Effective Vocabulary Instruction for All Students Casey M. Barnes Professor, Kyung Hee University EPIK/GEPIK Teacher Trainer KOTESOL Presenter

Objectives: Evaluate techniques and activities for vocabulary delivery State the role of form, meaning, and use in vocabulary teaching. Choose strategies to incorporate into your classroom.

Effective Vocabulary Instruction Why teach vocabulary? Experience and Challenges Ideas for a variety of levels

Talk to your neighbor… What are the benefits of teaching vocabulary? What are the challenges of teaching vocabulary? What have you done that has been effective in the past? Why was it effective?

“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” ~ D. Wilkins

Talk to a different colleague… What is the best way to teach vocabulary? What do you want to improve about how you teach vocabulary?

What are the stages of vocabulary acquisition? First, students notice a new word with help Second, they recognize the word with help Third, they recognize the word alone Finally, they are able to produce the word What kinds of activities suit each of these stages?

Process Approach to Direct Instruction 1) Provide target words with pictures and annotations (definition/synonym/L1, when common) 2) Students complete a “Fill-in” task 3) Students complete a “post-reading” production activity Example: 1) Write a letter to a friend about how to save water. 2) Retell the reading in your words. You must use the target words. 4) Additional/Follow-up – Crossword Puzzle, Taboo

Instruction of Vocabulary “in context” Significantly higher retention when meaning is inferred from task based activities than from learning definitions/synonyms Context clues Difficult to teach to low level students. Students need to be comfortable guessing Students use high levels of cognition as they discuss how they came to conclusions. That is, what clues did they use from the text.

Retention and Production Greater retention from composition/production than from reading comprehension tasks.

Using Word Walls 1) High-utility Words (Language used daily) 2) Topical Words (Content Specific) 3) Classroom Words/ Expressions 4) Mobile Word Wall (Vocabulary Journal)

Word Wall Examples Good for: High Utility Vocabulary Topical Vocabulary Classroom Vocabulary

Personal Word Wall New WordsOld Words with New Meanings Science Words Environmental WordsGreeting WordsMaking Plans Words Past Experience WordsSlangWords I like

Word webs and word banks Cooperative Provide a wider range of accessible words Generate higher order thinking. Students can choose what they learn

Word Web for Clothing ClothingFashionChangesGenderSeasonFabricStyle Word Webs allow students to choose which words they learn. Studies show retention rates are higher when students have input into what vocabulary they learn.

Word Webs can be used for a: List – Group – Label Activity Students think about, discuss, and categorize Students try to group the words into 3-4 categories Students tlabel the categories

Concept Circles trail difficult travelling settlers wagon Travelling west was very difficult for settlers. The trail was very difficult. They had to live in a wagon for a long time. It was very difficult. Create your own! Choose a topic, choose four – seven words.

Vocabulary Journals Production activity Provides more than one kind of definition = High retention

Vocabulary Journal Styles WordIs likeIs notIllustration WordDefinitionExampleArtifact WordDefinitionFormUse

Vocab-o-gram 2 birds, 1 stone approach – Pre-teaches vocabulary (front loading) Acts as a pre-reading prediction making activity Highly motivating Try not to make it a spoiler.

“Vocab-o-gram” SettingPlotCharactersConflictResolutionMystery Words Word Bank appointmentthreateningdeathastonishhorse citytremblingmarketBaghdadjostle masterflanksspurscrowdmerchant

Appointment in Samarra There was a merchant in Baghdad who sent his servant to market to buy provisions and in a little while the servant came back, white and trembling, and said, Master, just now when I was in the marketplace I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture, now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me. The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the marketplace and he saw me standing in the crowd and he came to me and said, “Why did you make a threatening gesture to my servant when you saw him this morning? ” “That was not a threatening gesture,” he said, “it was only a start of surprise. I was astonished to see him in Baghdad, for I had an appointment with him tonight in Samarra.”

Mini-presentations Word webs Vocab-o-grams Vocabulary Journals Pretty much anything can be followed up with a mini- presentation of the work.

Create your own… Can you think of additional ideas that would suit your students and school environment?

Differentiating Vocabulary Instruction: Consider your students’ learning profiles Provide a variety of receptive and productive activites

Process Approach to Vocabulary Instruction 1) Establish a Daily Routine 2) Establish Word Walls – decide if students can write on them. 3) Vary activities 4) Use production/task based activities 5) Reinforce with games, crosswords, etc.

Great Reinforcement Game: Pictionary meets Charades meets Taboo Instead of doing just one, do them all! Use a point system so the more difficult task is worth more points. Give students choice, differentiates, and it is fun!

Questions?

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