1. Vocabulary Development Chapter 7
Cindy Lee
ECE 682

2. Ludwig Wittgetstein
“The limits of my language are the limits of my mind. All I know is what I have words for”

3. Is it Comprehension or Vocabulary?
They are warm nice people with big hearts.
When you encounter new vocabulary words without background knowledge you struggle to comprehend.
They are humid pre-possessing homosapiens with full size aortic pumps.

4. Facilitating Vocabulary Development
Closely reading to understand connotative meaning and figurative language
Unravel author's intent by looking at word choice
Model a love of learning of new and rich vocabulary

5. Facilitating Vocabulary Development
Process words “deeply and repeatedly”
Students need to “own” the word in order to understand and use it in different contexts.
Less memorizing and more meaningful, engaging, collaborative learning experiences
Be an activity that is enjoyable for students of all ages so they will find joy in learning new words

6. Vocabulary & Reading (Comprehension)
Strong correlation between vocabulary knowledge and comprehension
Word knowledge is the greatest predictor of reading comprehension
Oral language skills in preschool predict future reading skills

7. Vocabulary Development
By age 3, children from privileged families have been exposed to 30 million more words than underprivileged
Advantaged children enter first grade knowing 20,000 words and disadvantaged only 5000 ”

8. Let’s Practice “I need to inflate the balloon.”
“Watch the yellow duckling go swoosh as it submerges its head into the water.”
““I need to blow up the balloon.”
“Watch the yellow ducky put its head into the water.

9. Categories of Words Tier Two
Less common but interesting words - teachers should use and explicitly teach
Persuade
Parched
Exhausted
Perimeter
Tier One
Used in daily conversations
House
Run
Car
Outside
Tier Three
Content Specific
Technical Words
Isotope
Revolutionary

10. Phonological -
Refers to the pronunciation of a work
Morphology
Study of different morphemes (smallest unit- root, prefix or suffix)
Orthographic
Spelling of a word
Semantic
refers to the meaning of a work in various contexts
Syntax
How it is used in a sentence

11. Building Vocabulary
Life Experiences -Children and adults constantly learn new words through new experiences.
Vicarious experiences - viewing educational programs and reading a variety of texts, including those on the Internet. These forms of media take students places they have not visited in person.
Lehr, Osborn, and Heibert (2005) estimate that students learn approximately 3,000 new words each year through life experiences and vicarious experiences
Explicit instruction - most students can easily learn eight to ten words per week through explicit instruction

12. Explicit Instruction
Be a cheerleader as students pronounce new words
Provide many opportunities for students to practice fluent pronunciation
Explain it by naming a familiar synonym or by linking it to a concept the students understand
Explain how the word is used different situations

13. Explicit Instruction - Tier Two Words
1. Give an explanation or example of the word but not the definition
2. Determine prior knowledge and explain prefix suffix and/or root word
3. Have students generate examples of their own
4. Have students draw an illustration of the word
5. Add words to student’s personal dictionary
6. Allow students to play games to reinforce meaning

14. Explicit Instruction - Tier Three
Be selective in word choice
Provide multiple exposures to word
Have students infer meaning by looking for context clues and word parts (prefix/suffix/root words)
Use vocabulary maps and word association
Have students analyze the morphemes of the words
Teach multiple meanings of words

15. Struggling Learners
1. Help students develop a love or words through word play..
2. Deliver rich instruction by teaching words they need to know to understand a passage,
3. Teach strategies so students can decipher new words as they encounter them. Teach word parts (prefix, suffix, root word) and how to use dictionaries or glossaries.
4. Engage students actively in a wide range of texts by providing literature circles, guided reading groups, shared reading, and book clubs.

16. English Language Learners
Engaging and meaningful learning experiences
Provide time for collaborative and fun games
Facilitate teamwork for a risk free environment
Vocabulary instruction should build from one grade to the next
Teach high frequency words & academic words
Teach inferencing strategies
Provide real life examples
Facilitate reading and activities to provide exposure to new words

17. Observation & Conversations
Informal Assessment
Observation & Conversations
Students should “own” word and explain fully in their own words
Sort and categorize pictures
Checklist/Cloze/Maze/synonym

18. Peabody Picture Vocabulary - assess receptive choosing from 4 pictures
Formal Assessment
Peabody Picture Vocabulary - assess receptive choosing from 4 pictures
Expressive Vocabulary Test
Standard Achievement Tests
Group Diagnostic Tests
Individual Diagnostic Reading Tests

19. Intervention - Strategies & Activities
Vocabulary Bookmark
Language
Gesalt
Reptiles
predator, python, anaconda, black mamba, cobra, alligator, crocodile, gecko, chameleon, iguana, lizard, tortoise, turtle
Word Box
Have a box that students can put words they come across during reading they do not know and then explicitly teach those words

20. Language Experience Approach
Wordless books
Good for students with limited language exposure
Point out pictures and introduce new words
Science Experiment or Activities related to Text
EX- plant lima beans and discuss various vocabulary (Root, sprout, embryo)
Listening Walk
“In the hallway, I hear _____________ and _____________.”
“Outside my school, I hear _____________ and _____________.”

21. Total Physical Response

22. Time to Kahoot!!
KAHOOTIT