Teaching Vocabulary and Comprehension

1. Teaching Vocabulary and Comprehension Evidence-based Practices

2. Vocabulary Definition ��knowing a word is not an all-or-nothing proposition; it is not the case that one either knows or does not know a word. Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people can possess.�Beck & McKeown, 1991 Read the quote on this slide. Activity 1: What is meant by vocabulary? With a partner, invite participants to take two minutes and see what definition they can come up with for what is meant by vocabulary. Take five minutes to summarize these definitions with participants. Read the quote on this slide. Activity 1: What is meant by vocabulary? With a partner, invite participants to take two minutes and see what definition they can come up with for what is meant by vocabulary. Take five minutes to summarize these definitions with participants.

3. Read the quote on this slide. Without sound vocabulary knowledge, children will not be successful readers. Vocabulary refers to the dynamic, on-going process each of us experiences throughout our lives in learning the complex relationships that exist among words. It involves both expressive and receptive abilities with words. We can use words to speak and write or read and listen. It also involves adding new concepts and labels to words already known. Additionally, especially early on in school, vocabulary refers to building an ability with sight words. Read the quote on this slide. Without sound vocabulary knowledge, children will not be successful readers. Vocabulary refers to the dynamic, on-going process each of us experiences throughout our lives in learning the complex relationships that exist among words. It involves both expressive and receptive abilities with words. We can use words to speak and write or read and listen. It also involves adding new concepts and labels to words already known. Additionally, especially early on in school, vocabulary refers to building an ability with sight words.

4. Vocabulary Definition (cont.) �Words are the starting point. Without words, children can�t talk about people, places, or things, about actions, relations, or states.� Clark, 1993 In early primary grades, children must have access to the large number of high frequency words that occur in the English language. Refer teachers to handout #1: High Frequency word list.In early primary grades, children must have access to the large number of high frequency words that occur in the English language. Refer teachers to handout #1: High Frequency word list.

5. Vocabulary Definition (cont.) Vocabulary, or lexicon, refers to information stored in memory concerning the pronunciation and meanings of words. Snow, Burns, & Griffin, 1998 Children with intact neural capacity who are raised by supportive adults in a oral language community, develop the language of that community. Children begin attaching meanings to oral words around their first birthday (Huttenlocher and Smiley, 1987;Nelson, 1973). This knowledge of words accelerates throughout a child�s early years (Bates, et al., 1988). Activity: 2 Place the word �Restaurant� in the top center of the white board and ask participants to brainstorm all of the types of restaurants they are familiar with. This may include words such as ethnic, fast food, fine dining, street vendor, etc. Next, place the words �Places to Eat� just right of the word �Restaurant� on the white board. Write �Restaurant� directly under this phrase. Restaurant is a place to eat. Have participants list other places to eat such as in the park, at mom�s, etc. Finally, just left of �Restaurant� place the word �Ethnic food� or another type of restaurant from the list, at the top left of the whiteboard. Now, discuss the varying knowledge we each have developed for some of these terms and concepts we have filed in our memories. For example, What are some different expectations that might apply when we go to a fast food vs. fine dining restaurant (i.e., how do you pay for food, how is food ordered, how do you behave while waiting for the food to be delivered to you, etc.) Children with intact neural capacity who are raised by supportive adults in a oral language community, develop the language of that community. Children begin attaching meanings to oral words around their first birthday (Huttenlocher and Smiley, 1987;Nelson, 1973). This knowledge of words accelerates throughout a child�s early years (Bates, et al., 1988). Activity: 2 Place the word �Restaurant� in the top center of the white board and ask participants to brainstorm all of the types of restaurants they are familiar with. This may include words such as ethnic, fast food, fine dining, street vendor, etc. Next, place the words �Places to Eat� just right of the word �Restaurant� on the white board. Write �Restaurant� directly under this phrase. Restaurant is a place to eat. Have participants list other places to eat such as in the park, at mom�s, etc. Finally, just left of �Restaurant� place the word �Ethnic food� or another type of restaurant from the list, at the top left of the whiteboard. Now, discuss the varying knowledge we each have developed for some of these terms and concepts we have filed in our memories. For example, What are some different expectations that might apply when we go to a fast food vs. fine dining restaurant (i.e., how do you pay for food, how is food ordered, how do you behave while waiting for the food to be delivered to you, etc.)

6. Vocabulary Definition (cont.) We know that students arrive at school with varying levels of word knowledge. Students� word knowledge or vocabularies are influenced by their life experiences and cultural backgrounds. Once in school, students acquire some of their vocabulary knowledge through teacher instruction, frequent interactions with a variety of texts, and participation in a variety of language activities. Teachers need to build on students� oral vocabularies and extend their developing reading vocabularies. Several types of vocabulary have been identified: Listening vocabulary includes words students hear and understand. Speaking vocabulary includes words students use in everyday speech. Reading vocabulary includes words in print that students know. As students begin to read, reading vocabulary is mapped onto their listening and speaking vocabularies. Writing vocabulary includes words that students understand and can reproduce when writing.We know that students arrive at school with varying levels of word knowledge. Students� word knowledge or vocabularies are influenced by their life experiences and cultural backgrounds. Once in school, students acquire some of their vocabulary knowledge through teacher instruction, frequent interactions with a variety of texts, and participation in a variety of language activities. Teachers need to build on students� oral vocabularies and extend their developing reading vocabularies. Several types of vocabulary have been identified: Listening vocabulary includes words students hear and understand. Speaking vocabulary includes words students use in everyday speech. Reading vocabulary includes words in print that students know. As students begin to read, reading vocabulary is mapped onto their listening and speaking vocabularies. Writing vocabulary includes words that students understand and can reproduce when writing.

7. Effective VocabularyInstructional Program ResearchBase

8. Research Base for Vocabulary First graders from high SES populations have access to twice as many word meanings as children from lower SES groups Graves, Brunetti, & Slater, 1982; Graves & Slater, 1987 The language patterns within homes of high and low SES families varies greatly. Children in high SES homes have access to a greater amount of oral and written language both within the home and in the community than low SES children. The language patterns within homes of high and low SES families varies greatly. Children in high SES homes have access to a greater amount of oral and written language both within the home and in the community than low SES children.

9. Research Base for Vocabulary (cont.) Once vocabulary differences are firmly established in children, they are very difficult to reverse Biemiller, 1999; Hart & Risley, 1995 There is currently little emphasis on the acquisition of vocabulary in school Biemiller, 2001; Scott, Jamieson, & Asselin, 1998; Watts, 1995 It is critically important to work towards minimizing vocabulary differences among children early enough to avoid long-term establishment of differences in vocabulary knowledge. Perhaps, even prior to school beginning. Early intervention in vocabulary is critical. However, there is currently little being done in vocabulary instruction. It is critically important to work towards minimizing vocabulary differences among children early enough to avoid long-term establishment of differences in vocabulary knowledge. Perhaps, even prior to school beginning. Early intervention in vocabulary is critical. However, there is currently little being done in vocabulary instruction.

10. Research Base for Vocabulary (cont.) Word knowledge is essential for comprehension Davis, 1944 Oral interactions and wide reading in a variety of text types is to be encouraged and supported Nagy & Herman, 1987 If a child is not familiar with words orally or in text, comprehension will most likely not occur. Instruction should be devoted to developing word knowledge in children. Children learn many words through conversations and reading than through direct instruction. An estimated seven words per day (2,700 � 3,000 words per year) are learned by children throughout their school years. If a child is not familiar with words orally or in text, comprehension will most likely not occur. Instruction should be devoted to developing word knowledge in children. Children learn many words through conversations and reading than through direct instruction. An estimated seven words per day (2,700 � 3,000 words per year) are learned by children throughout their school years.

11. Research Base for Vocabulary (cont.) Learning newconcepts requires active involvement rather than passive definition memorization Stahl, 1986 Worksheets are ineffective in helping students use new words and concepts in their continued learning. Children must be actively engaged in their learning of words, in meaningful ways. Active involvement may include discussions around terms, word games and activities, wide reading, etc.Worksheets are ineffective in helping students use new words and concepts in their continued learning. Children must be actively engaged in their learning of words, in meaningful ways. Active involvement may include discussions around terms, word games and activities, wide reading, etc.

12. Research Base for Vocabulary (cont.) Multiple exposures to a word is necessary to learn it well �conceptual, contextual, & definitional Miller, 1996 Writing definitions from dictionaries is not a recommended practice Miller, 1996 To have a clear picture of a word requires knowing what it means, how it is connected to other words, how to pronounce it and use it in writing, and where one might be exposed to the word. Children can gain elaborated word depth and breadth by learning conceptual associations to the word, by placing the word in appropriate contexts, and by relating the word to its definitions. It is not reasonable to expect young children to make any significant cognitive connection of a word to its dictionary definition. To have a clear picture of a word requires knowing what it means, how it is connected to other words, how to pronounce it and use it in writing, and where one might be exposed to the word. Children can gain elaborated word depth and breadth by learning conceptual associations to the word, by placing the word in appropriate contexts, and by relating the word to its definitions. It is not reasonable to expect young children to make any significant cognitive connection of a word to its dictionary definition.

13. Research Base for Vocabulary (cont.) Relate new words to students� prior knowledge and to other related words when possible U.S. Dept of Education, 1987 Children remember vocabulary better when words are connected to familiar experiences they have had. Children should be encouraged to discuss experiences from their life to connect words to experiences and encourage students word learning. Children remember vocabulary better when words are connected to familiar experiences they have had. Children should be encouraged to discuss experiences from their life to connect words to experiences and encourage students word learning.

14. Research Base for Vocabulary (cont.) Students need to develop the ability to learn new words from the multiple contexts of reading Johnson & Baumann, 1984 Independent vocabulary strategies that children might develop, fall into phonic analysis, structural analysis, contextual analysis. Phonic analysis � This helps with the pronunciation of the words. This may help if the word is already in the child�s mental lexicon. Structural analysis � Children are taught to recognize morphemes within words (meaningful parts of words). This may help them in building a meaning for an unknown word. Contextual analysis � This may help students to pay attention to meaningful clues within the context where the word appears. Independent vocabulary strategies that children might develop, fall into phonic analysis, structural analysis, contextual analysis. Phonic analysis � This helps with the pronunciation of the words. This may help if the word is already in the child�s mental lexicon. Structural analysis � Children are taught to recognize morphemes within words (meaningful parts of words). This may help them in building a meaning for an unknown word. Contextual analysis � This may help students to pay attention to meaningful clues within the context where the word appears.

15. Research Base for Vocabulary (cont.) Use direct instruction to teach �Tier 2� and passage or selection critical words Snow, Burns & Griffin, 1998 When we identify and teach specific words directly, measurable increases in student word knowledge results. When we identify and teach specific words directly, measurable increases in student word knowledge results.

16. Teaching Vocabulary Children learn about 1,000 (conservative) to 3,000 (liberal) words per year (Stahl & Nagy, 2006). Most scholars agree with an estimate of 2,000 � 3,000 words learned per year.

17. Teaching Vocabulary Beck, McKeown, & Kucan (2002) do not believe in teaching Tier I words (high frequency). This recommendation clearly assumes these words are already knownor will be learned incidentally through conversation and social interactions.

18. Teaching Vocabulary Vocabulary should be taught both explicitly and incidentally. Repetition and multiple exposure are important for learning new vocabulary. Learning how to construct vocabulary from rich (directive) contexts is valuable. Vocabulary learning tasks should be restructured when necessary. Vocabulary tasks should entail active engagement. Explicit vocabulary instruction should address the use of definitions, context, and concept learning.

19. Teaching Vocabulary First, examine the type of text the children will be reading. Is it narrative or informational? Teach Tier II words if the children will be reading narrative, literary texts. Teach Tier III words if children will be reading informational, expository texts (point of contact). Next, examine the text to develop a list of 10 Tier II or Tier III words to be taught during the week, 2 per day.

20. Teaching Vocabulary Read the text to determine the nature of the context in which each of the selected Tier II or Tier III words appear. Directive Context Gives clues, hints, synonyms to determine an approximate word meaning in the context. Non-Directive Context Mentions the word without giving any clues to determine word meaning. Mis-Directive Context Gives clues that lead readers to false word meaning construction.

21. Teaching Vocabulary If a word appears in a directive context, then teach children how to use context to determine an approximate word meaning. If a word appears in a non-directive or mis-directive context, then these are good candidates for your 10 word teaching list.

22. Teaching Vocabulary If you have ELL students in your classroom, be sure to determine if there is a Spanish-English cognate that may help them make the translation. For example - Information (English) Informaci�n (Spanish) Here is a good source for finding English Spanish Cognates -

23. Three Qualities of an Effective Vocabulary Instructional Program

24. Thinking About Vocabulary Instruction: Three Tiers Tier One Words- Consists of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc. Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc. Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

25. Can You Find a Tier II Word?

26. Can You Find a Tier III Word?

27. Vocabulary Instruction:Three Tiers Estimates indicate that about 8,000 basic words need no instruction � Tier 1 Estimates indicate that about 7,000 words for Tier 2 or about 700 words per year. Beck, McKeown, and Kucan (2002) recommend teaching about 400 words per year K-12. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

28. Teaching Tier II Words Characterize a tier 2 word such as tend � to take care of something. Explain meaning of tend in everyday life � If you tend something, say a garden, you take care of it by watering, fertilizing, pulling weeds, and keeping the soil loose around the new plants. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

29. Altering Task Requirementsfor Teaching Tier II Words Ask a Question: What do you think the word tend means? Have You Ever? Describe a time when you tended something or someone. Word Associations: After teaching several tier 2 words have students associate these with questions: Which word goes with baby? (tend). Idea Completions: The Little Red Hen asked if the others would help her take care of her garden. Another word that means to take care of a garden we know is _____. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction.NY: Guilford Press.

30. Altering Task Requirementsfor Teaching Tier II Words Like a Test: Tend Don�t care about how you look and what you do. To take care of someone or something. To act hard and serious. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

31. Altering Task Requirements for Teaching Tier II Words Like a Test Continued: The word tend means ask someone about something. True or False Matching definitions with words in a list. Paired words with a question: Which would you do if you had a puppy that needed to be taken care of ? mollycoddle tend Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

32. Word Webbing (Unfocused)

33. Word Webbing (Focused)

34. Explicit Vocabulary Teaching Definition Begin by looking up the word in a dictionary or glossary and get a definition. Next construct a �student friendlydefinition� using your own words.If you have trouble doing this,consider purchasing this dictionary:

35. Explicit Vocabulary Teaching Context Next find the page where the word is found the story or text to read the context. List the context clues found in the text. Ask the students to use the word in an oral sentence. Write the word in sentence.

36. Active Context Word Learning Albasa Albasa will usually be found at grocery stores and restaurants. People like to eat albasa on their hamburgers, although albasa are tasty with a variety of dishes. Since albasa are a vegetable, they are also nutritious. One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among those who slice them. Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

37. Context Vocabulary Teaching Albasa Albasa will usually be found at grocery stores and restaurants. People like to eat albasa on their hamburgers, although albasa are tasty with a variety of dishes. Since albasa are a vegetable, they are also nutritious. One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among those who slice them. Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

38. Explicit Vocabulary Teaching Examples Use pictures or video clips. List examples of the word. Use a thesaurus to find synonyms, antonyms, and Tier I words.

39. Teaching Vocabulary Characteristics/Attributes Use pictures or video clips. List characteristics or attributes ofthe word.

40. Frayer & Klausmeir Model Hochspannungstrohmabnehmer Example: lightning rod, Ben Franklins� kite and key Non-example: wooden post, plastic pole Relevant attributes: metal, touches an exposed electrical wire, found on top of a streetcar or light rail train Irrelevant attributes: slender, lets off sparks Superordinate term: electrical conductor Coordinate term: electrical plug Frayer, F. D. & Klausmeir, H.J. (1969). A shema for testing the level of concept mastery. University of Wisconsin.

41. Explicit Vocabulary Teaching Category/Part of Speech Determine part of speech. Determine category of word meaning.

42. Explicit Vocabulary Teaching

43. If you want more informationplease contact: D. Ray Reutzel, Ph.D. Emma Eccles Jones Professor Utah State University www.cehs.usu.edu/ecc Presentations Button Left Hand Side or IRA Board of Directors International Reading Association rreutzel@reading.org