Dr. Elaine Roberts University of West Georgia Vocabulary Building Dr. Elaine Roberts University of West Georgia

What Teachers Need to Know about Building Vocabulary How proficient readers enrich their vocabulary How to assess and select strategies for teaching vocabulary that save instructional time and provide consistency (students learn to use the strategies on a regular basis) How to build struggling reader’s vocabulary

Factors Influencing a Child’s Vocabulary Life experiences Vicarious experiences (videos, TV, movies, CD-ROMs, Internet, books, etc.) Direct instruction

Five Ingredients for Direct Instruction of Vocabulary Words must be learned in context Words must be related to previous knowledge Words must be fully understood so students can use them in new situations Students need to use, hear, and see the words repeatedly Teachers need to enjoy learning new words

Assessment of Vocabulary Informal assessment Cloze tests Maze tests Use of new vocabulary during writing Formal assessment Standardized achievement tests Group diagnostic tests Individual diagnostic reading tests

Lucy Calkins Twist on Vocabulary from her books, The Art of Reading and The Art of Writing Students profit from read alouds, book talks, book introductions with geared towards rehearsing and talking about words and concepts in a book Pronounce unknown word and replace it with a synonym that works in the same sentence (build webs of words that are synonyms) Hang onto meaning and take a “stab” at the meaning from context through life experience related discussions Students benefit more from extensive reading with vocabulary discussions related to author’s style rather than “kill and drill” The dictionary is for use after students try the above

What Does This Checklist Reveal about Students’ Vocabulary?

Strategies for Vocabulary Building Categorizing Possible Sentences Analogies Exploring word origins Crossword puzzles Synonym/Definition Concentration Wordo Concept of a Definition, Thinking Maps

Strategies for Vocabulary Building (cont.) Scattergory Multiple Meaning Race Track Hink pinks Dictionary guide words Locating the correct dictionary definition Anticipation Guides (Voc and Comprehension) Personal Clue Cards

Making the match in vocabulary instruction: Students, purposes, words and strategies by Flanigan & Greenwood, Journal of Adolescent and Adult Literacy, 2007 Four Level Framework Level 1 critical before reading words Level 2 “Foot in the Door” words Level 3 Critical during &after reading words Level 4 Words not to teach Must know before reading, ex. ecosystem Must know before reading (new words/ new concept =definition & sentence) or new words/ familiar Concepts (synonyms, etc.) Does not need to be known before reading Variable level of knowledge depending on purpose/stand-ard Does not need to be addressed at all Previously known words Words that don’t serve lesson objectives Need In depth knowledge Surface level knowledge Variable level of time depending on purpose Mod. To significant teaching time Minimal teaching time & explore more after reading

Process for choosing words and strategies (Flanigan & Greenwood) Step 1-Read the text and determine instructional goals & standards Step 2-Based on the goals, identify words/concepts that students should know by the end of the lesson. These are level 1-3 words. Step 3-”Chunk” instruction by teaching related concepts together(e.g. it makes sense to teach omnivore, carnivore, and herbivore together). Chunking concepts help students make connections across concepts and saves teachers instructional time. Step 4-Which words/concepts does the student absolutely need to know before reading? There are the Level 1 and 2 words Step 5-Which words does the student need to know , but not necessarily before reading the text? Level 3 words and can be addressed during and after reading Step 6-What do you want the student to know about the word? What is the teaching strategy you choose?

Selecting Teaching Strategies for Level 1 words=Frayer, Semantic/concept mapping, and SFA strategies SFA=Semantic Feature Analysis- compare contrast content area concepts before, during and after reading such as dictatorship, direct democracy, representative democracy Citizens have voting rights (Y/N) Citizens elect leaders (Y/N) Reps are elected by citizens (Y/N) Dictator-ship Direct Democr. Repre. Democr.

Selecting Level 2 Words Strategies=definition plus rich context sentences, concept circles http://www.educationalrap.com/song/prefixes-suffixes-roots.html http://www.all-about-spelling.com/prefixes.html#activities http://gamequarium.org/readquarium/prefixes.html http://edweb.sdsu.edu/courses/edtec670/cardboard/Card/P/PrefixSuffixRummy.html http://www.readwritethink.org/classroom-resources/lesson-plans/improve-comprehension-word-game-1042.html?tab=3#tabs

Selecting Level 3 Words Teaching Strategies Applause Strategy by Beck, McKeown & Kucan, 2002 Have you ever? Strategy by authors above Class group work - use handouts for vocabulary activities under class powerpoints on courseden

Possible Sentences Based on New Vocabulary

Literature Circles Enhance Vocabulary and Comprehension Heterogeneous groups read a book of interest and make connections, debate and challenge each other, and ask open ended questions – student centered Teacher is the floating facilitator and is usually not a member of any group First, model and practice the literature circle roles with emphasis on grand conversations for a week with student “tryouts” Daniel’s six roles (role sheets are online): 1. Artful Artist 2. Word Wizard (Word Id and Vocabulary) 3. Discussion Leader (themes, style, etc.) 4. Dramatic Reenactor (quotes, favorite parts) 5. Story Elements Correspondent (characters, place, plot, etc.) 6. Personal Connector

Activity for the Literature Circle Strategy Select members for the Literature Circles Assign roles for the members of each circle Assign reading to be completed by the circles inside or outside of class Select circle meeting dates Help students prepare for their roles in their circle Act as a facilitator