January 16, 2013
Jenny Fanelli, CI&A
Our Outcomes
Today we will:
• Discern the emphasis on vocabulary in the
Common Core Learning Standards
• Ruminate on the process of vocabulary
acquisition
• Scrutinize the process for effective direct
vocabulary instruction
• Assay strategies to support students’
independent word learning
• Reconnoiter print and digital resources
Our Agenda
• Starting our thinking…
• A quick look…
– CCLS
– some background information
•
•
•
•
•
Digging in to Resources
Direct vocabulary instruction
Word learning strategies
Word Consciousness
Next steps…
Synectics
My school year is like____ because_____.
Synectics
Vocabulary instruction is like____
because_____.
Rationale for Vocabulary
Development
Common Core Literacy Shifts
1. Balancing Informational & Literary Texts (Grades PK-5)
2. Knowledge in the Disciplines (Grades 6-12)
3. Staircase of Complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
Common Core Literacy Shifts
1. Building Knowledge Through Content Rich
Nonfiction
2. Reading and Writing Grounded in Evidence
From Text, Both Literary and Informational
3. Regular Practice with Complex Text and Its
Academic Language
The anchor standards
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting
general and specialized reference
materials, as appropriate.
The anchor standards
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative
language, word relationships and nuances
in word meanings.
The anchor standards
Vocabulary Acquisition and Use
6. Acquire and use accurately a range of
general academic and domain-specific
words and phrases sufficient for reading,
writing, speaking, and listening at the
college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when encountering
an unknown term important to
comprehension or expression.
Vocabulary
Learning, as a language based activity, is
fundamentally and profoundly dependent on
vocabulary knowledge. Learners must have
access to the meanings of words that
teachers, or their surrogates (e.g., other
adults, books, films, etc.), use to guide them
into contemplating known concepts in novel
ways (i.e., to learn something new).
(Baker, Simmons, & Kame'enui, 1998)
Importance of Vocabulary
Other Factors
26%
Vocabulary
74%
Up to 74% of a student’s reading comprehension
depends his understanding of the vocabulary.
Background
Knowledge
Vocabulary
words=knowledge
• Words are linguistic descriptions
(labels) of “packets” of knowledge.
• The more words we have, the more
information we have.
• For example…
What Is This Packet’s Label?
Sleeping
Bag
Forest
Tent
Cold
Bears
at Dump
Animals
Chipmunks
Dark
What Is This Packet’s Label?
Golden
Rule
norms
Laws
traditions
Flag
Symbols
On Money
Language
The “Right” Background for School
Success
• All people have background
knowledge.
• However, not all students come to
you with “academic” background
knowledge.
How is Academic Background
Knowledge Developed?
• Two factors:
–A learner’s ability to process
and store information.
–The number and frequency of
“academically oriented”
experiences.
Academically Oriented Experiences Such
As…
• World experiences – travels, zoo,
grocery store
• The talk that accompanies these
experiences
• READING…in fact reading is the
most efficient method to build
vocabulary and background
knowledge.
FLUID (INNATE) INTELLIGENCE
ACCESS TO ACADEMICALLY-ORIENTED EXPERIENCES
HIGH
LOW
MEDIUM
HIGH
Curtis
Barbara
Alan
Gina
Ethan
Calvin
Iris
Hilda
Frank
MEDIUM
LOW
Differences in vocabulary growth
Student A
Student B
2 words per day
8 words per day
750 words per year
3,000 words per year
Where does that lead?
High school seniors at the
top of their class know about
four times
as many words as their lower
performing classmates.
The Big idea!!
“Although it is true that the extent to which students
will learn new content is dependent on such factors
such as the skill of the teacher, the interest of the
student, and the complexity of the content, the
research supports one compelling fact: what
students already know about content is one of
strongest indicators of how well they will learn
new information relative to that content.”
» Robert Marzano, Building Background Knowledge
do you “know” these words?
• Happiness
• Obstinate
• Sagacity
• Egregious
• Ratiocinate
25
• Can you
sketch them?
Knowing a word is not all-ornothing!
What does it mean
to KNOW a word?
Breadth: Lots
of words
Depth: rich
understanding
What does it mean
to KNOW a word?
• Assess your knowledge of the words you
may encounter in our workshop.
• Join with a partner and compare your
lists.
• Are there words that you can help each
other to understand?
What does it mean
to KNOW a word?
 No knowledge: the word is not in
your listening, reading, speaking or
writing vocabularies
 Catoptromancy, quidnunc,
usufructuary, engastrimyth
What does it mean
to KNOW a word?
 General sense: you know something
about the word, e.g. you may know
that a word has a positive or negative
connotation
 punctilious, mendacious, mellifluous
What Does Hobbes Know? Not Know?
What does it mean
to KNOW a word?
 Narrow context-bound knowledge
 discriminate, solution, compound,
constitution, division
What does it mean
to KNOW a word?
 Have some knowledge of a word but
may not use it in appropriate
situations
 Abraham Lincoln became America's
greatest precedent.
What does it mean
to KNOW a word?
 Rich, decontextualized knowledge of
a word’s meaning, its relationship to
other words, and its extension to
metaphorical uses
(Beck, McKeown, & Kucan, 2002)
What does it mean
to KNOW a word?
 Generalization: define a word
 Application: select or recognize
appropriate situations
 Breadth: polysemy (multiple meanings)
What does it mean
to KNOW a word?
 Precision: apply correctly to different
situations and recognize
inappropriate use
 Availability: use in thinking, speaking
and writing
Myth Mix-Up
• Choose one of the myths about
vocabulary instruction and read the
information for the most important points.
Myth Mix-Up
• For the next few minutes, move around
the room to share your most important
points and to gather information about the
other myths.
• Try to get information about all 10 myths!
Two Minute Buzz
• Talk with a partner about what you’re
thinking.
• What connections are you making?
So…
• What does all this mean for our teaching?
Direct
Instruction
Word Learning
Strategies
Word
Consciousness
Intentional
•
•
•
•
Word selection
Definitions and context
Opportunities for speaking and writing
Multiple exposures
•
•
•
•
•
Modeling and think-alouds
Use of context
Dictionary resources and tools
Morphemic analysis
Word families
Independent
word
learners
with rich
vocabulary
knowledge
• High quality classroom language
• Wide independent reading
• Vocabulary self-collection
Transparent
Useable
Personal
Prioritized
Intentional
Representation
Repeatability
Transparent
Modeling
Think-alouds
Useable
Oral practice
Collaboration
Positive
interdependence
Personal
Multiple
exposures
Self-monitoring
Writing
Prioritized
Every class
Every day
Transportability
Digging in to Resources:
Books
• Explore your book, Inside Words by Janet
Allen
• Identify the sections or items in the book
that pique your interest and mark them
with sticky notes or page flags.
• Share with your partner what is intriguing
to you and why.
Digging in to Resources:
The Handouts
• Take a few minutes to browse through
your handouts to see some other activities
that might be useful to you.
• Mark them with a sticky note or page flag.
Digging in to Resources:
Online Resources
• With your table partners, use the organizer
to explore some vocabulary related sites.
• Divide and conquer!
Digging in to Resources
• Now that you’ve had some time to explore,
keep these resources handy!
Direct
Instruction
Word Learning
Strategies
Word
Consciousness
Intentional
•
•
•
•
Word selection
Definitions and context
Opportunities for speaking and writing
Multiple exposures
•
•
•
•
•
Modeling and think-alouds
Use of context
Dictionary resources and tools
Morphemic analysis
Word families
Independent
word
learners
with rich
vocabulary
knowledge
• High quality classroom language
• Wide independent reading
• Vocabulary self-collection
Transparent
Useable
Personal
Prioritized
Direct
Instruction
Intentional
Transparent
• Word selection
• Definitions and
context
• Opportunities for
speaking and
writing
• Multiple exposures
Useable
Personal
Prioritized
Direct Instruction
Explicitly teach the most important words:
• Which words?
– Technical vocabulary?
– Disciplinary vocabulary?
– Concept critical vocabulary?
– Tier 2 words?
– Tier 3 words?
• How?
Word Selection
Target vocabulary should include words that:
• Are representative: words that are
important for understanding the big ideas
and concepts of the text and the content.
• Have repeatability: Words that students
will encounter often.
• Have transportability: Words that are
useful in many contexts.
Word Selection
Tier 1
• Basic words
• Most children
know before
entering school
• Need to learn to
recognize in print
clock, baby, happy
Tier 2
Tier 3
• Sophisticated vocabulary of • Typically associated
written text
with a specific
domain (e.g. science,
• Used in a variety of contexts
social studies, music)
and domains
• Need to build
• Students already have
knowledge about the
understanding of the
word in the context of
concepts
that domain
• Have high utility or mileage
across domains
sinister, fortunate, adapt
isotope, peninsula,
bucolic
(Beck, McKeown, Kucan, 2002)
Word Selection
Select words to teach:
• From texts that students are reading.
• From books you are reading aloud.
• That are related to the content of
instruction.
Word Selection: Your Turn
Vocabulary Planner
Topic/Text:
Word
Context
• Using your materials, develop a list of words
that you would directly teach your students.
• List the words and their context in the
Vocabulary Planner.
• Share your list with a partner and explain
why you chose the words.
The Instructional Process
Effective instruction includes:
• Student-friendly definitions and
context
• Opportunities to use the words in
speaking and writing
• Multiple exposures
Student-Friendly Definitions
Effective vocabulary instruction does not rely on
dictionary definitions. When you first learn a
word, you understand it more as a description.
Word
Definition
Description
covert
kept from sight; secret;
hidden
when something is done in a hidden or secret way
disrupt
break up; split
to cause problems or stop something from going
easily or peacefully
illusion
appearance or feeling
something that looks like one thing, but it is really
that misleads because it is
something else or is not really there at all
not real
Did you know?
• Dictionary definitions are developed based on
the need to be as complete as possible in as
little space as necessary!
• There is nothing official or scientific about it.
Instead, provide a model
• A description or explanation of the word
AND
• An example of how the word is typically
used (or how it might be used in the
text).
Explain
Webster’s
Student Friendly
1. a. to make known; b. to
make plain or
understandable
If you explain something,
you give details about it
or describe it until
someone can understand
it.
2. to give the reason for or
cause of
3. to show the logical
development or
relationships of”
Clear and Understandable
Definitions
• Your definitions will often use the
words something, someone, or
describes.
• This helps students get a handle on
how the words are used
Definition and Context
Covert
Covert is a word that describes something
that is done in a secret or hidden way.
For example, “the boy covertly put the candy
bar in his bag.”
Multiple Meanings
Multiple Meanings
• March Planned For Next August
• Patient At Death's Door - Doctors Pull Him
Through
• Queen Mary Having Bottom Scraped
• Juvenile Court to Try Shooting Defendant
• Killer Sentenced to Die for Second Time in 10
Years
• Police Begin Campaign to Run Down Jaywalkers
• President Wins on Budget, But More Lies Ahead
• Panda Mating Fails; Veterinarian Takes Over
Multiple Meanings
• Polysemous words, especially in content
classes, can create confusion.
• 70% of the most frequently used words
have multiple meanings.
set
• Context becomes a critical factor to
understanding word meanings.
Multiple Meanings
Science words with multiple meanings
To deepen their thinking about
word meanings…
Have students restate definitions (your or
from the dictionary) in their own words
• Connect to background knowledge and
experience
• Use their own descriptions, examples,
explanations
• Form links between the new word and
those already known
Develop Your Definitions
Vocabulary Planner
Topic/Text:
Word
Context
• Using one of the words you chose, develop a
student-friendly definition and a model sentence to
demonstrate how the words is used.
• Write these on the Vocabulary Planner and share
with a partner.
• Are your definitions clear and understandable?
• Do your sentences show how the word is used in
context? (Think polysemy!)
Direct
Instruction
Intentional
Transparent
• Word selection
• Definitions and
context
• Opportunities for
speaking and
writing
• Multiple exposures
Useable
Personal
Prioritized
Multiple Opportunities to Use
the Words
It takes 7-14 encounters with
words for our brains to begin to
put them in a useable place in
long-term memory.
Multiple Opportunities to Use the
Words
Students should represent the words using
graphics or pictures:
• Allows processing of information in new
modality
• Provides second processing of the
information to reinforce and deepen
meaning
Multiple Opportunities to Use the
Words
Students should see, write and use the
words in many activities to build a deeper
meaning
• Word lists
• Word cards
• Classroom and personal word walls
• Vocabulary notebooks
Multiple Opportunities to Use the
Words
Expect students to use the words
appropriately in discussions and in
their writing.
Describe a Time When...
• Ask the students to talk or write about a
time when…
• Important – you’re not just asking them
to use the word in a sentences (e.g. “The
man was covert.”) They must provide an
appropriate context.
• Describe a time when you have been
covert…
Idea Completions
• Provide stems for students to
complete using their words.
• Again, remember, you’re providing
the situation and the word…students
are thinking about what they know.
• The spy was covert when…
Example and nonexample
• Give the students a scenario and have
them decide whether it is an example of
the word or not.
• Students must explain why they think so.
Which one is covert?
• The government
officials had a
meeting to discuss
the way the war was
going.
• The principal had a
PTO meeting with all
of the teachers and
parents to discuss the
upcoming school
dance.
WHY?
Word Sorts
• Ask pairs of students to arrange the words
into categories
– Closed sorts – you provide the categories
– Open sorts – students determine the categories
• They can use sticky notes to label and
explain the categories
Multiple Opportunities to Use the
Words
Vocabulary games give students more
exposure to the term:
• Various games will provide further
exposure to new words.
• Students will gain a deeper integration of
the word by its continued review
Games
Games like these can be made specific to
your words and content:
•
•
•
•
•
•
Bingo
Password
Jeopardy
Wheel of Fortune
Who Wants to Be a Millionaire
And more…
What Kind of Practice?
Vocabulary Planner
Topic/Text:
Word
Context
• Using one of the words you chose, decide what
kinds of opportunities for practice you will provide
your students.
• Write these on the Vocabulary Planner and share
with a partner.
• Are the activities a good match for the words?
Direct
Instruction
Word Learning
Strategies
Word
Consciousness
Intentional
•
•
•
•
Word selection
Definitions and context
Opportunities for speaking and writing
Multiple exposures
•
•
•
•
•
Modeling and think-alouds
Use of context
Dictionary resources and tools
Morphemic analysis
Word families
Independent
word
learners
with rich
vocabulary
knowledge
• High quality classroom language
• Wide independent reading
• Vocabulary self-collection
Transparent
Useable
Personal
Prioritized
Word
Learning
Strategies
Intentional
Transparent
• Modeling and thinkalouds
• Use of Context
• Dictionary resources and
tools
• Morphemic analysis
• Word families
Useable
Personal
Prioritized
Modeling and Think-alouds
Teachers need to model the
strategies they want students to use
and then gradually release
responsibility to students.
Word-Learning Strategies
• Use of context clues.
• Use of dictionary resources and tools
• Morphemic analysis
– Roots
– Prefixes
– Suffixes
• Word families
Model Use of Context Clues
• Read the sentence in which the word occurs for
clues as to the word’s meaning.
• Read the surrounding sentences for clues as to the
word’s meaning.
• Determine if there is enough information from
context to establish a possible meaning.
• Try the possible meaning in the sentence.
• Does it make sense? Can you keep reading with
comprehension?
Model Use of Dictionaries
•
•
•
•
•
Locate the unknown word in a dictionary
Read/listen to the pronunciation
Check the part of speech
Read the definition(s)
Read any sample sentences to see how the word is
used in context
• See if any other resources are available – etymology,
word parts, synonyms, antonyms, hypernyms,
hyponyms, images
• Select the meaning that best fits the context and try it
in the sentence
• Does it make sense?
Guidelines for Online Dictionaries
• Page layout - uncluttered by ads
• Quality of definitions – simple definitions
followed by more complex definitions
• Easy access to supportive elements
– Pronunciation
– Sentence examples
– Etymology and word parts
– Thesaurus – synonyms, antonyms
– Games and activities
Model Morphemic Analysis
morphemic
morphform or
shape
-pheme
-ic
speak, talk
pertaining
to
Model Morphemic Analysis
• Look for a meaningful part or parts in the
unknown word.
– Roots  Latin and Greek
– Affixes  prefixes and suffixes
• Think what the part means or think of other
words that contain the part.
• Determine if there is enough information to
formulate a possible meaning and try it in the
context.
• Does it make sense? Can you keep reading with
comprehension?
Morphemic Analysis: Roots
• English borrows most heavily from Latin and
Greek.
• Meanings of 60% of multisyllabic word can be
inferred by analyzing word parts.
• Most of the academic words in English (e.g.,
math and science words) are derived from Latin
and Greek.
• A single Latin or Greek root (or affix) can be
found in and aid in the understanding of 20 or
more English words.
Morphemic Analysis: Roots
Common Latin and Greek
Roots
aqua
water
Greek
aquarium, aqueduct
aud
hearing
Latin
audio, audition
auto
self
Greek
autograph, autobiography
astro
star
Greek
astronomy, astrophysics, astrology
biblio
book
Greek
bibliography, bibliophobia
bio
life
Greek
biography, biology
chrono
time
Greek
synchronize, chronology
corp
body
Latin
corpse, corporation, corps
demo
the people
Greek
democracy, demography
dict
speak, tell
Latin
dictate, predict,
dorm
sleep
Latin
dormant, dormitory
geo
earth
Greek
geology, geography
Common Latin and Greek
Roots
graph
to write, to draw
Greek
autograph, biography
hydro
water
Greek
hydroplane, dehydrate, hydroelectric
ject
throw
Latin
reject, deject, project, trajectory
logos, logy
study
Greek
geology, astrology, biology, numerology
luna
moon
Latin
lunar, lunacy
meter
measure
Greek
thermometer, diameter
mega
great, large, big
Greek
megaphone, megatons
min
small, little
Latin
minimal, minimize, minimum
mit, mis
send
Latin
mission, transmit, remit, missile
path
feeling, suffering
Greek
pathetic, pathology
ped
foot
Latin
pedestrian, pedal
philia
love, friendship
Greek
philanthropist
Common Latin and Greek
Roots
phono
sound
Greek
phonograph, microphone, symphony
photo
light
Greek
photograph, photosynthesis
port
carry
Latin
transport, portable
spect
see
Latin
respect, inspection, spectator
scope
look at
Greek
microscope, telescope
sol
sound
Latin
solar, solstice
struct
build, form
Latin
instruction, construction, destruct
tele
distant
Greek
telephone, television
terra
land
Latin
territory, terrestrial
Morphemic Analysis: Prefixes
•
•
Elements attached to beginning of English
words that alter meaning.
Prefixes are useful because they are
–
–
–
–
used in many words
consistently spelled
easy to identify
clear in meaning
• Teach very common prefixes. Un, re, in,
and dis found in 58% of prefixed words.
The Most Common Prefixes in English
Prefix
Meaning
% of Prefixed Words
Examples
un
not; reversal of
26%
uncover
re
again, back, really
14%
rewrite
in/im
in, into, not
11%
incorrect, insert
dis
away, apart, negative
7%
discover, discontent
en/em
in; within; on
4%
entail
mis
wrong
3%
mistaken
pre
before
3%
prevent
pro
in favor of; forward
1%
protect
a
not; in, on, without
1%
atypical
Morphemic Analysis: Suffixes
•
•
•
Elements attached to ending of English words.
Can change the part of the speech or the
meaning.
Focus on common derivational suffixes.
-able, -ful, -less, -ness, -or
•
Introduce the suffix and use to determine the
meaning of a number of words (ful -helpful,
truthful, mouthful, joyful).
The Most Common Suffixes in
English
Suffix
Meaning
% of Suffixed
Words
Examples
s, es
more than one; verb marker
31%
movies
ed
in the past; quality/state
20%
walked
ing
when you do something;
quality, state
14%
walking
ly
how something is
7%
lovely
er,or
one who, what/that/which
4%
teacher, tailor
tion, sion
state, quality; act
4%
action; erosion
able, ible
able to be
2%
comfortable
al, ial
related to, like
1%
fatal
Model Using Word Families
• Word families are groups of words related in
meaning.
• If you know the meaning of one family member,
you can infer the meaning of related words.
enthused
enthusiasm
enthusiastic
enthusiastically
collect
collecting
collection
collector
educate
educated
education
educator
wild
wildly
wilderness
Academic Word Lists
How will you…?
• Using your materials and your resources,
think about how you will model each of the
word learning strategies.
• Write down you ideas on the Word
Learning Strategies notetaking sheet.
• Be ready to share!
Direct
Instruction
Word Learning
Strategies
Word
Consciousness
Intentional
•
•
•
•
Word selection
Definitions and context
Opportunities for speaking and writing
Multiple exposures
•
•
•
•
•
Modeling and think-alouds
Use of context
Dictionary resources and tools
Morphemic analysis
Word families
Independent
word
learners
with rich
vocabulary
knowledge
• High quality classroom language
• Wide independent reading
• Vocabulary self-collection
Transparent
Useable
Personal
Prioritized
• High quality
classroom language
• Wide independent
Word
Consciousness reading
• Vocabulary selfcollection
Intentional
Transparent
Useable
Personal
Prioritized
Word Consciousness
An understanding of and interest in
words, how they are used, and
their importance in learning and
communicating
Word Consciousness
Students who have word consciousness:
• Appreciate and understand words and
their use
• Are alert to new words
• Use words creatively
• Understand how words and concepts are
related across different contexts
High Quality Classroom Language
Teachers can:
• Model using elaborate and extended language
• Draw attention to words, their meanings, and
their use
• Check for understanding. No assuming!
• Read aloud from good literature
• Communicate their own appreciation and love
of words
• Have fun with words and language
Wide Independent Reading
The best way to foster
vocabulary growth is to
promote wide reading.
Wide Independent Reading
A student in the 20th percentile
.7 minutes a day.
reads books ______
21,000
This adds up to _________words
read in books per year.
A student in the 80th percentile
14.2 minutes a day.
reads books ______
1,146,000 words
This adds up to __________
read in books per year.
Percentile
Rank
Words Read Per
Year
Minutes Per
Day
Books
Text
Text
Books
98
65.0
67.3 4,358,000 4,733,000
90
21.2
33.4 1,823,000 2,357,000
80
14.2
24.6 1,146,000 1,697,000
70
9.6
16.9
622,000 1,168,000
60
6.5
13.1
432,000
722,000
50
4.6
9.2
282,000
601,000
40
3.2
6.2
200,000
421,000
30
1.8
4.3
106,000
251,000
20
0.7
2.4
21,000
134,000
10
0.1
1.0
8,000
51,000
2
0
0
0
8,000
Increasing Amount of Independent
Reading
• Maximize access to books.
– Extended library hours
– Classroom libraries
– Book sales, book exchanges
• Establish time for independent reading.
– Silent Sustained Reading
– Partner Reading
– Expect reading outside of class
Increasing Amount of Independent
Reading
• Encourage selection of books at the
independent reading level.
• Encourage students to read “familiar”
books.
– Same author
– Same characters
– Same genre
– Same series
Increasing Amount of Independent
Reading
• Enhance personal motivation.
– Establish a school climate that encourages
reading.
– Have book-rich environments.
– Provide book recommendations.
•
•
•
•
Book talks
Bulletin boards with recommendations
Book tables
Book clubs
Vocabulary Self-Collection
• Students identify words from their own
reading
– Monitor their learning
– Learn to recognize unfamiliar, interesting or
important words
– Develop their vocabularies beyond direct
instruction
– Become word conscious
Vocabulary Self-Collection
1.
2.
3.
4.
Selecting words
Defining the words
Finalizing the word lists
Extending word knowledge
How will you…?
• Using your materials and your resources,
think about how you will encourage word
consciousness in your classroom.
• Write down you ideas on the Word
Consciousness notetaking sheet.
• Be ready to share!
Direct
Instruction
Word Learning
Strategies
Word
Consciousness
Intentional
•
•
•
•
Word selection
Definitions and context
Opportunities for speaking and writing
Multiple exposures
•
•
•
•
•
Modeling and think-alouds
Use of context
Dictionary resources and tools
Morphemic analysis
Word families
Independent
word
learners
with rich
vocabulary
knowledge
• High quality classroom language
• Wide independent reading
• Vocabulary self-collection
Transparent
Useable
Personal
Prioritized
Before we say adieu…
Think and write:
How did this information support, extend,
or challenge your thinking?
and
Please fill out the BOCES evaluation form.
Thank you!! Thank you!! Thank you!!
117