1. Vocabulary Instruction

2. Why Focus on Vocabulary Instruction? Why Focus on Vocabulary Instruction? What is it? What is it? Dictionaries? Dictionaries? Knowing a Word Knowing a Word Rating Vocabulary Knowledge Rating Vocabulary Knowledge Selecting Words for Instruction Selecting Words for Instruction

3. What do we Mean by Vocabulary

4. Words come in two forms: Oral = words we recognize and use in listening and speaking (understand) Oral = words we recognize and use in listening and speaking (understand) Print = words we recognize and use in reading and writing Print = words we recognize and use in reading and writing

5. Word Knowledge Receptive vocabulary = words we recognize when we hear or see Receptive vocabulary = words we recognize when we hear or see Productive vocabulary = words we use when we speak or write Productive vocabulary = words we use when we speak or write

6. Vocabulary Is the knowledge of words and word meanings in both oral and print language and in productive and receptive forms. Is the knowledge of words and word meanings in both oral and print language and in productive and receptive forms. Refers to the kinds of words students need to know to read increasingly demanding text with comprehension. Refers to the kinds of words students need to know to read increasingly demanding text with comprehension.

7. Components of Vocabulary Instruction 1. Encourage wide reading – This is one of the most effective ways to improve vocabulary. 2. Develop word consciousness – This is the attitude and knowledge necessary for students to appreciate, learn and use new words. (Do this first.) 3. Direct vocabulary instruction – We will teach 300 – 400 words per year. (robust, vigorous vocabulary instruction)

8. Components of Vocabulary Instruction cont’d….. 4. Independent vocabulary learning – Students must become independent and strategic in word learning. *teach specific strategies for students on the development of their own vocabulary. *teach specific strategies for students on the development of their own vocabulary._________________________________ Vocabulary really affects fluency and comprehension.

9. Dictionaries Wonderful resource that we want to be sure students know how to use Wonderful resource that we want to be sure students know how to use Most experts agree that they do little in the way of teaching words or vocabulary to young children. Most experts agree that they do little in the way of teaching words or vocabulary to young children. Stahl, Kinsella, Brasssell, Scott and Naggy

10. What does it mean to know a word?

11. Truly knowing a word is: A long term process A long term process Incremental – it involves many encounters with words Incremental – it involves many encounters with words Multidimensional Multidimensional Interrelated Interrelated A matter of degree rather than all or nothing A matter of degree rather than all or nothing

12. Truly knowing a word cont’d…. Reflected in the precision with which we use the word Reflected in the precision with which we use the word Understanding its connotations and subtleties Understanding its connotations and subtleties

13. Vocabulary Knowledge Rating High Knowledge 4 = I could teach it to this group 3 = I think I know what it means Low Knowledge 2 = I recognize it but need a review 1 = I have no idea what it means

14. Effective Teaching Practices Children should see the word Children should see the word Children should hear the word Children should hear the word Children should say the word Children should say the word Repetition and multiple exposures are important Repetition and multiple exposures are important Words are learned in rich contexts which reflect the usefulness of the word Words are learned in rich contexts which reflect the usefulness of the word Active engagement increases learning Active engagement increases learning

15. Unreliable Vocabulary Practices Unplanned, “on the fly” teaching Unplanned, “on the fly” teaching Meaning-mentioning at point of encounter Meaning-mentioning at point of encounter Asking if a student knows what it means Asking if a student knows what it means Telling students to use context clues Telling students to use context clues –Can’t be the only way you develop vocabulary –Context doesn’t always help Vocabulary skill sheets done silently and alone Vocabulary skill sheets done silently and alone Directing students to look it up in the dictionary Directing students to look it up in the dictionary

16. Is Time on Our Side? According to Andrew Biemiller, teaching words (vocabulary) takes time – likely about 30 minutes per day. According to Andrew Biemiller, teaching words (vocabulary) takes time – likely about 30 minutes per day. That seems like a lot!! How can we add that into our already busy daily schedule? That seems like a lot!! How can we add that into our already busy daily schedule?

17. Is Time on Our Side? Cont’d…. Biemiller reminds us that success in reading grade-level texts depends upon two conditions: Biemiller reminds us that success in reading grade-level texts depends upon two conditions: –fluent word recognition (decoding) –understanding words (vocabulary)

18. Is Time on Our Side? Cont’d…. He states that we currently spend more than 30 minutes a day teaching or assessing reading mechanics. If we expect to see significant gains in comprehension, we must spend at least this same amount of time systematically building vocabulary. He states that we currently spend more than 30 minutes a day teaching or assessing reading mechanics. If we expect to see significant gains in comprehension, we must spend at least this same amount of time systematically building vocabulary. P. Calabrese, 2006 suggests P. Calabrese, 2006 suggests –Try for 10 – 15 minutes a day –Try to teach 6 – 10 new words a week