Region 10 Education Service Center

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Building Science VocabularyGenerating Power
for the Future

• Region 10 Education Service Center

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The teacher is the power strip. She possesses
the power to impact vocabulary development. She
is the surge protector.
The students are the individual appliances
waiting for a charge/connection. When they are
plugged into learning, their appliances can
function at full capacity.
This is the pathway to the power source. It
allows learners to complete a circuit through the
curriculum, the teachers knowledge and
experiences, and the wealth of information that
is brought to the classroom.
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Goals

• To plug into new vocabulary through . . .
• Listening
• Speaking
• Reading
• Writing
• To determine what happens when a short circuit
  occurs (i.e. to understand the implications
  of an underdeveloped vocabulary).
• To be prepared for potential blackouts (i.e. to
  gain new strategies to support vocabulary
  instruction for uncharged students).
• To go wireless (i.e. to move from dependence
  to independence through gradual release of
  responsibility)

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• HUMAN BILLBOARDS
• Each person has paper and markers
• You will have 6 minutes to use one of the
• science terms in the Chemical Interactions
• book on your table as an acronym for
  describing
• yourself.
• Talk with the people at your table to
• clarify understanding about the terms.
• Make it wearable art.
• Mingle and learn . . . about science AND
• each other!

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Why Study Vocabulary?
It is clear that a large and rich vocabulary is
the hallmark of an educated individual.
Beck McKeowan, 2002
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Why Study Vocabulary?
There is a strong relationship between
vocabulary, intelligence, comprehension and
future income. Marzano, Pickering, and
Pollock, 2001
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Lexile Chart w/Jobs

• Average high school graduate is 1150L
• Job Reading Requirement
• Surveyor 1370L
• Farmer 1210L
• Hotel Manager 1230L
• Housekeeper 910L
• Mechanic 1010L

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Do you suffer from . . .

• Butourkidscanteven disease?

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Butourkidscanteven disease?
Activity
Generate a list of potential ailments that your
students suffer from when it comes to vocabulary.

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When it comes to word knowledge weve heard
(and sometimes said) . . .

• But our kids cant even...
• pronounce the words
• figure out what words mean
• use their background to build vocabulary
• speak English well enough to choose the best
  word
• differentiate the parts of speech

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Light Bulb Moments

• At your tables, take three minutes to consult
  with your healers regarding the following
  questions
• Which of these symptoms do you have control
  over?
• To what degree?

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Vocabulary Data

• The average elementary student learns roughly
  3,000 words a year. Many of the new words are
  learned through reading (Nagy, 1988).
• Students who most need vocabulary instruction are
  frequently those who read the slowest (Fountas
  and Pinnell, 2001).
• Disadvantaged students who do not perform well in
  school often have underdeveloped vocabularies
  (Biemiller and Slonim, 2001).

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Lets Break it Down

• Elementary children acquire and/or develop about
  3,000 new words per year which comes to about 8
  words each day.
• Lets say, an elementary student only acquires
  2,000 new words per year. That means . . . by
  the time theyre in 8th grade, they are behind by
  8,000 words which translates to more than two
  grade levels.

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The Comprehension Cycle for Proficient Readers
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The Comprehension Cycle for Struggling Readers
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And Beyond 12th Grade

• There is a strong relationship between
  vocabulary, intelligence, comprehension of new
  information, and future income.
• Marzano, Pickering, and Pollock, 2001

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How Do I Choose Vocabulary Words?
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Tier One basic words (ex. door, car, book)
rarely require instructional attention. Tier Two
encountered frequently advanced words (ex.
potential, monitor, courage, censorship).
Instruction is most productive at Tier 2. Tier
Three encountered infrequently limited to
specific domains (ex. maxillary bicuspid).
Limited usefulness (except for dentists!)
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• How Do I Know Which Words to Select?
• Consider
• Importance and utility
• Instructional potential
• Conceptual understanding

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• With the texts at your table,
• select eight words that are
• Tier Two words.
• Be ready to discuss
• How did you pick those words?
• How could those words be used across the school
  day not just in Science?

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Stages of Word Knowledge

• Never said it or heard it
• Heard it dont know it
• Recognize it in context
• Know it well
• OR
• Unknown
• Acquainted
• Established

Students can use em!!!
Students can use em!!!
(Beck, McKeown, and Kucan, 2002)
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With a partner, identify which stage fits your
word knowledge for the following words

• pedagogy

• Never said it or heard it
• Heard it dont know it
• Recognize it in context
• Know it well

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With a partner, identify which stage fits your
word knowledge for the following words

• due diligence

• Never said it or heard it
• Heard it dont know it
• Recognize it in context
• Know it well

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With a partner, identify which stage fits your
word knowledge for the following words

• occlusion

• Never said it or heard it
• Heard it dont know it
• Recognize it in context
• Know it well

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Some Words Require Explicit Instruction

• Words that require explicit instruction
• High frequency words
• Multiple meaning words
• Multiple pronunciation words
• Easily confused words (except/accept)
• Homophones (hour/our)

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But Assign and Define Just Doesnt Cut It

• One instructional practice is to have students
  look up words in a dictionary, copy or restate
  definitions, and create sentences using the
  words. However, students often cannot understand
  the definitions that dictionaries present
  (McKeown, 1993) Students may not know how to
  choose the appropriate definition for a word that
  has multiple meanings (Richer, 2005).

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Dictionary Danger?

• Approximately 60 of sentences students wrote to
  demonstrate their knowledge of a new word, used
  the new words incorrectly.
• Dictionaries often use vague language and do not
  explain how the word is different from other
  similar words.
• (Scott Nagy 1989, 1997, Vacca Vacca,
  1996)
• Students must already have some knowledge of the
  word for the definition to make sense.

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Plugging into New Wordsthrough Listening,
Speaking, Reading, and Writing

• Vocabulary consists of the words that we
  understand and can actively listen to, speak,
  read, or write.
• (Tankersley, 2005)

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Light Bulb Moments

• Think of a word and its definition that you will
  NEVER forget.
• What makes that word stick in your brain?
• Did you learn your word in school?
• Did you hear, see, or read your word?

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An Electrical Project
Activity

• Read the directions for an electrical project.
• Discuss with your group what type of electrical
  project is being described.
• Could you complete this project with these
  written directions?
• How much did your background knowledge factor
  into understanding these directions?

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Directions

• Remove the switch housing cover plate.
• Remove the plug from the center of the cover
  plate.
• Feed the kit wires (black and white) through the
  holes in the cover plate and screw the plate
  tightly to the kit to prevent it from vibrating
  loose.
• Locate two wires within the switch housing
  labeled for light ( white and blue).
• Connect them to the kit wires with wire nuts
  white to white and blue to black. Secure the
  connections with electrical tape to prevent the
  wire nuts from vibrating loose during operation.
• Carefully push wires back into the switch
  housing, and attach the light kit to the switch
  housing with the provided screws.

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• Who could have used a picture?
• Who would have done better with the actual
  materials in front of them?
• Who needed a buddy to read them the directions
  while they tried to manipulate the materials to
  complete the project?
• Who needed a partner with whom to discuss the
  directions?

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From David Lazears Seven Ways of Teaching

• We must teach our students to use all of the
  intelligences to improve their effectiveness in
  dealing with the issues, challenges, and problems
  we face in the task of daily living. This is
  primarily a matter of approaching these matters
  on multiple levels, with a variety of
  problem-solving methods that use different
  intelligences.

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• Who could have used a picture?
• Visual Learner
• Who would have done better with the
• actual materials in front of them?
• Kinesthetic Learner
• Who needed a buddy to read them the directions
  while they tried to manipulate the materials to
  complete the project?
• Auditory Learner (with a little kinesthetic!)
• Who needed a partner with whom to discuss the
  directions?
• Interpersonal Learner

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Light Bulb Moments

• What other sorts of support could have been
  offered to make this a more manageable task?

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Concept Words and Visuals
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Exploration
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Colonization
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immigration
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Freedom
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Reform
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Westward Movement
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Assembly line
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Forced migration (push)
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Barrier
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Boom
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Will the visuals help you remember the 10 KEY
social studies vocabulary words? Number a sheet
of paper from 1 to 10. As you see each picture
appear, write the vocabulary word that goes with
it.
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Value of Kinesthetic Involvement

• The brain literally changes at the chemical
  level when our mind and/or body experiences
  something new When we understand the key role
  the body plays in learning and encourage our
  students to explore the possibilities of
  movement, it can only enhance their learning.
• Alana Morris
• Vocabulary Unplugged

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Word Walls

• Be selective (about 5 to 10 a week)
• Practice regularly with a variety of review
  activities
• Handy and easily accessible
• Alphabetical

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Word Bags (literally plastic bags which contain
cards with vocabulary words)
Activity

• Steps for creating Word Bags
• 1. Determine how many words on which to focus (6
  to 12), and provide each student with the
  corresponding amount of mini index cards.
• 2. One word is written on each card by the
  students as the words are introduced, discussed,
  located in the passage, and expounded upon.
• 3. Have all students use the same color marker
  to record their words.

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Word Bags
Activity

• Steps for creating Word Bags, continued
• 4. The teacher will also write the words on full
  size index cards. However, the teacher's set of
  words should be placed on a "word wall" in
  alphabetical order. (It is important that the
  words are visibly accessible to the students.)
• 5. At this point each student will have a set of
  cards with the new vocabulary words written on
  them. Have the students spread out the cards on
  top of their desks and ask them to point to the
  appropriate card as the meanings of the words are
  provided and as they are used in sentences.

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Word Bags
Activity

• Steps for creating Word Bags, continued
• 6. Guide the students through various oral
  activities while the cards are spread on top of
  their desks. Each of the activities is
  multisensory and involves touching, seeing,
  hearing, and manipulating the words/cards.
  Examples of such activities might include but are
  not limited to
• Find the word that means ______."
• "Find the word that starts with the _____ blend."
• "Find the word that starts with the _____
  prefix."
• "Find the word that ends with the _____ blend."

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Word Bags
Activity

• Steps for creating Word Bags, continued
• "Find the word that ends with the _____ suffix."
• "Find the word that is a synonym (or antonym) of
  ______."
• "Place all of the describing words (adjectives)
  in one column, all of the naming words (nouns) in
  one column, and all of the words that show action
  (verbs) in a third column."
• "Make a sentence using the words ______ and
  _______."
• "Put the words in alphabetical order."

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Word Bags
Activity

• Steps for creating Word Bags, continued
• "Find the word that would fit best in this
  sentence The boy laughed ______ at her joke"
• "Place all of the one syllable words in one
  column, all of the two syllable words in one
  column, and all of the three syllable words in a
  third column."
• "Mix your words with your neighbor's words and
  play concentration."
• NOTE Upon completion of activities, replace
  words in individual zip-lock bags. Repeat the
  games/activities on a daily basis during a set
  "vocabulary time." The oral exercises take about
  ten to fifteen minutes.

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Word Bags
Activity

• Final Notes about Word Bags
• NOTE Word bags should be used on an ongoing
  basis. The next week new words would be added to
  the word bags. The new week's words should be
  written with a different colored marker on new
  index cards. On Monday through Wednesday, only
  the new words would be reviewed during vocabulary
  time. On Thursday and Friday the words should be
  integrated into the previous week's words and
  activities/games would utilize both sets of
  words.

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Word Bags
Activity

• Final Notes about Word Bags
• NOTE The same procedure should be followed for
  six weeks. After a few weeks of repetition the
  students KNOW the new vocabulary words! Plus,
  interest level remains high because new words are
  always presented in a "game format." At the end
  of the six weeks grading period, word bags are
  sent home and the cycle begins again.

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Baffle
Activity

• Teacher writes vocabulary word on board and the
  class reads it.
• Teacher has prepared four definition cards for
  kids to read. Three of the definitions are
  incorrect, and one is correct.
• Four kids come up to the front of the room and
  say, I will now give you the definition of
  ____.
• The class guesses who has the correct definition
  of the word.

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Baffle 2 for Pronunciations

• Same as Baffle, except the cards have three
  incorrect pronunciations and one correct one.
• Students say, I will now give you the correct
  pronunciation of this word.

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Directions for Common Columns

• Review every word on both lists for pronunciation
  and meaning.
• Take words one at a time in Column 1 and make as
  many connections to the words in Column 2.
• Move to the next word in Column 1 and make as
  many connections to the words in
• Column 2.

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Common Columns
Activity

• Column 1
• Electricity
• Light
• Shock
• Current
• Spark
• Appliance
• Meter

• Column 2
• Powerful
• Wire
• Circuit
• Surge
• Connect
• Flow
• Volts

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Create Your Own!

• Think of a unit you are or will be teaching.
• Brainstorm the key words from that unit and
  create two columns.
• Practice with a partner to find as many
  connections as possible.

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• Reading

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Reading

• Vocabulary knowledge is among the best
  predictors of reading achievement.
• Daneman, 1991

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Reading

• Reading is the single most important factor in
  increased word knowledge.
• Anderson Nagy, 1991
• Baumann Kameenui, 1991

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Light Bulb Moment

• As a reader, what do you do when you come to an
  unfamiliar word?

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Reading PassagePhysics Textbook

• So far, the circuits we have considered include
  batteries or generators that contribute only
  their emfs to a circuit. In reality, however,
  such devices also add some resistance.
• Cutnell and Johnson
• Physics, 5th Edition

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Can You Make a 100 on this Test?

• So far, the circuits we have considered include
  batteries or generators that contribute only
  their emfs to a circuit. In reality, however,
  such devices also add some resistance.
• What is being considered?
• What do batteries or generators contribute to a
  circuit?
• What do these devices add?

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Word Books
Activity
my physics textbook
emfs
energy or power
asked Jon and he did not know
Emfs stands for electro- motive forces.
looked in the glossary in the textbook
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Still Dont Understand emfs?

• Go back to the column on how you will find the
  definition.
• What else could you do to gain understanding?
• Brainstorm a list of potential solutions.

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Ways to Discover Meanings of Unknown Words

• Dictionary
• Glossary
• Context clues
• Ask the expert

• Find pictures
• Look for known roots, prefixes, and suffixes
• Use the index to find where the word is listed
  and read it in other contexts

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Break It Down

• Electro something to do with electricity
• Motive something about moving or motion
• Forces Power, energy, something that would
  cause a push or pull
• Emfs something is making electricity move

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• But, what if youre still not 100 sure you
  understand emfs?

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To find out the meaning of this word, I

• Asked Jon and he did not know
• Looked in the glossary in the textbook
• Talked to the teacher
• Looked for emfs in other places in the physics
  textbook
• Used my knowledge of prefixes and root words to
  analyze electromotive force

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Deeper Understanding?

• The definition of my new word is
• Emfs stands for electro-
• motive forces. Emfs are measured in volts. The
  force that pushes or pulls current through a
  circuit is called an emf.

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Miss Alaineus
Activity

• Listen to the story Miss Alaineus A Vocabulary
• Disaster by Debra Frasier .
• Make a list of words you find interesting
• or challenging.
• Choose one word from your list to practice using
  one
• of the following graphic organizers.

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Concept of Definition Map
What is it?
What is it like?
Term
What are some examples?
(Schwartz Raphael, 1985 )
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Word Analysis
Synonym
Word
Reading selection
Sentence
Antonym
Definition
Page
Picture
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Frayer Model
Definition
Visual Representation characteristics
Vocabulary Term
Personal association or characteristic
Non-example
Examples
(Barton, M.L., Heidema, C., Jordan, D. 2002)
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Concept Wheel

• ______________
• Key Words
• Select 3 words that best represent.

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Concept Word Map
Examples
Non-Examples
What it is
Moisture that falls from the sky
Rain Hail Sleet Snow
Dew Fog Thunder
Word
Precipitation
What its like
Taking a shower outside
Sentence
Precipitation is moisture that falls from the sky
like rain or snow.
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Plugging in the English Language Learner

• Cognates words in their native language that are
  close in meaning and pronunciation to English
  words.
• Share examples in Spanish hospital, actor,
  introduccion, triangulo
• Beware of false cognates such as exito.

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ESL Students and Vocabulary(We wonder why
theyre confused!!)

• Almost Exactly
• Student Teacher
• Alone Together
• Diet Ice Cream
• Working Vacation
• Same Difference
• Living Dead
• Jumbo Shrimp

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• Writing

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WritingWords are Colors on Your Palette

• One of the primary reasons to incorporate direct
  vocabulary instruction is to improve range and
  specificity in writing.
• Allen, 1999

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Semantic Impressions
Activity

• Using the following words, work as a group to
  create a story using the words in their presented
  order.
• Write a paragraph using the words in their
  correct order.
• Read story and watch for similarities and
  differences.
• After the story, write another paragraph using
  the vocabulary words.

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Guidelines for Semantic Impressions

• Choose between 5-20 words that are essential to
  understanding the text.
• List the words in the order in which they appear
  in the text.
• Discuss word meanings.
• Students collaborate to create a story that makes
  sense.
• Revisit before reading story to compare to the
  real story.
• Incorporate writing as much as possible.
• Interactive
• Shared
• Independent

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Student Rules for Semantic Impressions

• Words must stay in their original order.
• Words can be reused.
• The form of the word can be changed (plurals,
  tense, etc.)

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Elementary

• Energy
• Factories
• Sources of energy
• Supplies are limited and cannot be replaced
• Waste

• 6. Responsibly
• 7. Forms of energy wont run out
• 8. Less pollution
• 9. Save energy
• 10. Habits

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Secondary

• Burning candles near paper
• Eat junk food
• Skip some days
• Wash-off night
• Finish
• Sun went down
• To whom it may concern
• I got off work very late
• Lied
• Electricity

• Mother was always working
• Pickle jar
• Empty
• Black-out
• Flicked light switch up
• Not to tell teachers
• Outage
• Homework
• Too dark
• Sister and brother

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Light Bulb Moment

• Outside of building vocabulary, what other
  skills are developed by using semantic
  impressions?

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• To complete a circuit (learn a new word),
  everything must be properly connected.

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Word Connections Word

• force

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Word Connectionsfrom Vocabulary Unplugged by
Alana Morris
Activity
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Word Relationship Web
Activity
Words that describe a person who talks a lot
Words that describe a person who does not speak
often
reserved
Talk
shy
chatty
silent
loquacious
Words that describe a person who does not speak
at all
mute
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Word Relationship Web
Activity
Powerful
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Teaching Word Parts

• Knowing some common prefixes and suffixes
  (affixes), base words, and root words can help
  students learn the meanings of many new words"
• (Armbruster, Lehr, Osborn,
  2001).

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Vocabulary Power Line
Activity
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Vocabulary Power Line
Activity
autograph
bibliography
photograph
paragraph
telegraph
graphic
geography
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Vocabulary Dictionary
Activity

• Read Cookies by Amy Krouse Resenthal.
• Have students think about something they like to
  do or something that they are particularly good
  at.
• Have students brainstorm a list of words that
  relate to that topic.
• Using Cookies as an example, students create a
  dictionary of the self-selected words based on
  their chosen topic.

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Describe this familys situation.
Activity

• You may only use words from
• Set A to respond to this question. (You may
  change the form of a word).

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Set A

• A
• About
• An
• And
• Are
• Because
• Children
• Clothing
• Dirty
• Face
• Family
• Hand
• Has/Have

• Her
• In
• Is
• Live
• No
• Poor
• Sad
• She
• The
• Tent
• They
• To

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Try it again!

• This time, you may use Set A and Set B words PLUS
  five extra words of your choosing.

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Set B

• Despair
• Impoverished
• Worry
• Dry
• Outside
• Unkempt
• Belongings
• Rags
• Wear
• From

______________________ ______________________ __
____________________ ______________________ ____
__________________
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Light Bulb Moment

• In two words, describe what a well-developed
  vocabulary does for students.

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Keep the ConnectionClosing Activity

• Refer to the names of the appliances around the
  room.
• Select one that most represents what you have
  learned about vocabulary today.
• Write a few sentences to explain how your
  learning today is like that appliance.

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Word Websites

• www.behindthename.com
• www.dictionary.com
• www.etymonline.com
• www.fun-with-words.com
• www.wordfocus.com
• www.wordspy.com

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Charged Up?

• To plug into new vocabulary through . . .
• Listening
• Speaking
• Reading
• Writing
• To determine what happens when a short circuit
  occurs (i.e. to understand the implications
  of an underdeveloped vocabulary).
• To be prepared for potential blackouts (i.e. to
  gain new strategies to support vocabulary
  instruction for uncharged students).
• To go wireless (i.e. to move from dependence
  to independence through gradual release of
  responsibility)

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Contact Information

• Deborah Brendel
• Region 10 Education Service Center
• 972-348-1512
• Deborah.Brendel_at_Region10.org