Vocabulary Instruction

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Vocabulary Instruction

• Lee A. Dubert, Ph.D.
• 2006

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Planning for Individual Differences

• CAL-6 (more later 2/16)
• A focus on the individuals in your classroom
• Teachers are now being asked to assure that every
  student in their classrooms learns. Leave no
  child behind.
• Increased need for careful assessment (not
  evaluation) and record keeping.
• Guided Instruction in Ability or Interest Groups
• Classroom Management for Groups

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Guided Instruction
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Guided Instruction Week 2
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Recommendations (Restatement of CAL Ideas)

• Modify the method (other avenues than reading).
• Offer a variety of materials instead of a
  one-size-fits-all textbook (but also change the
  tests!).
• Slicing (make the task manageable).
• Use our strategies.
• Schumm et al.

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A Warning on Strategies

• The end is much more important than the means.
• Brand-Name strategies dont insure learning
• The underlying learning processes and knowledge
  are much more important than activities.
• Never confuse activity with progress!
• Your best bet Talk With Kids!

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Research Base Summarized

• Most vocabulary learning comes from extended
  reading
• Nagy, Stanovich
• Some thoughtful, explicit instruction that
  encourages deep processing of new technical
  vocabulary terms at the conceptual level is
  helpful.
• Add-on vocabulary programs are not particularly
  effective.
• But they can give you ideas for developing
  activities.

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Some ideas

• American Heritage Dictionary of the English
  Language, Fourth Edition (and other on-line
  dictionary services)
• Oxford English Dictionary 
• www.visualthesaurus.com
• www.vocabulary.com
• www.refdesk.com
• Vocabulary Improvement Program (ELL) Lively,
  August, Carlo Snow. Brookes Publishing
• Vocabu-Lit. Perfection Learning
• Vocabulary Cartoons. And Vocabulary Classics
  Series, New Monic Books.

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PCW Lesson Plans

• Samples on BlackBoard
• Use any lesson plan format you wish
• BUT
• Add Vocabulary, Strategy Name Process Goals to
  plans
• You must use a EDUC 422/544 strategy

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Process Goals

• HOW you intend to achieve your content
  goal/objective
• what strategies you will use to achieve your
  goal/object
• why you selected that strategy and not some
  other.
• what it was about your students that made you
  choose that strategy

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Sample Process Goal Statements

• Content Goal Students will understand the
  interdependence of many species to one another.
  It is also important that students learn to
  appreciate writing which imparts facts in a
  readable interesting way.
• Process Goal By using DRTA students will be
  encouraged to predict upcoming information or to
  formulate questions that they will attempt to
  answer by reading the text. This sets a purpose
  for reading thats personally interesting.
• Content Goal A.) Develop a sense of an
  appreciation toward the game concepts of floor
  hockey. B) Help students reinforce and expand
  their knowledge of new definitions to their
  existing vocabulary.
• Process Goal Through the process of matching
  definitions to scrambled words, students will
  learn to think about the terms they are learning.
  This activity adds an extra challenge and makes
  the activity more interesting, forcing students
  to use strategies other than recall and
  memorization by manipulating and practicing new
  terms.

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Instructional Strategies

• Strategy-A planned series of steps or activities
  to achieve a goal or objective
• Instructional Strategies
• Situation Organizer
• Task

Task
Context
Situation Organizer
Reader
Text
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Vocabulary Strategies

• Overview-class work on strategies
• Jot Charts (BlackBoard)
• Reading Approaches
• PCW prep
• PCW
• Discuss Instructional Vignette pg 139
• Types of strategies
• Teacher Directed
• Student Directed
• Important Principles
• Enough routine to make learners secure
• Enough novelty to keep them interested
• Students learn through workinglearning is not a
  spectator sport

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Vocabulary
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Types of Word Learning Tasks

• Learning to Read Known Words
• Learning New Meanings for Known Words
• Learning New Words Representing Known Concepts
• Learning New Words Representing New Concepts
• Clarifying and Enriching the Meanings of Known
  Words

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Selecting Vocabulary Words to Teach

• 1. Restrict your selections to words that are
  critical to comprehending the selection.
• 2. Choose words that define key concepts.
• 3. Choose terms that you might include on a test.
  
• 4. Choose words that have a new technical meaning
  in addition to a general, familiar meaning, e.g.,
  "complementary" angles as opposed to
  "complimentary" actions in social situation.
• 5. Ignore terms that will be of little or no use
  once a student has passed the test.
• 6. Don't spend time reinforcing the meanings of
  words just because they appear in italics. Words
  should also meet the criteria in 1-4 above.
• 7. Select words that have utilitarian value.
  Words that students will be able to use over and
  over again.
• CAL 150

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A Strategy for Unfamiliar Words

• If the word is crucial for comprehension, we
  recommend that they rely heavily on external
  references, following these steps
• 1. First decide whether the word is technical or
  general. When in doubt, assume the word is
  technical.
• 2. If the word is technical
• Try the glossary first.
• Then try the index.
• Then try the dictionary.
• 3. If the word is general
• Try the dictionary first.
• Then try the glossary.
• Then try the index.
• 4. After you have found a meaning for the word,
  check the meaning in the context of the sentence
  to make sure that the definition fits. This is
  particularly important when you use a dictionary.
  Context is critical as a verification procedure.
• CAL 148

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Word Recognition Comprehension

• Rapid, automatic recognition is a prerequisite
  for comprehension
• Time spent decoding places demands on limited
  short term memory space
• 95 word recognition accuracy is necessary for
  instructional level reading
• 99 word recognition accuracy is necessary for
  independent level reading
• Average reading speed for 9th grade is 252 words
  per minute

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Strategies

• Feature Analysis
• Visual Verbal Word Association
• VVWA--Spanish
• Analogies
• Matching/ Word Sorts
• Puzzles
• Word Map
• Defining Symbols
• Vocabulary bookmark (VSS)

• Dictionary Use
• www.visualthesaurus.com
• American Heritage on-line
• Alternatives to looking up definitions
• Flash cards
• Definitions followed with activities
• Contextual Redefinition
• Graphic Organizer (Word or Inspiration)
• Semantic Mapping

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Graphic Organizer-History/Geography
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Graphic Organizer-Power Point
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Feature Analysis

• MS Word Table
• Excel Spreadsheet

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Puzzles

• Use to deepen extend
• Consider stems that go beyond simple repetition
  of literal definition match
• Tie to background experience (TV, Movies)
• Use in new situation/context
• Vary in difficulty
• Word selections offered/not offered
• Text page number hints
• Crosswords/word searchescomputer programs
• Magic Squares

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Verbal Visual Word AssociationPp 173-Physical
Education
Directions Fill the following vocabulary words
into the matching Verbal/Visual Word Association
grid. Range of Motion Golgi Tendon
Progression Muscle Spindle
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Analogies (Modified) Physical EducationDirections
Remember the analogy we made of a muscle to a
factory that produces movement? Of the following
six muscle structures, complete at least three
analogies and explain why that muscle structure
is like the factory part or the factory worker
that you put down. Any extra analogies that you
complete will be counted as extra
credit.(EXAMPLE Bones Rafters Why Bones are
like levers that muscles must move.
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Analogies CeramicsDirections Fill in the blank
with the word from the list below that best
expresses the same relationship with the third or
fourth words as the second word does with the
first.Example 1 Good bad happy sad.
Read the line as follows Good is to bad as
happy is to sad. Both pairs are
opposites.Example 2 Big Small large
little. Read the line as follows Big is to
small as large is to little. The two pairs
express the same idea in different words.
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Sorting Exercise-Earth Science
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Math-The Vocabulary of Symbols

• 7
• 2) 14
• 11. 2 is the ______________
• 12. 7 is the ______________
• 13  14 is the ______________
•  
• 20 1 19 6 ? 2 3
• 4 X 7 28 5 8 13
• 14.            Which number is a product?
• 15.            Which number is a difference?
• 16.            Which number is a quotient?
• 17.            Which number is a sum?
• 18.            Which number is a divisor?
• 19.            Which number is a dividend?
• 20.          Which numbers are factors?

• Answer these questions
•   10 - 3 7
• 1.    10 is the ______________
• 2.    3 is the ______________
• 3.    7 is the ______________ 
• 6 X 4 24
• 4.    6 and 4 are ______________
• 5.    24 is the ______________
• 72 ? 3 24
• 6.    24 is the ______________
• 7.    72 is the ______________
• 8.    3 is the ______________

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Other Symbolic Definitions

• Sewing Crossword Puzzle

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Context Clues

• DIRECTIONS This is a test of your ability to
  figure out the meanings of unusual or different
  words in reading. These words have been specially
  designed to be new to you, so feel free to guess.
  Read each paragraph carefully and then do the
  test question following it. To show which
  definition you think is the best one, put an X in
  the apace before it. Don't mark more than one
  answer for each problem. The sample below may
  help you.
• SAMPLE The native witch doctors were the only
  practitioners of medicine to be found in the
  area.
• Practitioners are
• (A) local leaders who serve both as employers
  and as political advisors
• (B) persons who practice some particular skill
• (C) skilled workman who work secretly and
  illegally
• (D) teams of workman who always work in groups,
  and only after a great deal of planning
• (E) none of the above
• (B) persons who practice some particular skill'
  was the correct answer.
• Another Example

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Context Clues

• Because he had never been around large groups of
  people before, having spent the early part of his
  life in the seclusion of a small island in the
  Pacific, he was now somewhat of a chellad.
• (A) a bitter, suspicious, untrusting man
• (B) an eager, jovial companion
• (C) an evil, greedy, grasping man
• (D) a shy, retiring, bashful person
• (E) none of the above
• 2. Even though he was in a hurry to leave and
  get to work, he still took time to frit his
  breakfast. And before the day was over, he was
  very glad he had!
• (A) compare (D) eat
• (B) assemble (E) none
  of the above
• (C) defend

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Morphemic Analysis

• 1. "Ours," vowed the young couple, "will be an
  arnbicratic diagamy!" Evidently they were intent
  upon establishing and maintaining
• a conservative political campaigp.
• (B) an egalitarian marriage.
• (C) a lonely vigil.
• (D) a successful business.
• (E) a wining team.
• 2. And what's more, they went on, "there'll be
  no amorarnbient cardiofractures in it!' Evidently
  they also planned on avoiding, for either of
  them, any
• abnormally-early risings.
• hastily-drawn literary analysis.
• poorly-planned educational endeavors.
• (D) unhappy endings to romance.
• (E) unsuccessful investments of money.

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Phonics

• At a recent gathering at the Capitol here
  in Madison, a number of ledgushaiteive yshooz
  were dhyscust. All dealt with tuhrizuhmn in
  Wiskonsin. Klyph Kharlsulun, who onze a small
  phische-pharmn nier Wabeno, lead the phyte four
  tacks braxe for state biznusmuhn whooze prauphutz
  halve bin sclascht beakuz uv the enuhrjee
  chrysusse. Other similarly kuhnsyrnde sytazunze
  joined hymn in demanding immediate rheleaph for
  psuch pursonze.
• Things are knough kwyte tuph for all of us
  in hour lyne of endhevuhr," he complained,
  "seynsce phyool is knough at such a preemieyuhm.
  The kroudze gust ahrnt kumeeng leyc they yuste
  twoo, and that pspelz llawsuhz, yew gno. And
  tbatze hweye awhl theize phoxe ahre heer!"

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The Jabberwock
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(No Transcript)
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Connotations
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Morphemic Analysis
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Multiple Meaning Words
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Morphemic Analysis Word Play