literacy links 2009-2010. the words we must know in order to communicate effectively. listeningthe...

VOCABULARY INSTRUCTIONLiteracy Links2009-2010

The words we must know in order to communicate effectively.

What is vocabulary?

Listening The words we need to know to understand what we hear

Speaking The words we use when we speak

Reading The words we need to know to understand what we read

Writing The words we use in writing

Strong predictor of future reading success◦ Linked to understanding the alphabetic principle◦ Is important to reading comprehension

Children enter school with varying levels of oral language◦ Meaningful Differences

Oral Language

Estimated Cumulative Difference in Language -Experiences by 4 Years of Age

0

10

20

30

40

50

0 12 24 36 48

Professional

Working-class

Welfare

Million

Age of child in months

Children learn the meanings of most words indirectly through their everyday experiences with oral and written language

◦ They engage in oral language

◦ They listen to adults read to them

◦ They read extensively on their own

Vocabulary Instruction

Direct instruction helps students learn difficult words that represent complex concepts

◦ Provide specific word instruction

◦ Provide students with word-learning strategies

Vocabulary Instruction

Words we know well, can explain and understand

Words we know something about, can relate to a situation, but cannot specifically define

Words we have seen or heard, but do not know their meanings

Words we have never heard before

Levels of Word Knowledge

tyranny purport sensitive dubious solicitously surreptitious

Levels of Word Knowledge

tyranny—oppressive power purport-to profess or claim sensitive– responsive; easily hurt or

damaged dubious-questionable, doubtful solicitous- caring, attentive, concerned surreptitious-secret, sneaky, clandestine

Levels of Word Knowledge

“We think that most often the goal that teachers have is for the students to be able to use the instructed words in understanding a text containing those words and to recall the words well enough to use them in speech and writing.” (Beck et al. 2002)

Level of Word Knowledge

Tier One Words◦ basic and familiar to most students

Tier Two Words◦ figh-frequency words used by mature language

learners◦ found across a variety of contexts

Tier Three Words◦ low-frequency words◦ limited to specific domains or content areas

Selecting Words to Teach

Frequent encounters with new vocabulary

Rich, robust instruction

Extending the use of words beyond the classroom

Explicit Vocabulary Instruction