Developing Knowledgeable Instructional Leaders:
The Five Components of Reading Instruction
Vocabulary and Oral Language Development
Presenter’s Preparation Outline
Presentation Materials
• CD with PDFs of:
• Presentation
• Presenter notes
• Participant note pages
• Five components cards
• Sample K–3 Reading Instructional Plan
• Ring with five components cards
• Equipment:
• LCD projector
• Sound system (speakers) for microphone, if needed
• Laptop or other computer with CD/DVD drive
Time
This presentation will take approximately 25 minutes.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | Slide 1: Title slide
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
| Vocabulary and Oral Language Development
Slide 2: Vocabulary and oral language development
Read and discuss the quote on the slide.
Stahl & Kapinus, 2001
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | Slide 3: Reading is…
This model exemplifies the connection between the different components of
reading instruction.
Click to advance animation on the slide.
As you can see, and as we will be discussing in this presentation, vocabulary is
closely related to comprehension. It is clear that vocabulary knowledge greatly
affects students’ ability to comprehend text, but vocabulary knowledge also
contributes to reading success in many other ways. Students who have a large
number of words in their oral vocabularies more easily analyze the individual
sounds of those words (Goswani, 2001).
In addition, vocabulary knowledge helps beginning readers decode more quickly.
If children have the words in their oral vocabulary, they can more easily and
quickly sound out, read, and understand those words (NRP, 2000).
Goswani, 2001; Moats, 2005; NRP, 2000
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
| Vocabulary and Oral Language Development
Slide 4: Vocabulary: What is it?
This presentation will primarily discuss vocabulary development, which includes
oral language development. One cannot be developed without the other. We will
begin by identifying what vocabulary and vocabulary instruction is. Vocabulary
is the words that make up speech or text and their meanings. An important
distinction must be made between oral vocabulary and reading vocabulary. Oral
vocabulary represents words that students can use in their speech and words that
they understand when listening to others speak. Reading vocabulary consists
of words that students understand when they read in texts. It is important to
understand this difference. For example, a 6-year-old student’s oral vocabulary is
generally larger than his or her reading vocabulary.
Effective vocabulary instruction consists of several elements, including incidental
vocabulary instruction and explicit vocabulary instruction. Incidental vocabulary
acquisition occurs when students engage in extensive oral interactions with adults
and peers and when they read or are read to. Thus, reading and listening to a wide
variety of text greatly improve students’ oral vocabulary skills.
Students also require being taught vocabulary directly and explicitly. Through
such instruction, their knowledge of words and understanding of what they
Notes continue on the next page.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | read improves. Teachers who actively teach their students vocabulary realize
measurable gains in student understanding of words and text.
Effective vocabulary instruction also teaches students how to effectively use
context to determine the meaning of words encountered in texts. Effective teachers
utilize models, demonstrations, illustrations, graphic organizers, and classroom
discussions to help students learn words and develop oral language skills.
Cunningham, 2005; Nagy, 2005; Stahl & Nagy, 2006
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
| Vocabulary and Oral Language Development
Slide 5: Vocabulary instruction: What is it not?
Effective vocabulary instruction does not constitute practices that are not
systematic or explicit. For example, vocabulary instruction is not effective when
students are left to “pick up” words on their own or when teacher talk does not
let students talk and use important words. Definitions and dictionaries should be
carefully used, as they might not allow students to develop a true understanding
of the words. By the same token, words to be taught should be carefully chosen.
Effective vocabulary instruction is not teaching words that are too easy or that
students will seldom see or that are specific to a field of study. For example,
teaching a word like hierophant [h¯’ r- -fant’] (a priest in ancient Greece) might not
useful for a lower elementary student who has little probability of seeing this word
again during elementary school. Simply placing words on a word wall without a
follow-up or related activities does not constitute effective vocabulary instruction.
e e
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | Slide 6: Why should we teach vocabulary?
Having a large oral and reading vocabulary is essential for academic success.
However, not every child learns the same amount of words at the same time.
Research has established that children from different socioeconomic backgrounds
are exposed to different numbers of words. This graphic shows the disparities in
vocabulary heard by children at different income levels. By age 4, children in the
lowest income bracket have heard 32 million fewer words than those in the highest
income bracket.
As educators, we have a responsibility to use effective instructional strategies to
add to the vocabularies of all our students.
Hart & Risley, 2003
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
| Vocabulary and Oral Language Development
Slide 7: Why should we teach vocabulary
systematically and explicitly?
It is likely that you have heard this statement from a teacher before: “My students
can read (decode) the words, but they don’t understand what they read.”
The connection between reading comprehension and word knowledge is clear.
Vocabulary knowledge is related to and affects comprehension. Although
understanding the meaning of words is not the only contributing factor to reading
comprehension, it is a significant one. Therefore, we can say that vocabulary
knowledge is the tool that unlocks the meaning of text. In a nutshell: If students do
not know the meaning of a word, they will have difficulty comprehending the text.
A strong vocabulary also affects decoding and fluency development. It is easier
and faster to decode a word that is known and has been heard before than an
unknown word.
Recent research has shown that direct and explicit vocabulary instruction is an
effective way for students to acquire vocabulary knowledge. Teaching words
systematically and explicitly will serve the purpose of helping students increase
their oral and reading vocabulary.
Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | Slide 8: What do data tell us about vocabulary
instruction?
This graph presents Texas Reading First (TRF) end of the year (EOY)
comprehension data for 2006–2007. The percentages represent students who were
still developing or in need of intervention. These data indicate that comprehension
is a component that requires attention. In many of the strategic leadership
meetings that have taken place across the state, campus leadership teams have
identified comprehension as an area of need on their K–3 reading instruction
plans. We know that vocabulary knowledge is important for comprehension. If
comprehension is identified as a need, there is also a need to improve vocabulary
instruction.
There are two vocabulary questions within the comprehension task in the
Texas Primary Reading Inventory (TPRI). This information is accessible in the
class summary sheets and not in the aggregated TPRI report. Although it is not
directly assessed on the Tejas LEE, vocabulary is indirectly assessed through the
comprehension questions in the stories.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
10 | Vocabulary and Oral Language Development
Slide 9: What vocabulary skills should students
develop?
Ask participants to locate the green vocabulary card from the component
cards set on their tables.
The five components cards present a progression of skills for each of the
components. The vocabulary card presents the skills for students to developed in
kindergarten to third grade as well as activities and grouping formats.
Allow participants 1 minute to skim the information on the vocabulary card.
Then, continue the presentation.
In kindergarten and first grade, students need to understand words and
definitions. However, students should not merely become familiar with definitions.
The goal is for students to increase their ability to both comprehend and produce
the words correctly. Students need to develop a strong understanding of the word
and a sense of ownership of words. Educators can accomplish this goal by teaching
synonyms, antonyms, and the different meanings of multiple-meaning words—
doing so makes learning less superficial.
Notes continue on the next page.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 11
It is also important for kindergarten and first-grade students to learn how to use
context to verify or clarify the meaning of a word, as well as how different affixes
such as –s, –ing, and –ly affect the meaning of a word. It is never too early to start
showing students how words are composed of different parts that can provide
more information on the words’ meaning.
University of Oregon, 2002; Vaughn & Linan-Thompson, 2004
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
12 | Vocabulary and Oral Language Development
Slide 10: What vocabulary skills should students
develop? (cont.)
The skills that students need to develop in second and third grade are similar to
the kindergarten and first-grade skills.
Present and discuss briefly the first five bullets on the slide. Then connect the
last two bullets to the information below.
It is in these later grades that students need to develop a strong knowledge of
word structure in order to understand words. In fact, knowledge of prefixes
and suffixes can greatly affect the size of a reading vocabulary. For example, if a
student knows the meaning of the suffix –in, he might understand that the word
incapable means “not capable.” Dictionary skills are also important to develop.
However, teaching how to use a dictionary should not completely replace explicit
vocabulary instruction.
University of Oregon, 2002; Vaughn & Linan-Thompson, 2004
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 13
Slide 11: How is vocabulary effectively taught?
Effective vocabulary instruction assures that new words will be encountered in
multiple contexts. It is important that vocabulary instruction happens throughout
the day and in all content areas. This way, students will become familiar with
thinking in depth about words, relationships between words, and word parts. For
example, rather than asking a student to water a drooping plant, the teacher might
say that the plant is becoming dehydrated and then give a brief explanation of the
new word.
Further, effective teachers create opportunities for interactive classroom talk by
engaging students in active thinking and talking about word meanings, about how
they might use the word in different situations, and about the relationship among
words. For example, if the class encounters the verb console, the teacher could
present the definition and then will ask students if they can think of a time when
they consoled someone.
Effective vocabulary instruction connects word meanings to text; words are not
taught in isolation. Important words from a lesson or a story should be pretaught
before reading.
August, Carlo, Dressler, & Snow, 2005; Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
14 | Vocabulary and Oral Language Development
Slide 12: How is vocabulary effectively taught? (cont.)
Effective vocabulary instruction includes direct and explicit instruction of word
meanings. Words are clearly defined and explained, and multiple strategies are
used to engage students in thinking about the new words that they are learning.
Activities such as asking questions about the words, acting out words, categorizing
words, and using the senses when appropriate will allow students to learn words
more in depth.
It is also important to choose words to be taught that students will encounter
multiple times.
Dictionaries are used strategically. Reference materials are not limited to
dictionaries. Thesauruses may also be included to extend the active exploration of
words.
August, Carlo, Dressler, & Snow, 2005; Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 15
Slide 13: Explicit vocabulary instruction: Example
This slide and the next present an example of how to teach a word explicitly.
The first three steps are presented in this slide. The steps are presented in the left
column, and the teacher instruction is presented in the right column.
Present the information on the slide.
The key part of this instruction is to provide student-friendly definitions that
describe the meaning of a word in everyday language. These student-friendly
definitions should be written and planned before the lesson.
However, providing the definition is not enough. Students will benefit from
discussions that explain the word and how it can be used.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
16 | Vocabulary and Oral Language Development
Slide 14: Explicit vocabulary instruction: Example
(cont.)
These are the next steps in this explicit vocabulary instruction lesson.
Present the information on the slide.
Notice how asking questions that require students to have a clear understanding of
the meaning of the word—like the ones on this slide—deepens understanding of
the word.
By engaging students in creating powerful sentences with the newly learned
words, effective teachers provide structured opportunities to develop oral
language and to assess whether students have developed a true understanding of
words.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 17
Slide 15: Vocabulary instruction and English language
learners
Vocabulary development is one of the greatest challenges of reading instruction for
English language learners (ELLs). Systematic, explicit, and effectively implemented
vocabulary instruction is a must for these students. Research has shown that
effective teachers of ELLs infuse all lessons with vocabulary development,
providing vocabulary support throughout all content areas with direct instruction
and scaffolding.
Effective teachers of ELLs also use students’ native language as a resource.
Spanish-speaking students can take advantage of cognates, or words that are
similar between two languages, if teachers carefully explain how to use them. It is
also important to teach false cognates, or words that are similar but do not mean
the same thing.
The use of pictures and visual aids can help students connect words and meanings
more effectively. Screening texts will allow teachers to notice the words and
linguistic structures that might cause confusion for ELLs. Teachers can then
preteach the words that may be difficult, have multiple meanings, or have complex
linguistic structures.
Notes continue on the next page.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
18 | Vocabulary and Oral Language Development
The development of academic English is critical for ELLs’ success in school;
therefore, academic English should be explicitly taught. ELLs should know
words that are related to specific subjects like social studies, science, and math.
They should also know other words that appear more often in texts than in oral
conversations, such as sophisticated transitions, conjunctions, and/or prepositions.
In addition, students need to understand complex sentence structures and how
expository texts and paragraphs are structured.
August et al., 2005; Calderón, August, Slavin, Cheung, Durán, & Madden, 2005; Francis et al., 2006
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 19
Slide 16: Instructional leadership and vocabulary
instruction
It is important that educational leaders at all levels—state, district, and school—
work together to improve and sustain reading instruction. Educational leaders at
the campus and district level play a key role in successful implementation of sound
reading instruction. Research has consistently shown that schools with strong
instructional leaders show significantly greater student gains in both reading and
mathematics and that the most important factor for creating and sustaining change
is leadership. Instructional leadership that actively supports reading instruction
can make a positive difference in student outcomes.
This table presents instructional leaders’ activities to support effective reading
instruction. Some activities pertain to all three levels of instructional leadership,
and others are relevant to only some positions.
For example, the campus coach, campus administrator, and district administrator
set both the tone for the quality of instruction and clear goals for teachers,
students, and principals. These leaders need to create buy-in and build knowledge
across stakeholders by ensuring that high-quality professional development with
follow-up takes place. Further, these leaders must take a close look at data to
monitor progress and make informed instructional decisions.
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Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
20 | Vocabulary and Oral Language Development
Campus principals and coaches set the campus focus. Principals conduct
observations and provide instructional feedback. Coaches support teachers directly
by modeling and co-teaching with teachers, observing instruction, providing
feedback, and utilizing grade-level meetings to foster teacher development and
enhanced reading instruction.
And, in due time, we all celebrate successes.
Blase & Blase, 2004; McEwan, 2003
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 21
Slide 17: Instructional leadership and vocabulary
instruction (cont.)
Instructional leaders can use this information in several different ways to plan and
successfully support vocabulary instruction.
A first step is to study comprehension data by grade level to determine areas
of need. Since there is no direct vocabulary data that instructional leaders can
analyze, comprehension data can show the grade levels in which this skill might be
a problem. Improved vocabulary instruction will have an effect on comprehension
instruction.
It is also important to analyze vocabulary questions in TPRI class summary
sheets. There are two questions within the comprehension task that can give us
information regarding vocabulary knowledge of our students.
Reviewing the critical elements analysis (or conducting one if this has not taken
place) to analyze vocabulary instruction embedded in the core program is essential
to gather information.
Instructional leaders can also observe vocabulary instruction in class and reflect
Notes continue on the next page.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
22 | Vocabulary and Oral Language Development
on this question: Does this instruction have the elements of effective vocabulary
instruction?
Once this information has been analyzed, instructional leaders develop specific
action steps in the areas of need to add to the campus K–3 reading instructional
plan.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
Vocabulary and Oral Language Development | 23
Slide 18: K–3 reading instructional plan
Show participants a sample K–3 Reading Instructional Plan.
Middle of the year (MOY) data in this sample campus indicate that second- and
third-grade students are struggling with comprehension, and the scores are not
much higher than at the beginning of the year (BOY). Plans will be made for
improving comprehension instruction, but the coach and principal also should
ensure that second- and third-grade teachers enhance their vocabulary instruction.
Grade-level meetings will be utilized to accomplish this goal.
Further, a review of the critical elements analysis (CEA) on the core program
revealed that vocabulary is taught only twice a week. The coach and teachers
will review the daily reading instruction schedule to ensure that enough time is
provided to vocabulary every day.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
24 | Vocabulary and Oral Language Development
Slide 19: Wrap-up
Research has proven that explicit and systematic vocabulary instruction helps
students learn words and develop their vocabulary knowledge. It is essential that
our students receive this instruction.
When instructional leaders become knowledgeable about instruction and support
teaching and learning, they can make a positive difference in the quality of
vocabulary instruction.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
© 2008 University of Texas System/Texas Education Agency
References | 1 of 2
References
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for
English language learners. Learning Disabilities Research & Practice, 20(1), 50–57.
Blase, J., & Blase, J. (2004). The handbook of instructional leadership: How successful principals
promote teaching and learning (2nd ed.). Thousand Oaks, CA: Corwin.
Calderón, M., August, D., Slavin, R., Cheung, A., Durán, D., & Madden, N. (2005). Bringing words to life
in classrooms with English language learners. In E. H. Hiebert & M. L. Kamil (Eds.), Research and
development on vocabulary. Mahwah, NJ: Lawrence Erlbaum.
Cunningham, A. E. (2005). Vocabulary growth through independent reading and reading aloud to children. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research
to practice. Mahwah, NJ: Lawrence.
Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-based recommendations
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Measurement, Evaluation and Statistics, Center for Instruction, University of Houston.
Goswani, U. (2001). Early phonological development and the acquisition of literacy. In S. B. Neuman &
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Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 22, 4–9.
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McEwan, E. K. (2003). Ten traits of highly effective principals: From good to great performance.
Thousand Oaks, CA: Corwin.
McKeown, M. G., & Beck, I. L. (2004). Direct and rich vocabulary instruction. In J. F. Baumann & E. J.
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Moats, L. C. (2005). Reading big words: Syllabication and advanced decoding. Longmont, CO: Sopris
West Educational Services.
Nagy, W. E. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In E. H.
Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice
(pp. 27–44). Mahwah, NJ: LEA.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the
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Stahl, S. A., & Kapinus, B. (2001). Word power: What every educator needs to know about teaching
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Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instructionl
©2008 University of Texas System/Texas Education Agency
2 of 2 | References
Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.
University of Oregon. (2002). Big ideas in beginning reading. Retrieved February 8, 2008, from http://
reading.uoregon.edu/big_ideas/trial_bi_index.php.
Vaughn S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction, K–3. Alexandria, VA: Association for Supervision & Curriculum Development.
Developing Knowledgeable Instructional Leaders: The Five Components of Reading Instruction
©2008 University of Texas System/Texas Education Agency