RED 4519 Chapter 7- Vocabulary Dr. Michelle Kelley Diagnostic & Corrective Reading

What is Vocabulary? Listening Speaking Reading Writing

Why is Vocabulary Important? Vocabulary allows us to communicate Research suggests students’ knowledge of words is the single greatest predictor of comprehension. Students with a strong vocabulary perform better on standardized tests (Anderson study)

Environment is Critical Hart & Risley (2003) found that by the age of 3 children from high income families knew 30 million more words than students from poverty. What are the implications as kids enter school? How about beyond?

So, How Did You Learn Vocabulary? Life Experiences- p. 154 ◦ Discussing (talking) ◦ Reading ◦ Writing Vicarious experiences – p. 155 (videos, TV, movies, CD-ROMs, Internet, books, etc.) Explicit Instruction- p. 156

Explicit Instruction p Selectively choose words. 2. Give students multiple exposure to words, including pronunciation. 3. Teach students how to use context clues, word parts & morphemic analysis. 4. Use graphic organizers and maps. 5. Teach multiple meaning words. Flynt & Brozo, 2008

Other Considerations When Teaching Vocabulary Provide Time for Reading- Don’t throw out independent reading Context Lessons- Figure 7.1, p. 157 Tools for Success- other resources (Franklin, thesaurus, glossaries…) Explicit instruction- including language concepts Figure 7.2, p. 158 Word Play- have fun, use literature Figure 7.3, p. 159

Pass the Chocolate Using page 31 of handout.

Teaching Word Parts Miscreant- write this word at the top of page 32 handout GO. What does this word mean? Why do you think that way? Write the following sentence. The miscreant stole the stole the jewels.

Context and Structure What is the prefix for this word? mis What words do we know with this prefix? What is the suffix? ant What words do we know with this suffix?

51 % of prefixed words include: dis-not, do the opposite in-, im-in, into or not re-again or back un-not, the opposite of

Caution! Not all multisyllabic words are prefixed. For example, uncle and invented.

Read the following passage to a partner. The boys arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the woods they saw Henry making a bow to a little girl who was coming down the road. She had tears in her dress and also tears in her eyes. She gave Henry a note which he brought over to the group of young hunters. Read to the boys, it caused great excitement. After a minute but rapid examination of their weapons, they ran down the valley. Does were standing at the edge of the lake making an excellent target. (Buswell, G. T. (1920). An experimental study of eye-voice span in reading. Supplementary Education Monographs. No. 17.)

What happened while you read? Reread (laughed- went back) Read on/ahead Paused Self-corrected Refered to context Used meaning Homographs (words spelled the same)/Homophones(words that sound the same)- anticipating multiple meaning words (homonyms)

Other Considerations During Direct Instruction Idiomatic expressions are also difficult for students, especially ESOL students. Examples: ◦ It’s raining cats and dogs. ◦ Put your best foot forward. ◦ Off the wall. ◦ Walking on eggshells. ◦ Under the weather.

Assessment of Vocabulary Informal Assessment (p. 161) ◦ Cloze tests (p. 161) ◦ Maze tests (p. 161) ◦ Zip tests (p. 161) Formal Assessment (p. 162) ◦ Standardized achievement tests ◦ Group diagnostic tests- Gates-MacGinitie ◦ DRP, SRI

Example: Cloze Students are given a sentence or passage with a word or words missing. The student provides the word(s). My mother and ___ will be going shopping for _________. We need milk ____ eggs.

Example: Maze Students are given a sentence or passage with a word or words missing. The student provides the word(s) from a set of given words. I am so excited (too, which, that) I am getting a puppy. My (dad, hat, job) said I will have to walk him every (year, day, century).

Example: Zip (Need to scan in)

Activities to Support Vocabulary Predict-o-gram (p. 163) Vocabulary Bookmark (p. 163) Synonym/Definition Concentration (p. 169) Scattergory (p. 170) Multiple Meaning Race Track (p. 171) Hink Pinks (p. 171)

Homework Read chapter 10 on Fluency. Complete the Anticipation Guide for Fluency- page 33 of your handout and bring it to next class.