Vocabulary Acquisition and
Use Cluster
Focus on Tier 2 Vocabulary Instruction
Please Remember:
This workshop is a professional reminder that
promotes consistency.
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Give yourself credit for skills that you use
consciously
Make note of ideas that had gotten lost in
the deluge
Add new strategies to your repertoire
- Hunter
What are we currently
doing with vocabulary
instruction?
Identify some ways that you are currently
approaching vocabulary study in your
classrooms this year?
Why is this important?
One of the best early predictors of comprehension is
vocabulary.
READING: Direct correlation between a student's vocabulary and
reading comprehension(Beck and Mckeown 2007).
WRITING: Breadth and depth of a student's vocabulary will have a direct
influence upon the descriptiveness, accuracy, and quality of writing
(Eddiger 1999).
Two ways of increasing vocabulary:
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wide reading daily
systematic direct instruction in context of
reading
OUTCOME:
What we hope to achieve today:
Teachers will walk away with some applicable
strategies to effectively teach Tier 2 vocabulary in the
classroom. This will help:
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Approach the VAU cluster
Increase reading comprehension and improve
student expression (speaking and writing.)
3 Tiers of Words (Beck and McKeown 2002)
Tier One: Common words students encounter
daily. (skinny, thin,)
Tier Two: More complex words students
encounter. (emaciated, waiflike)
Tier Three: Words that are specific to content.
(textual evidence, flashback, subplots)
Why Tier 2 words now?
Text Difficulty (complexity)
Findings suggest that critical thinking void of complex texts was clearest
indicator of students not meeting College Career benchmarks on ACT (ACT
2006).
Be mindful of the complex texts students will
encounter in college and career.
Grade Band
Old Lexile Ranges
New Lexile ranges for the
Core
6th to 8th Grade
860-1010
955-1115
9th-10th Grade
960-1115
1080-1305
11th Grade to College and
Career
1070-1220
1215-1355
How to Identify Words
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Rich context
Definition
Antonym/(contrast)
Synonym/(restatement)
Tone of passage
Think these types of words
aloud with students.
Model how to use context
Most words have low
frequency of context
(Beck and Mckeown
2004).
Lean context
(majority of words)
Direct Instruction may be
needed
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Is it important for
comprehension?
Is it a "high mileage"
word? (words used
more frequently)
(Beck and McKeown 2007)
How to determine what words to teach?
Leonard Pitts Passage:
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Which words might be difficult for your students?
Which have rich context?
Which have lean context?
Questions to consider:
What context helped you with the determining the
meaning of the word?
What words did not have context?
What to do once Tier 2
words have been
identified?
1. Create your Word Wall
(splash)
2. Determine level of knowledge.
3. Refine List for direct
instruction
4. 5-10 words per week (Stahl
and Fairbanks 1986).
5. Give students definitions
6. Students write definitions in
own words
7. Depict through NonLinguistic representation
8. Word Play with Word Wall
Utilizing Word Walls
Example of how to determine
knowledge of words
Organizer
I know the word
I think I know the
word
I do not know the
word
Example graphic organizer (direct
instruction)
Example:
WORD: _____________________
My Understanding of the Word:
1 2 3 4 5
Definition:
My Definition of the Word:
nonlinguistic representation:
Why Non-Linguistic?
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Easily accessible for strategy instruction
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Helps target words for ELL students.
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One of the 9 Instructional Strategies
identified by Robert Marzano to have the
highest impact on student achievement
(Marzano 2001).
Easy games to process
Vocabulary:
Taboo:
Pictionary:
Model for students how to create cards...
Eventually students will create cards for
the game rather than the teacher.
Allows students to see multiple nonlinguistic
representations of words
Great way to review several elements of
your classroom including vocabulary.
Jeopardy:
Other ways to process and use rich
vocabulary
Estimated 17 exposures or more to a word before it is truly internalized
(Anderson & Nagy, 1992).
1. Teachers use on a frequent basis with
students
2. Utilize other graphic organizers
• Linear arrays (skinny...thin...emaciated)
• Frayer Model (yes no examples)
3. Students utilize in daily language and writing.
How do we know we have learned
them?
Students can and do utilize them orally in
multiple contexts.
Students can and do utilize them in writing in
multiple contexts.
Any other situation where the student is being
asked to apply the word rather than to recite
it.
Look at Your Text...
Look at your text and determine which
words might be difficult for your students.
Which have rich context?
Which have lean context?
THANK YOU FOR ALL YOUR
WORK!
The things taught in colleges and schools are not an
education, but the means of education.
Ralph Waldo Emerson
Please visit the curriculum website to give feedback under Professional
Learning
www.kckliteracycurriculum.wikispaces.com