Leading A Vocabulary Awakening
Equipping Teachers and Students
Dr. Lori Meier, Literacy Trainer (meierl@brevard.k12.fl.us)
Office of Title I - Brevard Public Schools
Key Questions
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How can we nurture a vocabulary awakening in our schools?
How can we dramatically increase the amount of time children
are intellectually engaged in vocabulary learning?
How can we provide fresh, authentic instruction when learners
have limited background knowledge?
How do we decide what vocabulary learning is useful?
Robust Vocabulary Instruction
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With great urgency we are understanding the effects and
consequences of limited student vocabularies.
Formal education is acquired largely through language
and always builds on what the learner already knows
(their schema) and has vocabulary for. (Adams, 1990)
Robust Vocabulary Instruction
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The differences between number of words known by
students with poor vocabularies versus those with rich
vocabularies is extensive, grows over time, and is evident
early. (Baker, Simmons, & Kameenui, 1995)
Robust Vocabulary Instruction
5,000
4,500
Vocabulary Size and SES
4,000
3,500
Profound
vocabulary
differences
primarily attributed
to socio-economic
conditions[1]
3,000
2,500
2,000
1,500
1,000
500
0
Grade 1
Grade 2
Middle Class
Grade 3
Lower SES
[1] Dr. Jerry L. Johns, National Consultant in Reading
Robust Vocabulary Instruction
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On an average, a preschool child from a professional
family is provided annually with 11 million words, a
working-class family 6 million words, and a welfare family
3 million words. (Hart & Risley, 1995)
The vocabulary gap widens over time. (White et al, 1990)
- Grade 1 differences between middle SES schools & low SES schools about
1300 to 2300 words
- Grade 3 differences jump to about
5000 words
Robust Vocabulary Instruction
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All the available evidence indicates that there is little emphasis on
the acquisition of vocabulary in school curricula. This is a high
priority - but not just any one-dimensional, traditional vocabulary
instruction will do. It must be robust, vigorous, strong, and
powerful. (Beck, McKeown, & Kucan 2002)
The relationship between vocabulary knowledge and reading
comprehension is strong. The continued development of strong
reading skills is the most effective independent word learning
strategy. (Baker, Simmons, & Kameenui, 1995)
Robust Vocabulary Instruction
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Students who don’t have large vocabularies or effective wordlearning strategies often struggle to achieve comprehension.
Their bad experiences with reading set in motion a cycle of
frustration and failure that continues. (www.prel.org)
Because these students don’t have sufficient word knowledge
to understand what they read, they typically avoid reading.
Because they don’t read very much, they don’t have the
opportunity to see and learn very many new words.
Robust Vocabulary Instruction
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This sets in motion the “Matthew Effects” Stanovich’s
(1986) application of a verse from Matthew, “the rich get
richer and the poor get poorer.”
In terms of vocabulary development, good readers read
more, become better readers, and learn more words and
vice versa
A Tradition of Tradition
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(1995) Watts study: 87% of vocabulary taught only as a
pre-reading strategy (presented definitional meaning) and only
seen as essential for the specific story to be read
Research regarding basal readers treatment of vocabulary
is limited and aging. Overall, it has improved but there
is much room for improvement (Graves, 2006)
A Tradition of Tradition
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Recent study of 23 4th-8th grade classrooms: 12% of time
devoted to vocabulary, only 1.4% of content area time
(Scott, Jamieson-Noel, & Asselin, 2003)
A Tradition of Tradition
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Research-based methods of vocabulary instruction not generally
known or employed by teachers (Graves, 2006)
We know too much to say we know too little, and we know too
little to say that we know enough. (Baumann & Kameenui, 1991)
The Teaching Gap: Our cultural scripts for teaching begin early:
roles, patterns of teaching, and expectations are already
developed (Stigler & Hiebert, 1999). We sustain our cultural systems
in accord with our beliefs and values about learning and
students.
Our Approach
To provide instructional strategies that:
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advocate teaching vocabulary multi-dimensionally
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foster student “skills and strategies” of vocabulary learning
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avoid “thin” short-term study of words (i.e. dictionary only)
Our Approach
To provide instructional strategies that:
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support “thick” robust instruction: activating prior knowledge
(schema), contextual examples of the word, conversation,
comparison/contrast, and multiple encounters
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encourage word consciousness and talk
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also include academic vocabulary learning
Our Approach
Framework:
• On-going professional development offered to teachers in
Title I schools with materials provided
• At least 4-6 sessions throughout the year
• Collaboration with reading coaches and administrators
• One school wide BAV start up with January launch in
process, 45 teachers, K-6
• Do I Really Have to Teach Vocabulary? (4 day summer institute)
Our Approach
Building Academic
Vocabulary
(Marzano & Pickering, 2005)
Tier 2 Word Study
(Beck, McKeown, & Kucan 2002)
Foster
Word Consciousness
Shifting the mindset first …
Mining our own learning minds, looking inward towards
our own vocabulary learning and word consciousness
z Focus more on the process not the products
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changes and mandates while still seeking “best practice”
replacement methods
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Tier Two Instruction
"This little book is a gem. It shows how teachers can
teach word meanings so powerfully that students of all
ages will be able to grasp an author's meaning or
communicate their own more effectively. The book
offers a well-organized and first-rate plan for teaching
vocabulary, presented by a team of researchers with a
genuine grasp of the practical.“
--Timothy Shanahan, PhD, Center for Literacy, University
of Illinois at Chicago
Tier Two Instruction
"Bringing Words to Life lives up to its title. It
made me want to gather a group of kids
immediately, so I could start putting these
sensible, practical, novel, and intriguing ideas
about building vocabulary into practice. Beck,
McKeown, and Kucan show how much fun learning
words and teaching words can be. Every early
childhood and elementary teacher should have this
book on their bedside table for inspirational
reading.“ --Catherine E. Snow, PhD, Graduate School of
Education, Harvard University
Tier 1, 2, & 3 Words
Tier 3
Domain Specific
Tier 2
Mature Words
Tier 1
Basic Words
Frequency of use is low. Domain
specific words.
Examples: isotope, lathe, refinery
High frequency words for the
mature language learner.
Examples: absurd, industrious,
fortunate
Consists of the most basic words.
Rarely require instruction to their
meaning at school.
Examples: clock, baby, happy
Tier Two Instruction
Excerpt from “My Father the Entomologist” by Edwards, 2001, p. 5
“Oh, Bea, you look as lovely as a longhorn beetle lifting off for
flight. And I must admit your antennae are adorable. Yes, you’ve
metamorphosed into a splendid young lady.”
Bea rolled her eyes and muttered, “My father, the entomologist.”
“I heard that, Bea. It’s not nice to mumble. Unless you want to
be called a Mumble Bea!” Bea’s father slapped his knee and
hooted. Bea rolled her eyes for a second time.
.
Tier Two Instruction
Excerpt from “My Father the Entomologist” by Edwards, 2001, p. 5
“Oh, Bea, you look as lovely as a longhorn beetle lifting off for flight.
And I must admit your antennae are adorable. Yes, you’ve
metamorphosed into a splendid young lady.”
Bea rolled her eyes and muttered, “My father, the entomologist.”
“I heard that, Bea. It’s not nice to mumble. Unless you want to be
called a Mumble Bea!” Bea’s father slapped his knee and hooted. Bea
rolled her eyes for a second time.
.
Tier Two Instruction
Monday
Tuesday
Wednesday
Thursday
Friday
Shared Read
-highlight words
Vocabulary
Activities
Vocabulary
Activities
Vocabulary
Activities
Assessment
3-6
K-3
Text Talk from Scholastic
Developed our own booklist for 3-6
Building Academic Vocabulary
• Marzano & Pickering describe a
six-step process for content area
vocabulary.
• The first three steps are to assist
the teacher in direct instruction
of the term. The last three steps
are to provide the learner
practice and reinforcement.
Building Academic Vocabulary
•
•
•
•
Word Selection
Student Academic Notebook
Note-taking Form
Games and Review
Building Academic Vocabulary
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Step 1: The teacher will give a description, explanation, or
example of the new term.
Step 2: The teacher will ask the learner to give a
description, explanation, or example of the new term in
his/her own words.
Step 3: The teacher will ask the learner to draw a picture,
symbol, or locate a graphic to represent the new term.
Building Academic Vocabulary
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Step 4: The learner will participate in activities that provide
more knowledge of the words in their vocabulary notebooks.
Step 5: The learner will discuss the term with other
learners.
Step 6: The learner will participate in games that provide
more reinforcement of the new term.
Building Academic Vocabulary
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Examples …
Fostering Word Consciousness
Refers to a keen awareness, interest, and appreciation of
words (linguaphiles, being word savvy)
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Scott & Nagy, 2004; Graves, 2006)
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Correlation to metalinguistic awareness (the ability to
recognize and think about the various features of
language and words: morphological makeup,
appropriateness in various contexts, etc.)
Fostering Word Consciousness
An appreciation of the power of words and an
understanding of why certain words are used in a
situation by speakers or authors
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z Teachers can model and recognize adept diction, use word
of the day or word wizards, and promote word play
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Some lessons from the road…
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Classroom Application Examples
Where to learn more…
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Anderson, R. C., & Nagy, W. E. (1991). Word meanings. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.),
Handbook of reading research (Vol. 2, pp. 690-724). New York: Longman.
Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1995). Vocabulary acquisition: Synthesis of the research. Technical Report 13.
National Center to Improve the Tools of Educators. University of Oregon. Available from this internet source:
http://idea.uoregon.edu/~ncite/documents/techrep/tech13.html
Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. J. D. Lapp, & J. R.
Squire (Eds.), Handbook of research on teaching the English language arts (pp. 604-632). New York: MacMillan.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press
Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.),
Handbook of reading research (Vol. 2, pp. 789-814). New York: Longman.
Graves, M. F. (1986). Vocabulary learning and instruction. In E. Z. Rothkopf (Ed.), Review of research in education , 13 , 49-89.
Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.
Marzano, R. J. & Pickering, D. J. (2005). Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD.
Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly , 19 ,
304-330.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.
Reading Research Quarterly , 21 , 360-406.
White, T. G., Graves, M. F., & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and
word meaning. Journal of Educational Psychology , 82 (2), 281-290.