learning words inside and out: vocabulary instruction grades 1-6 frey, n., & fisher, d. (2009)....
TRANSCRIPT
Learning Words Inside and Out: Vocabulary Instruction Grades 1-6
Frey, N., & Fisher, D. (2009). Learning words inside and out: Vocabulary instruction that boosts achievement in all subject areas. Portsmouth, NH: Heinemann.
Podcasts, Videos, and study guide availableat http://books.heinemann.com/learningwords/
Today’s Purposes
• Discuss the impact of vocabulary on language acquisition and subject area learning
• Examine barriers to vocabulary acquisition and instruction
• Use a self-assessment rubric on vocabulary development at your school
How Often Has This Occurred?
In a 2nd grade Social Studies class studying maps, a student is asked to use the word legend in a sentence:
Native Americans had a legend about coyotes.
Background
knowledge?
Understanding of
how to use
resources?
What led the student to this incorrect response?
The students are told to write vocabulary words in the form of a sentence:
Wash is a word.Green is a word.Would is a word.Work is a word.
Lack of
feedback?
Inappropriate
instructional
routine?
What led the student to this incorrect response?
Vocabulary’s Impact on Learning
Significant predictor of reading comprehension (Baker, Simmons, & Kame’enui, 1998)
Vocabulary’s Impact on Learning
Vocabulary size in kindergarten serves as a strong predictor of reading comprehension level in later grades (Scarborough, 2001)
Vocabulary’s Impact on Learning
Context-embedded vocabulary instruction promotes language acquisition for second language learners (Tong, Irby, Rafael, & Mathes, 2008)
Role in text complexityPredictive of student difficultyTier 2 words often overlooked in favor of Tier 3Difference between “words worth knowing” and those that are “essential to understanding” Difference between knowing the definition and knowing the meaning
Children Build Schema Long Before They Begin Reading
AttributesTypes
Behavior
DOG
How Do Young Children Build Schema?
• Authentic experiences
• Close observation• Dialogue with
others
These are the same conditions that contribute to vocabulary development
An Intentional Vocabulary Initiative
• Make it intentional through word selection and intentional instruction.
• Make it transparent through teacher modeling of word-solving and word learning.
• Make it useable with collaborative learning.• Make it personal by fostering student
ownership.• Make it a priority with schoolwide practices. Frey, N., & Fisher, D. (2009). Learning words inside and out: Vocabulary instruction that boosts achievement in
all subject areas. Portsmouth, NH: Heinemann.
Assessing Our Needs
Step 1: Make it Intentional with Careful Word Selection
Our Purpose
How does your school select vocabulary for instruction?
Influence of Background Knowledge
Gibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.
Possible Vocabulary to Teach
• More and more garbage! Every day people throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?
• Blue = General vocabularyGibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.
Possible Vocabulary to Teach
• More and more garbage! Every day people throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?
• Blue = General vocabulary • Green = Specialized vocabularyGibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.
Possible Vocabulary to Teach
More and more garbage! Every day people throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?
• Blue = General vocabulary • Green = Specialized vocabulary • Red = Technical vocabularyGibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.
The Problem: Too Many
Words!
Must be narrowed, but how?
Questions for Selecting Vocabulary
1. Representative
2. Repeatability
3. Transportable
4. Contextual Analysis
5. Structural Analysis
6. Cognitive Load
• Is it critical to understanding?• Will it be used again?• Is it needed for discussions or
writing?• Can they use context to figure it
out?• Can they use structure?• Have I exceeded the number they
can learn?
Frey, N., & Fisher, D. (2009). Learning words inside and out: Grades 1-6. Portsmouth, NH: Heinemann.
Dolch Sight Words
Foundational Words
Foundational wordsAnalyze the Standards
Content-specific terms
Foundational wordsContent-specific words
Word derivations
Word PartLists
Step 2: Make it Transparent with
Modeling
Check Your Rubric
How do you model your vocabulary thinking?
The Power of ModelingThe Power of Modeling
Mirror neuron systemsMirror neuron systems
Look Inside the Word: Morphology• Affixes• Root words• Derivations• Cognates for English
learners
Look Outside the Word: Context• Definition/Explanation• Restatement/Synonym• Contrast/Antonym• Inference/General
Context• Punctuation
Look Outside the Word: Resources
• Peer resources from productive group work
• Dictionaries• Bookmark Internet
resources • Model how you use
these (Phone a Friend, dictionary use on doc camera)
Step 3: Make it
Useable by Collaborati
ng with Peers
Check Your Rubric
How do you foster peer collaboration to allow learners to consolidate vocabulary
knowledge?
Learners need to use vocabulary in meaningful exchanges with others.
Oral Language
and Vocabulary
What better way than with word games?
Ways to Stay Healthy
Types of Dark Green Members of Vegetables the Meat and
Beans Group
Food Groups Types of Whole Grains Things to Avoid
Nutrition
Clues Developed by Student Partners
Concept Circle for a Dog
Four equal sides
Four equal diameters
Concept Circle for a Square: Which Attribute Doesn’t Belong?
Four equal angles
Two lines parallel
Shades of Meaning
freezing
cold
warm
hot
Graham’s Second Grade
ScienceVocabulary
Step 4: Make it Personal
with Individual Activities
Check Your Rubric
How do you use independent learningof vocabulary to promote spiral review and metacognition?
Generative Sentences
The teacher states a condition for a sentence, and students compose.
Writing Frames
Students integrate academic language with vocabulary knowledge about animal habitats:
I knew that ______ live in _____. I learned some new facts about _____. I learned that _____ live in ____. I also learned that _____ do not like to live _____. Another fact I learned was ____. The best thing I learned was _____.
Alphabet Vocabulary ChartA-B
Bald EagleBell
C-D E-F
FlagG-H
I-J K-L M-N
Mount Rushmore
O-P
Q-R S-T U-V-W X-Y-Z
A-B
Bald EagleBell
America the Beautiful
C-D
DollarCapitol building
Declaration of
Independence
E-F
FlagG-H
I-J
Jefferson Monument
K-L
Lincoln Memorial
Liberty Bell
M-N
Mount RushmoreNational Anthem
O-P
Pledge of Allegiance
Q-R S-T U-V-W
White HouseWashington Monument
X-Y-Z
Students assess themselves to see their own progress.
Step 5: Make it a Priority
by Creating a Schoolwide Focus
Check Your Rubric
How could you use a schoolwide approach for promoting vocabulary learning?
Use English, Science, and Social Studies content to make the most of vocabulary instruction.
Use gateway affixes to increase access to unfamiliar vocabulary
Cunningham, 2002
Re-, dis-, un-, in-/im- account for 50% of all the prefixed words readers will ever see
-s, -es, -ed, and -ing account for 65% of all suffixed words
Words of the Week
• Five words a week (Port: to, out )– airport, transport, portable, port, report
• Grouped by affix or derivation• Grade levels propose words• Goal is to build vocabulary and teach
patterns for unfamiliar words• Consider creating separate K-2 and 3-6
lists.• Primary lists can draw from Dolch and
Ogden Basic English word lists
Ideas for Extending WOW Efforts
• Post the words on classroom word walls
• Extra credit for using WOW words in writing
• Post words each week on school website and in newsletter
• Use words in games (Bingo, Password, Concentration)
Incidental Learning Through Wide Reading
• Cumulative effect of reading: 60 minutes per day x 5 days a week= 2,250,000 words per year
• 2,250 words learned per year this way (Mason, Stahl, Au, & Herman, 2003)
A bargain, considering that only 300-500 words can be directly taught
each year
Revisiting the Rubric
Intentional Word Selection
Intentional Word Selection Transparent Modeling
Intentional Word Selection Transparent Modeling
Useable through Peer Collaboration
Intentional Word Selection Transparent Modeling
Personalized Individual ActivitiesUseable through Peer Collaboration
Intentional Word Selection Transparent Modeling
Personalized Individual Activities
Priority on
Content
Useable through Peer Collaboration
Intentional Word Selection Transparent Modeling
Personalized Individual Activities
Priority on
Content
Useable through Peer Collaboration
Learning Words Inside and Out
Learning Words Inside and Out: Vocabulary Instruction Grades 1-6
Frey, N., & Fisher, D. (2009). Learning words inside and out: Vocabulary instruction that boosts achievement in all subject areas. Portsmouth, NH: Heinemann.
Podcasts, Videos, and study guide availableAt http://books.heinemann.com/learningwords/