1. Filling Students’ Vocabulary Vessels Karen Neitz kneitz@pottstownsd.org

2. Research says: Children must develop strong literacy skills to be successful in school. Children must develop strong literacy skills to be successful in school. Vocabulary represents a critical component to developing reading proficiency, since knowing the meaning of words is a direct link to reading comprehension. Vocabulary represents a critical component to developing reading proficiency, since knowing the meaning of words is a direct link to reading comprehension.

3. Research says: The gap of vocabulary acquisition between advantaged and disadvantaged students is created before children enter school and continues through the primary grades. The gap of vocabulary acquisition between advantaged and disadvantaged students is created before children enter school and continues through the primary grades. –By third grade average children have acquired approximately 6,000 root-word meanings. –However, many disadvantaged students arrive in third grade understanding less than 4,000 root words. –After second grade, average children learn another 1,000 root meanings per year. –Disadvantaged children with the lowest vocabulary acquisition rate at the end of second grade are already two years below the average student.

4. Research says: If children with small vocabularies are to succeed, educators must increase the rate of vocabulary acquisition in the primary grades and help vocabulary-deficient children to catch up during the elementary school years. If children with small vocabularies are to succeed, educators must increase the rate of vocabulary acquisition in the primary grades and help vocabulary-deficient children to catch up during the elementary school years.

5. Significance to explicit teaching of vocabulary Developing an extensive vocabulary has been linked to greater academic success, higher reading achievement, and has become an essential prerequisite to learning to read with fewer difficulties.Developing an extensive vocabulary has been linked to greater academic success, higher reading achievement, and has become an essential prerequisite to learning to read with fewer difficulties. Deep word knowledge, or the understanding of multiple meanings of words and different contexts in which particular words are used, is most critical for readers.Deep word knowledge, or the understanding of multiple meanings of words and different contexts in which particular words are used, is most critical for readers. - Deep word knowledge entails knowledge of a word’s meaning out of context, its relationship to other words, and its extension to allegorical uses. - Deep word knowledge allows for greater language development and better comprehension of words in text.

6. Research indicates that intentional, explicit teaching of specific words and word-learning strategies can both add words to students’ vocabularies and improve their reading comprehension of texts containing those words.Research indicates that intentional, explicit teaching of specific words and word-learning strategies can both add words to students’ vocabularies and improve their reading comprehension of texts containing those words. - Increased vocabulary knowledge will help beginning readers to accurately and rapidly decode words. - If children have printed words in their oral vocabulary, they can more easily and quickly match sounds to letters, read words fluently and understand them. - Extensive vocabulary is the bridge between word level processes of phonics and the cognitive processes of comprehension. - When children learn more words, they learn to think of the world in more sophisticated ways.

7. The Vocabulary Gap: Children’s socioeconomic status is the most significant factor influencing vocabulary gaps.Children’s socioeconomic status is the most significant factor influencing vocabulary gaps. - “Meaningful differences” between young groups of preschool children can be largely attributed to their socioeconomic status. - The amount and quality of parents’ conversations with their children is strongly correlated with socioeconomic status producing a long term impact on vocabulary growth and other aspects of language development.

8. The Vocabulary Gap: - Children from disadvantaged backgrounds knew 1,800 of the 5,044 most frequently used words, whereas children from middle-class backgrounds know 2,700. - The longitudinal effect of these knowledge gaps increase with time, producing a persistent widening achievement gap. - The longitudinal effect of these knowledge gaps increase with time, producing a persistent widening achievement gap. Teachers can influence the course of vocabulary acquisition for the better.Teachers can influence the course of vocabulary acquisition for the better. - While language achievement gaps between different groups of children are cause for concern, research reveals that quality school instruction can close the gaps.

9. Vocabulary Instruction: Research suggests that vocabulary instruction in early elementary school settings provide students with a surface-level of understanding of words, failing to engage students with deeper and multiple meanings.Research suggests that vocabulary instruction in early elementary school settings provide students with a surface-level of understanding of words, failing to engage students with deeper and multiple meanings. Students often find vocabulary activities uninteresting, which may interfere with their motivation to truly learn new words.Students often find vocabulary activities uninteresting, which may interfere with their motivation to truly learn new words.

10. Vocabulary Instruction: Assumptions about vocabulary acquisition that is not supported by research:Assumptions about vocabulary acquisition that is not supported by research: - Words are learned from context; - School-aged children themselves, add words to their vocabulary; - Learning words in context is the best way to teach vocabulary. Direct instruction of vocabulary allows teachers to help all children learn many new words in meaningful and engaging ways.Direct instruction of vocabulary allows teachers to help all children learn many new words in meaningful and engaging ways.

11. Direct Vocabulary Instruction: Research has revealed a number of components critical to effective vocabulary instruction:Research has revealed a number of components critical to effective vocabulary instruction: - A concentration on important words. - Inclusion of a sufficient number of words. - Multiple encounters with each word in various contexts. - Direct instruction after students encounter words in read- alouds. - Discussion and elaboration about word meanings. - Opportunities to use words outside classroom walls.

12. Read-Alouds: Children can learn new words through the course of conversations, as well as listening to new words in texts being read to them.Children can learn new words through the course of conversations, as well as listening to new words in texts being read to them. Read-alouds have become one of the most important ways to promote language development.Read-alouds have become one of the most important ways to promote language development. Effective read-alouds provide an ideal situation to embed rich, dire vocabulary instruction as well as enhance reading comprehension.Effective read-alouds provide an ideal situation to embed rich, dire vocabulary instruction as well as enhance reading comprehension.

13. Read-Alouds: Time during which teacher and children interact during effective read-alouds helps children:Time during which teacher and children interact during effective read-alouds helps children: - Gain exposure to decontextualized (language beyond the here and now) language; - Concentrate on ideas in texts; - Reflect and consider the meaning of stories. Effective read-alouds entail interactive and quality conversation between teachers and students.Effective read-alouds entail interactive and quality conversation between teachers and students. Students can make significant gains in their understanding and critical thinking about words and stories.Students can make significant gains in their understanding and critical thinking about words and stories.

14. Read-Alouds: Read-alouds researched in a typical classroom:Read-alouds researched in a typical classroom: - fail to focus children’s attention on the main ideas in texts; - include discussion of these main ideas and; - lack the potential to assess whether children developed a deep understanding of the texts. Classrooms lacking in effective read-alouds miss critical opportunities to promote vocabulary acquisition through engaging children with new words and developing their rich word-knowledge base.Classrooms lacking in effective read-alouds miss critical opportunities to promote vocabulary acquisition through engaging children with new words and developing their rich word-knowledge base.

15. Read-Alouds: –Another concern involves teacher questioning and student responses. Too often children’s responses necessitate simple yes or no answers because of the nature of the questions asked. Too often children’s responses necessitate simple yes or no answers because of the nature of the questions asked. In these cases, children may not have the opportunity to use new words and to develop a deeper understanding of words encountered in read-alouds. In these cases, children may not have the opportunity to use new words and to develop a deeper understanding of words encountered in read-alouds. Often there was no interaction when the story was read, and when there was it was revolved around simple questions asking children to retrieve a text idea that had just been presented. Often there was no interaction when the story was read, and when there was it was revolved around simple questions asking children to retrieve a text idea that had just been presented. –Typical read-alouds tended not to include the type of teacher interaction that research regards as effective for children’s vocabulary growth and reading comprehension.

16. Conclusion: Research reveals a significant vocabulary gap in our nation’s schools, as well as a lack of direct vocabulary instruction and effective read-alouds in many classrooms. Research reveals a significant vocabulary gap in our nation’s schools, as well as a lack of direct vocabulary instruction and effective read-alouds in many classrooms. Effective vocabulary instruction and classroom read-alouds are proven to positively impact the development of vocabulary and comprehension skills for all students including those students who enter school with a vocabulary deficit. Effective vocabulary instruction and classroom read-alouds are proven to positively impact the development of vocabulary and comprehension skills for all students including those students who enter school with a vocabulary deficit.

17. Text Talk Interactive Presentation Big Al

18. Graffiti Divide into seven groups and go to assigned chart. Divide into seven groups and go to assigned chart. Write as many terms as possible that fits into the topic at the top of the chart. Write as many terms as possible that fits into the topic at the top of the chart. When time is up, rotate to the next location. When time is up, rotate to the next location. Continue to rotate until all stations have been visited. Continue to rotate until all stations have been visited.

19. Rivet __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ c o rk l u s t e r y b m b e l u h c h u s l o o p t e e l f r e v i u q t s u g d ew o l l e b k c a t s e k om s d e g g

20. Semantic Impressions 1. cork 2. blustery 3. chugged 4. smokestack 5. bellowed 6. gust 7. quiver 8. fleet 9. sloop 10. humble

21. Semantic Feature Analysis Place an X in the matrix when the ship reinforces the characteristics listed at the top.

22. List, Group, Label Read the list of key words. Read the list of key words. Create topics based on the key words. Create topics based on the key words. Join a group of other participants to discuss topics and categorize key words. Join a group of other participants to discuss topics and categorize key words.

23. Twenty Questions Keep the word on your paper a secret. Keep the word on your paper a secret. When directed walk around asking yes or no questions to find another person who has a word that fits into the same category as your word. When directed walk around asking yes or no questions to find another person who has a word that fits into the same category as your word. When you find another person who has a word that fits under the same topic, walk around to find other members of your group. When you find another person who has a word that fits under the same topic, walk around to find other members of your group.

24. Possible Sentences Look at the list of words. Look at the list of words. As a group, define the words and then select pairs of related words on the list. As a group, define the words and then select pairs of related words on the list. Write five word pairs. Write five word pairs. Write five sentences using each pair of words that might appear in the text. Write five sentences using each pair of words that might appear in the text.

25. Vocabulary Crossword In your group, create a crossword of terms related to vessels. In your group, create a crossword of terms related to vessels.

26. Vocabulary Crossword Scoring Award you team one point for each word in your crossword puzzle. Award you team one point for each word in your crossword puzzle. Award another point for words containing eight or more letters. Award another point for words containing eight or more letters. Award another point for words containing three or more syllables. Award another point for words containing three or more syllables. Award three extra points if sticky notes were not used. Award three extra points if sticky notes were not used. Award two extra points if all the letters were used. Award two extra points if all the letters were used.

27. Typhoon Break up into four groups. Break up into four groups. Each group will take a turn locating a key word. Each group will take a turn locating a key word. If the answer chosen is correct, the number of points under the card will be awarded to the team. If the answer chosen is correct, the number of points under the card will be awarded to the team. If Typhoon is under the card, decide on the team that will have their points “wiped out.” If Typhoon is under the card, decide on the team that will have their points “wiped out.”