White, Sowell, & Yanagihara, 1989) • Word-Consciousness(Diamond &Gutlohn, 2006; Scott & Nagy, 2004) • Wide Independent Reading (Anderson, Nayb, 1992; Cunningham & Stanovich, 1998; Naby, Anderson, & Herman, 1987; Sternberg, 1987)

7. Rich Language Classroom

8. High Quality Classroom Language • Use high-quality vocabulary in the classroom • Ensure understanding • Tell students the meaning of the word (EXPLICIT) • “Don’t procrastinate on your project. Procrastinate means to put off doing something • Parallel language - slide in the meaning • “Let’s analyze this equation. Let’s figure it out” • “What’s the significance of this incident….this event.”

9. Explicit Vocabulary Instruction

10. Explicit Instruction • Teach the meaning of critical, unknown vocabulary words. • Select a limited number of words for robust, explicit vocabulary instruction. • Three to ten words per story or section in a chapter would be appropriate . • Briefly tell students the meaning of other words that are needed for comprehension. (Beck, et. al)

11. Explicit Instruction • Select words that are unknown. • Select words that are critical to passage understanding. • Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986) • Focus on Tier Two words (Beck & McKeown, 2003) • Academic Vocabulary • Select difficult words that need interpretation • Abstract referent, unknown concept, uncommon usage, not defined in context

12. Explicit Instruction You, the teacher • Tier One –Basic words • chair, bed, happy, house • Tier Two –Words in general use, but not common • concentrate, absurd, fortunate, relieved, dignity, convenient • Academic Vocabulary – analyze, facilitate, inherent, fundamental, supplement, equivalent • Tier Three –Rare words limited to a specific domain • tundra, igneous rock, weathering • Background Knowledge (Beck & McKeown, 1985)

13. Before Reading–Vocabulary Instruction Select 8 words for robust, explicit instruction

14. Explicit Instruction Step 1. Introduce the word Step 2. Present a student-friendly explanation OR have students find the definition OR teach the word parts Step 3. Illustrate the word with examples Step 4. Check students’ understanding

15. 1. Introduce the Word • Write word on overhead/whiteboard • Teacher reads the word • Students repeat the word • If word is difficult, students repeat the word 3 times Introduce the word with me: This word is compulsory. What word? compulsory Say it three times. compulsory, compulsory, compulsory

16. 2. Student Friendly Definitions • Use a dictionary designed for English Language Learners for better definitions • Example – conglomeration • 1st dictionary: The act of conglomerating • 2nd dictionary: The act or process of conglomerating; am accumulation of miscellaneous things • Cambridge Advanced Learner’s Dictionary: a large group or mass of different things all gathered together in an untidy or unusual way When something is required and you must do it, it is compulsory. So, if it is required and you must do it, it iscompulsory.

17. 2b. Locate the Definition Should students use: Dictionary or Glossary • Glossary will give you the definition for the word as it is used in the text • IN the book (no other resources needed) • Faster (less transitioning)

18. Dictionaries with Student friendly Explanations/sentences • Collins Cobuild American Student Dictionary • http://www.collinslanguage.com • Longman’s • http://www.ldoceonline.com/ • Heinle’s • http://nhd.heinle.com • Merriam Webster’s (pronunciation button) • http://learnersdictionary.com

19. 2c. Teach Morphographs in the Word • Introduce word in relationship to its “word relatives” (“word families”). DO NOW: Create a word web using the root struct • Analyze parts of word • If the students are Spanish speakers, guide students to use cognates. - A word that is related to English

20. Word Web

21. 3. Illustrate Words with examples • Concrete examples • bring in an object to show • Act it out • Visual examples • Pictures, artwork, diagrams • Google images • www.taggalaxy.com • Verbal examples • Discuss when the term might be used and who might use it Coming to school as an 8th grader is compulsory. Stopping at a stop sign when driving is compulsory.

22. 4. Check Understanding • Ask deep processing questions • Why do you think something becomes compulsory? • Have students discern between examples and non-examples • Is going to school in 9th grade compulsory? Yes • How do you know it is compulsory? It is required • Is going to college when you are 25 compulsory? No • Why is it NOT compulsory? You choose to go to college. • Have students generate their own examples. • There are many things at this school that are compulsory. Think of as many as you can. Think/pair/share

23. Extensions • Introduce part of speech • Introduce synonyms and antonyms, homographs (same spelling – different meanings) • Tell students when and where the word is often used • Introduce etymology of the word (history and/or origin) • Introduce other word in the same “word family” (derivatives) • Base word vs. root

24. Word Parts base word • can stand alone hopeless root • Dependent on something else to make sense inspect

25. Polysemous Words • What does polysemous mean? Poly semous many sēma – greek; sign= meaning

26. Teach Polysemous Words • Words that have multiple meanings • With your partner, define the following words in at least two different ways: • solution • element • space • run • duck

27. Teach Idioms • Phrase or expression different from the literal meaning • Martin seems to have a chip on his shoulder. • The experienced secretary knows the ropes. • Jennifer gave six off the cuff reasons for her decision. • A natural manner of speaking to a native speaker of the language • What does “knocks spots off” mean? • to be very much better than someone or something else • There's a vegetarian restaurant in Brighton that knocks spots off any round here.

28. Put your money where your mouth is. Teaching tip: Have your students illustrate an idiom

29. Idiom Websites • http://www.idiomsite.com/ • Definitions, used in a sentence • http://www.idiomquest.com/ • searchable database of American English idioms. It is designed to be used as a reference site to support the learning interests of English as a Second Language (ESL) students, businesses, and linguists • http://www.idiomsbykids.com/ • Kid illustrations of idioms • http://www.pride-unlimited.com/probono/idioms1.html • Origins of idioms

30. In Content Areas • Content area words • Feudalism, fief, vassal, serfs, chivalry • Academic Vocabulary • Analyze, analysis, deposit, feature ADD

31. Word Learning Strategies • Semantic Mapping • Vocabulary Logs • Completion activities • Word Pairs • Sentence Substitution • Word Sorts Let’s try one!

32. Word Learning Strategies • Context Clues • Compound Words • Word part meanings • Word Association • Games – • Vocab words and synonyms/antonyms (Go Fish, Concentration, Old Maid • Jeopardy, Charades, Pictionary

33. Word Learning Strategies Context Clues • Teach students to use context clues to determine the meaning of unknown vocabulary (Gipe & Arnold, 1979) • However, if a student 100 unfamiliar words in print, s/he will only learn between 5-15 words (Nagy, Hermann, & Anderson, 1985; Swanborn, & de Glopper, 1999)

34. Context Clues • Read the sentence in which the unknown word occurs for clues as to the word’s meaning • Read the surrounding sentences for clues as to the words’ meaning. • Look at the parts of the word (prefixes, roots, suffixes) • Ask yourself, “What might the word mean?” • Try the possible meaning in the sentence. • Ask yourself, “Does that make sense?”

35. Compound Words

36. Vocabulary Strategy:Yes-No-Why? • Pair up 2 vocabulary words and put them into a question format • Provides opportunity for students to more deeply process the meaning. • Can incidents cause compassion? • Do people always comply with their obligations? • Can migrants be refugees?

37. Gradable Antonyms • Put these words along a continuum • Tiny • Huge • Miniscule • Large • Enormous • Average • Small