Vocabulary Vocabulary InstructionInstructionVocabulary Vocabulary InstructionInstruction

Some ideas from: Some ideas from:

Beck, I., McKeown, M., & Kucan, L. Beck, I., McKeown, M., & Kucan, L. (2002). (2002). Bringing words to life: Bringing words to life: Robust vocabulary instructionRobust vocabulary instruction. New . New York: Guilford.York: Guilford.

What does it mean to What does it mean to KNOW a word?KNOW a word?

What does it mean to What does it mean to KNOW a word?KNOW a word?

What does it mean to know a word?

Word

Know it well, can explain it, use it

Know something about it, can relate it to a situation

Have seen or heard the word

Do not know the word

portend

appropriation

sycophant

tyranny

Conditions for learning words from context

• Students must read widely to encounter unfamiliar words– Many students in need of vocabulary

development don’t read widely, or don’t read books that include words with which they are unfamiliar

• Students must have skills to infer meanings of words from context– Many students in need of vocabulary

development are less able to derive information from context

• Context needs to be informative of word meaning

The challenge…

• There are too many words to teach!– Students encounter so many new

words in reading, how could we teach them all?• Not all words need attention• Not all words should be treated equally

Choosing words to teach

• Tier One words: Most basic words, rarely require instruction (cake, street, walk, jump)

• Tier Three words: Words that are low frequency, or are domain specific (isotope, woof, peninsula), probably learned best when needed in content

Tier Two words

• High frequency words for mature language users• Words that would be found across a variety of

domains• Words that can be worked with in a variety of

ways so that students can build rich representations of them and their connections to other words and concepts

• Words for which students understand the general concept, but would provide more precision in use

• e.g. astonished, coincidence, absurd, scrumptious– Mad: frustrated, angry, disturbed …

Identifying Tier Two Words

• Read through the text• Choose words you think are likely

to appear in texts or in the talk of mature language users

• Think about whether the students already have ways to express the concepts presented by the words

Identifying Tier Two Words

Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.

Identifying Tier Two Words

Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.

Tier Two Words

merchantrequiredtendperformedfortunate

Students’ likely Explanation

Selecting which Tier Two words to teach

• Which words will be most useful in helping students understand the story, paragraph, or other piece?

• Which words are general but sophisticated words?

• How many words can the students successfully handle learning in a rich way?

• Which words will you give brief attention to, and which more elaborate attention?

Choosing words that aren’t there

• Many children’s books use simple vocabulary

• Choose related Tier Two words whose concepts fit with the story

• For example, a character who is acting silly can be “absurd,” a character who is showing off can be trying to “impress” someone.

Words that aren’t there

Idea

• Mmm good• Ate all the

cookies quickly

• Very hungry

Two-Tiered Word

•

Are the words too hard?

• If the words that you use to explain the target word to the students are too hard, the word is too hard.

• Will the students be likely to use the word in their day-to-day lives? If not, choose a different word.

Choosing WordsTry it Out….

The Pooka of the Allihies (An old Irish folk tale about evil

spirits)

Developing student-friendly definitions

• Characterize the word and how it is typically used

• Explain the meaning in everyday language

Characterize the Word• Explanation should be as particular as

possible (When do I use this word particularly? Why do we have such a word?)– Tamper: Defined as, “to interfere in a secret

or incorrect way.” Could be construed as meddling. Does not get at the idea of messing something up in a sinister way.

– Student friendly explanation: “to change something secretly so that it doesn’t work properly or becomes harmful.”

Explaining Meaning in Everyday Way

• Ally: Defined as, “one associated with another”– What is association?

• Student friendly explanation: “somebody who does things with you”

• Does that characterize “ally”?– Doesn’t get at main characteristic of helping in

a common cause• Better student friendly explanation: “Someone who

helps you in what you are trying to do, especially when there are other people who are against you.”