Maine Department of Education 2006 Maine Reading First Course Session #14 Vocabulary Instruction

Maine Department of Education 2006 Key Learning Goals Session 9 Vocabulary Instruction To enable class participants to transform their theoretical understandings into classroom practices that support vocabulary development in students, including the use of the following instructional strategies: Indirect methods (daily oral conversations, listening to stories read aloud, and independent reading) Direct methods (teaching specific words before reading, use of dictionaries and other reference aids, use of word structure information, use of analogy, use of context clues, and repeated exposure to vocabulary in many contexts) Selection of materials for read alouds, shared reading, guided reading, and independent reading that expands students’ vocabulary

Maine Department of Education 2006 What Does Scientifically Based Research Tell Us About Vocabulary Instruction? (NRP, 2000) Most vocabulary is learned indirectly. Some vocabulary must be taught directly.

Maine Department of Education 2006 Indirect Word Learning (NRP, 2000) Children learn word meanings indirectly in three ways: Engagement in oral language Listening to adults read to them Reading extensively on their own

Maine Department of Education 2006 Direct Instruction for Word Learning (NRP, 2000) Providing students with specific word instruction Teaching specific words before reading Extended instruction that promotes active engagement with vocabulary Repeated exposure to vocabulary in many contexts Teaching students word-learning strategies Using dictionaries and other reference aids Using word parts Using context clues

Maine Department of Education 2006 Changing Emphasis of Five Essential Elements

Maine Department of Education 2006 Vocabulary Curriculum Map Kindergarten

Maine Department of Education 2006 Vocabulary Curriculum Map Grade 1

Maine Department of Education 2006 Vocabulary Curriculum Map Grade 2

Maine Department of Education 2006 Vocabulary Curriculum Map Grade 3

Maine Department of Education 2006 Challenges of Vocabulary Instruction (Beck, McKeown, Kucan, 2002) Words are learned from context, but…. context may reveal a lot or a little about a word’s meaning. Context clues fall along a continuum.  Misdirective  Nondirective  General  Directive

Maine Department of Education 2006 Challenges of Vocabulary Instruction (Beck, McKeown, Kucan, 2002) School-age children are learning words, but…… Many at-risk or struggling readers do not learn enough words a day to help make them proficient. A figure of 7 words per day is a good goal.

Maine Department of Education 2006 Challenges of Vocabulary Instruction (Beck, McKeown, Kucan, 2002) There are too many words to teach, but…… it is critical to recognize that not all words need the same attention. Consider a literature person’s vocabulary being composed of three tiers. Tier 1: Basic words learned without attention Tier 2: High frequency words commonly used and found across many contexts Tier 3: Low frequency words that are not commonly used, except in specific domains Tier 2 words require the greatest focus for direct instruction.

Maine Department of Education 2006 Identifying Tier Two Words (Beck, McKeown, Kucan, 2002) Importance and Utility Instructional Potential Conceptual Understanding

Maine Department of Education 2006 Guidelines for Teaching Vocabulary (Bromley, 2002) Connect prior knowledge Share metacognitive knowledge Actively engage students in a variety of experiences with words Create a word-rich environment Don’t fall into the “Pre-Teaching” trap Apply strategies across the curriculum Teach strategies for independence Share the benefits of learning words

Maine Department of Education 2006 Who is Responsible for Teaching Vocabulary? (LINKS, 2002) Every teacher is responsible. Vocabulary instruction should be an integral part of all instruction because every discipline has specialized vocabulary.

Maine Department of Education 2006 Considerations for Students with Language Disabilities and/or Diversity Choose stories that reflect children’s diverse cultures and communities. Consider the length of stories. Talk about personal experiences related to the book. Review key vocabulary words and their meanings. Tell the story (summarize) before reading it. Encourage children to participate in discussions so they orally use new words.

Maine Department of Education 2006 Instructional Strategies for Vocabulary Read Alouds Book Walks Word Association Strategies Knowledge Rating Charts Contextual Redefinition Categorization Strategies Word Relatedness Strategies Word Learning Games Semantic Mapping

Maine Department of Education 2006 ABC Summary A____N____ B____O____ C ____P ____ D ____Q ____ E ____R ____ F ____S ____ G ____T ____ H ____U ____ I ____V ____ J ____W ____ K ____X ____ L ____Y ____ M ____Z ____

Maine Department of Education —2—1 3—things worth remembering 2—things to learn more about 1—burning question