Today’s Agenda:
Introduction: A look at traditional vocabulary instruction
and how it can be improved
Seven Key Ideas:
I. Definitions alone are not enough.
II. English is a three-tiered language.
III. We need both implicit and explicit
instruction.
IV. We need both verbal and non-verbal
processing.
V. Wordplay is valuable use of class time.
VI. Words stay learned through depth of
processing.
VII. It is important for students to know
components, connections, and cognates
The visuals for today’s presentation are available for your classroom use.
Feel free to access them at www.amybenjamin.com
•
•
•
•
Rich
Gradual
Cumulative
Recursive
Goals:
1. Vocabulary growth in authentic situations
2. Improved ability to derive meaning of
unfamiliar words
3. Positive attitude about words and language
The visuals for today’s presentation are available for your classroom use.
Feel free to access them at www.amybenjamin.com
“Information Closet”
Word
Word
Word
•other words
that go with it
•how it changes
form to fit into
a sentence
•synonyms
•antonyms
•personal associations
•spelling: spelling pattern
•connotation
•register: formal or informal
•lesser-used
definitions
Of Limited Value…
Lists alone
Context alone
Definitions alone
Dictionaries and Glossaries alone
Of Durable Value…
Words in clusters
Multiple exposures in various contexts
Chances to speak, hear, write the words
Manipulation of forms of words
Classify and categorize word lists
Word games
Vocabulary List: The Giver
ironic
jeering
palpable
apprehensive
ponder
enhance
chastise
petulantly
droning
hovered
reflective
hoarded
primly
infraction
prodded
relinquish
exuberant
somber
transgressions
audible
throng
steeled
tentative
quizzically
weary
fretful
admonition
fleeting
wryly
sinuous
exemplified
assuage
tortuous
flailing
carnage
stanch
obsolete
Key Idea I:
Definitions alone are not enough.
Multifaceted explanation of new word:
•Definition
•Examples
•Context
•Experience, association, anecdote
•Visual
•Antonym, if applicable
Profound
Heart of Darkness (Joseph Conrad)
•
•
•
•
•
•
•
“…profound stillness…” “…profoundly pensive
“…profound darkness…”
attitude…”
“…profound meaning…”
“…profound tone…”
“…profound glance…”
“…profound anguish…”
“…profound serenity…”
Rule of Thumb
New learners need SIX (meaningful)
exposures to a new word during the
initial lesson and at least
THIRTY additional exposures
during the ensuing month.
Turn & Talk
Key Idea 1: Definitions alone are not enough.:
Crafting a Rich Explanation
With a partner, choose one of the words on “The Giver” list.
Talk about how you would craft a rich explanation of that word.
Use: definition, examples, mental pictures, anecdote, etc.
In your rich explanation, use the target word in various forms.
Key Idea II:
The English language consists of three tiers.
Tier II Words
Tier I Words:
Everyday Language:
Ask
Dead
Name
Find out; figure out
Answer
Rain
Use
Sharp
Get
Take apart and put
together
balance
Tier III Words
Language of academics,
business, government
“Vocab List” words
Domain-specific
terminology;
“Glossary” words
On-the-job words
Interrogate
Deceased
Designate; designation;
identify, identification
Ascertain; determine
Precipitate, precipitation
Utilize; employ
Acute
Acquire
Analyze; synthesize
equilibrium
Photosynthesis
Cytoplasm
Metamorphosis
Asymmetrical
Bathysphere
Rhetoric
Deoxyribonucleic acid
Artifact
Habeas corpus
Diaspora
Polysyndeton
Adjective
x
chr___
___ic
Code-switching
www.amybenjamin.com
Prefix/root/suffix
ph
__y__
___sis
Reading from the Social Studies
Text
As the surge of migrants from the United States into western territories
gained momentum in the 1830s and 1840s, some Americans began to
dream of a continental empire stretching from the Atlantic to the Pacific.
Like the Puritans who had envisioned a “city on a hill,” these Americans
believed that the United States had a divine mission to spread liberty
across the contintent. A New York journalist named John L. O’Sullivan
neatly captured this sense of mission when he coined the phrase
“manifest destiny.”
Turn & Talk
Key Idea II:English is a three-tiered
language.
Code-Switching between Tiers I and II
The Tier designation is useful, but, like all taxonomies, not exact.
Most of the words on “The Giver” list are Tier II. Would you designate
any of these words as Tier I?
For the Tier II words, can you find Tier I counterparts that would
allow you to code-switch back and forth as you use these words?
Key Idea III:
We need both implicit and explicit instruction.
Implicit:
Natural learning that results
from repeated, meaningful
exposure:
listening
reading
Happens unconsciously
Hard to assess
Results in gradual understanding
Explicit:
Planned learning that results from
a designed lesson that features
the target word
Happens deliberately, with effort
Can be objectively assessed
Results in rapid understanding
Key Idea III:
We need both implicit and explicit instruction.
How do we determine what words to teach explicitly?
Criteria:
Importance: How important is this word to comprehension of
a particular text or topic?
Frequency: How frequent is this word in academic discourse,
social discourse, business discourse?
Common Knowledge:
To what extent does society expect an educated
person to know this word?
Leverage:
To what extent does this word give me the opportunity to
teach other words that are related to it?
Interest: Does a particular student have an interest in this word?
“The Raven”: Vocabulary List
Lore
Morrow
Surcease
Entreat
Obeisance
Beguile
Countenance
Craven
Discourse
Placid
Melancholy
Plutonian
Pallid
Lethe
Nepenthe
Respite
Turn & Talk
Key Idea III:We need both implicit and
explicit instruction:
What words should we select for explicit instruction?
Narrow the list of words from “The Giver” to those that you
think are most appropriate for explicit instruction.
Do the same for “The Raven” words.
The Academic Word List (AWL):
Background: The Academic Word List consists of 570 word families that are not in the most
frequent 2,000 words of English but which occur frequently over a very wide range of academic texts.
These 570 word families are grouped into ten subsets that reflect word frequency.
A word like analyze falls into Subset 1, which contains the most frequent words, while the word
adjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words).
The AWL is not restricted to a specific field of study. That means that the words are useful for learners
studying in disciplines as varied as literature, science, health, business, and law.
This high-utility academic word list does not contain technical words likely to appear in one,
specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage.
Two-thirds of all academic English derive from Latin or Greek.
Understandably, knowledge of the most high-incidence adademic words in English can significantly
boost a student’s comprehension level of school-based reading material. Students who are taught
these high-utility academic words and routinely placed in contexts requiring their usage are likely
to be able to master academic material with more confidence and efficiency, wasting less time and
energy in guessing words or consulting dictionaries than those who are only equipped with the most
basic 2000-3000 words that characterize ordinary conversation.
Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Academic Word List: Subset 1
analyze approach area assess assume authority available benefit concept consist
context constitute contract data define derive distribute economy environment
establish estimate evident factor finance formula function income indicate individual
interpret involve issue labor legal legislate major method percent period principle
proceed process policy require research respond role section sector significant
similar source specific structure theory vary
Academic Word List: Subset 2
achieve acquire administrate affect appropriate
aspect assist category chapter commission community
complex compute conclude conduct consequent construct
consume credit culture design distinct equate element
evaluate feature final focus impact injure institute invest item
journal maintain normal obtain participate perceive positive
potential previous primary purchase range region regulate
regulate relevant reside resource restrict secure seek select
site strategy survey tradition transfer
Academic Word List: Subset 3
alternative circumstance comment compensate component consent considerable
constant constrain contribute convene coordinate core corporate correspond
criteria deduce demonstrate document dominate emphasis ensure exclude
fund framework illustrate immigrate imply initial instance interact justify layer
link locate maximize minor negate outcome philosophy physical proportion
publish react register rely remove scheme sequence shift specify
sufficient technical technique technology valid volume
Academic Word List: Subset 4
access adequacy annual apparent approximate attitude
attribute civil code commit communicate concentrate
confer contrast cycle debate despite dimension domestic
emerge error ethnic grant hence hypothesis implement
implicate impose integrate internal investigate
mechanism occupy output overall parallel
parameter phase predict prior principal professional project
promote regime resolve retain series statistic status stress
subsequent sum summary undertake
Academic Word List: Subset 5
academy adjust alter amend aware capacity challeng clause compound
conflict consult contact decline discrete draft enable energy enforce entity
equivalent evolve expand expose external facilitate fundamental generate
generation image liberal license logic margin mental medical modify
monitor network notion objective orient perspective precise
prime psychology pursue ratio reject revenue stable style
substitute sustain symbol target transit trend version welfare whereas
Academic Word List: Subset 6
abstract acknowledge accuracy aggregate allocate assign
attach bond brief capable cite cooperate discriminate
display diverse domain edit enhance estate exceed
explicit federal flexible furthermore gender ignorance
interval lecture migrate minimum ministry motive neutral
nevertheless overseas precede presume rational recover
reveal scope subsidy trace transform transport underlie utilize
Academic Word List: Subset 7
adapt adult advocate aid channel chemical classic
comprehensive comprise confirm contrary convert
decade definite deny differentiate dispose dynamic equip
eliminate empirical extract file finite foundation grade
guarantee hierarchy identical ideology infer innovate insert
intervene isolate media mode paradigm phenomenon priority
prohibit publication release reverse simulate sole
submit successor thesis topic transmit ultimate unique
Academic Word List: Subset 8
abandon accompany accumulate ambiguous appendix appreciate
arbitrary automate bias chart clarify commodity complement
conform contemporary contradict crucial currency denote
detect deviate displace eventual exhibit exploit
fluctuate guideline highlight implicit induce inevitable infrastructure
inspect intense manipulate minimize nuclear offset paragraph
practitioner predominant prospect radical random reinforce
restore revise schedule tense terminate theme thereby uniform
vehicle via virtual visual widespread
Academic Word List: Subset 9
accommodate analogy anticipate assure attain behalf cease
coherent coincide commence compatible concurrent confine
controversy converse device devote diminish distort duration
erode ethic format inherent insight integral intermediate
manual mature mediate medium military minimal mutual norm
overlap passive portion preliminary protocol qualitative refine
restrain revolution rigid scenario sphere subordinate
supplement suspend temporary trigger unify violate vision
Academic Word List: Subset 10
adjacent albeit assemble collapse colleague compile conceive
convince depress encounter forthcoming incline integrity intrinsic
invoke levy likewise nonetheless notwithstanding ongoing
panel persist pose reluctance so-called straightforward undergo
whereas whereby
Key Idea IV:
We need both verbal and non-verbal processing.
structure
technical
mechanism
Key Idea IV:
We need both verbal and non-verbal processing.
Key Idea IV:
We need both verbal and non-verbal processing.
Turn & Talk
Key Idea IV: We need both verbal and
non-verbal processing.
Using picture cues:
With a partner, find one or more words from the AWL
that could apply to your picture.
Key Idea V:
Wordplay is valuable use of class time.
Benefits of wordplay:
Flexible, creative use of words
Review of meaning
Review of spelling
Promotes speed and accuracy
Life-long creative and social diversion
Turn & Talk
Key Idea V: Wordplay is valuable use of
class time.
Generate appropriate wordplay activities.
With a partner, list all of the wordplay activities that
you have used and found successful.
Key Idea VI:
Words stay learned through depth of processing.
Depth of processing results from:
Repeated, meaningful exposure
Opportunities for meaningful, contextualized use
Exposure to a variety of forms
Exposure that is personalized and connected to experience
Analysis of the word
Processing Guides for Vocabulary Development:
1. “Prior Knowledge: How Well Do I Know These Words?”
Strangers, Acquaintances, Friends:
Initial processing for a new set of words;
formative assessment
2. “Vocabulary Chart”: Best used for words that students encounter in literature;
student-selected words; cooperative learning
3. Morphology Chart (and Morphology Kit): Best used for words for which student
has some familiarity; may be whole class, cooperative learning, or indiv.
4. “5 Ways to Process Words on a Vocabulary List”: An array of structures for
bringing word knowledge to the next level
5. “Words with Multiple Meanings”: Best used for words
whose meanings vary depending on the domain in
which they are used; used for strengthening interdisciplinary
connections
Prior Knowledge:
How well do I know these words?
Strangers
Acquaintances
Friends
Target Word:
Vocabulary Chart:
My guess:
Glossary Definition:
Visual:
Draw or find a picture:
Definition in my own words:
Complete sentence of at least ____words:
Must contain an action verb and a visual image.
It’s easier to understand parts of speech than you think. Simply use the cues above. Not all words
follow the same morphology. It’s interesting to see how words morph into different forms.
Morphology Chart
NOUNS:
VERBS:
ADJECTIVES:
ADVERBS
The_____.
To____
The ______thing.
Do it___________.
Permission
Permit,s
Permissiveness
Permit, s
Permitted
Permitting
permissive
*Ponderer,s
Imponderable ,s
Ponder,s
Pondered
pondering
Ponderable
Imponderable
ponderous
permissively
Morphology Kit
Noun-Making
Suffixes
Verb-Making Suffixes Adjective-making
suffixes
-ment
-ness
-ation, sion
-ity
-ism
-hood
-itude
-ence
-ance
-ide
-ate
-ify
-ize
-acious,icious
-y
-ous, ious
-ant
-able, ible
-er; est
Adverb-making suffix:
-ly
5 Strategies for Learningf Words on a Vocabulary List:
Classify
Students
think of ways
in which the
words on
their lists can
be classified
(sorted,
arranged,
organized)
Analyze
Build
Students
build words
into phrases;
Students break
words down
into prefixes,
roots, suffixes
phrases into
simple
sentences;
(Word Study)
simple sentences
into complex
sentences
Morph
Students
manipulate the
words into
different parts
of speech by
adding
endings
Synthesize
Students use
their words to
generate ideas
for a writing
piece:
Purposes:
To inform,
To entertain,
To persuade,
To socialize
Words with multiple meanings:
math/science/
social studies meaning
word
Visual:
conversational meaning:
Visual:
math/science/social studies sentence:
range
value
property
common
evaluate
conversational sentence:
Key Idea VII:
It is important for students to know word components,
connections, and cognates
Word Components: Level 1 (usually known in elementary grades)
Prefixes
exprereundisnonimmisminimaxi-
Word Components: Level 2 (usually known in intermediate grades)
Prefixes
co-; con-; comsyn-; symin-; en- (into)
sub-; supea-; abinterintramonounibi-; tri-; quad-, etc.
cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco-
Word Components: Level 3 (usually known in high school)
Prefixes
pseudodemiendo-; ectoproperperihemiobbenemal-
photonomigmunicontraphilo-
Common Word Roots for Academic Subjects:
Basic:
Often combine with:
-ject (to throw)
-port (to carry)
-scrip, scribe (to write)
-vert, vers (to turn)
-pos, pon (to place)
-tract (to draw)
-pel, pul (to drive)
-struct (to build)
-grad, gress (to step)
-plic, plex (to fold)
-flic, flex (to bend)
-fic, fac (to make)
-miss, mit (to send)
-sid, sed (to sit)
-spec (to see)
-voc (to call)
-dict (to say)
-rupt (to break)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
properco-
This is your brain on isolated facts:
Monday
Wednesday
Friday
This is your brain on connected information:
Monday
Wednesday
Friday
Assessment
What skills/knowledge are we assessing
for?
•
ability to recognize a given definition in
multiple choice or matching?
•
ability to complete a cloze exercise,
given a word bank?
•
ability to use the target word in a
meaningful and appropriate context?
• other?
Assessment
Rubric:
A Plan for School-wide Vocabulary Instruction
EXPLICIT INSTRUCTION
“Focus 40” words from the Academic Word List
selected by grade level teachers: 1 word per week
2-3 words related to or associated with each of
the “Focus 40”; each subject area teacher
decides on related words
Subject-specific words, such as those found in a glossary
Students have more opportunities to read for a variety of purposes,
including self-selected material.
Open Field
Elevated language used in class by teachers; students given
motive and opportunity to use elevated vocabulary in speech and
Academic Word List
writing.
IMPLICIT INSTRUCTION