1. Vocabulary Importance, Instruction, and Integration
Jay Fleming and Laura Bofferding Content Design
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“One ERP component that has been widely used in studies of language processing is the N400 component. This negative voltage deflection occurs around 400 msec after stimulus onset and was originally found when sentences with and without semantic anomalies were compared. However, it has also been found to be larger in cases in which semantic integration is more difficult and, therefore, is related to cloze probabilities.” (Coulson, 2001; Kutas, 1997; Kutas, et al., 2000)
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“I know vocabulary is important! What more is there to know?”
Levels of vocabulary knowledge
Types of words to teach
Methods of teaching words
Integration in WERP and WEMS
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Productive
Receptive
Context-dependent
Connotation
No Knowledge
(Beck, et al., 2002, p. 10)
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Goldilocks Words
Too Hard
Too Easy
Just Right
(Stahl & Stahl, 2004, pp. 64–65)
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6. Semantically Related Words
Useful Words
Key Words
Interesting Words
Semantically Related Words
(Heller, 1995, p. 231)
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Effective Teachers . . .
Emphasize vocabulary importance
Teach relevant vocabulary
Promote vocabulary retention
Address various learning styles
Assess through context
(Block & Mangieri, 2005, pp. 5–8)
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Discussion
Rich oral language
During reading
After reading
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Rich Oral Language
“One ERP component that has been widely used in studies of language processing is the N400 component. This negative voltage deflection occurs around 400 msec after stimulus onset and was originally found when sentences with and without semantic anomalies were compared. However, it has also been found to be larger in cases in which semantic integration is more difficult and, therefore, is related to cloze probabilities.”
(Coulson, 2001; Kutas, 1997; Kutas, et al., 2000)
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10. Rich Oral Language Meteorologist Weather Boy
“What Animals Eat” song (Waterford Early Math and Science Level Two)
Weather Boy
Meteorologist
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11. Discussion During Reading
Vocabulary Introduction: Little Miss Muffet
(Waterford Early Reading Program Level One)
Read-along Book: Garden Visitors
(Waterford Early Reading Program Level Two)
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12. Discussion During Reading
“One ERP component that has been widely used in studies of language processing is the N400 component. This negative voltage deflection occurs around 400 msec after stimulus onset and was originally found when sentences with and without semantic anomalies were compared. However, it has also been found to be larger in cases in which semantic integration is more difficult and, therefore, is related to cloze probabilities.”
(Coulson, 2001; Kutas, 1997; Kutas, et al., 2000)
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13. Discussion During Reading
Picture Story: Eensy, Weensy Spider (Waterford Early Reading Program Level One)
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14. Discussion after Reading
Present word in context
Repeat word
Explain meaning
Provide varied examples
Interact with examples
Repeat word (Beck, et al., 2002, pp. 51–52)
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Reading on Their Own
Identify the unknown word
Look for clues
Guess meaning
Directive
Generally directive
Nondirective
Misdirective (Beck, et al., 2002, pp. 4–5)
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16. Examples and Non-examples: Four-square Method
Vocabulary Word
Examples
Non-examples
Definition
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(Stahl, 2005, pp. 110–111)

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Sorts
Diagrams
Mnemonics
Read
Parts
Talking
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deciduous
pinecone
arborist
farmer
needles
botanist
coniferous
leaves
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Survival
Hunting
Camouflage
Disappear
Chameleon
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20. Create Sentences and Evaluate
Ask questions
“Would a recluse enjoy parties?”
Smuggle a word into a sentence
(Morrow, et al, 2003, p. 95; Ganske, 2000, p. 110)
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21. “Why is the man who invests all your money called a broker?”
Word Play/Scenarios
“Why is the man who invests all your money called a broker?”
“Fractions” (Waterford Early Math and Science Level Three)
Action!
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“I feel more erudite (or scholarly) already!”
Levels of vocabulary knowledge
Types of words to teach
Methods of teaching words
Integration in WERP and WEMS
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23. “Words are the currency of education.”
(Morrow, et al., 2003, p. 89)
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Bibliography
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.
Block, C. C. & Mangieri, J. N. (2006). Vocabulary Best Practices. In C. C. Block & J. N. Mangieri (Eds.), The Vocabulary Enriched Classroom: Literacy Success for All Students (pp. 5–25). New York: Scholastic.
Heller, M. F. (1995). Reading–Writing Connections: From Theory to Practice (2nd ed.). White Plains, NY: Longman.
Kazmerski, V. A., Blasko, D. G., & Dessalegn, B. G. (2003). ERP and Behavioral Evidence of Individual Differences in Metaphor Comprehension. Memory & Cognition, 31, pp. 673–689.
Morrow, L. M., Gambrell, L. B., & Pressley, M. (Eds.). (2003). Best Practices in Literacy Instruction (2nd ed.). New York: Guilford.
Stahl, S. A. (2005). Four Problems with Teaching Word Meanings (And What to Do to Make Vocabulary an Integral Part of Instruction). In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and Learning Vocabulary: Bringing Research to Practice (pp. 95–114). Mahwah, NJ: Lawrence Erlbaum Associates.
Stahl, S. A. & Stahl, K. A. (2004). Word Wizards All!: Teaching Word Meanings in Preschool and Primary Education. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary Instruction: Research to Practice. New York: Guildford Press.
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