VocabularyVocabulary

Meaning in Language….Meaning in Language…. In various layers of language and within In various layers of language and within

their interconnectionstheir interconnections

MorphemesMorphemes

Sentence Structure Context ofCommunication

Words

Vocabulary (Semantics)Vocabulary (Semantics) Words reflect our knowledge about….Words reflect our knowledge about….

the worldthe world word meaningsword meanings word relationships word relationships how a word can be used in a phrase, sentence or how a word can be used in a phrase, sentence or

discoursediscourse literal and figurative meaningsliteral and figurative meanings concepts concepts

Students with more extensive vocabularies do better in Students with more extensive vocabularies do better in reading comprehension and oral language activities reading comprehension and oral language activities (Biemiller, 2003; Dole, Sloan, &Trathern, 1995)(Biemiller, 2003; Dole, Sloan, &Trathern, 1995)

Scarborough’s “Rope” Model of Reading Scarborough’s “Rope” Model of Reading DevelopmentDevelopment

Background Knowledge(facts, concepts, etc.)Vocabulary Knowledge(breadth, precision, links, etc.)Language Structures(syntax, semantics, etc.)Verbal Reasoning(inference, metaphor, etc.)Literacy Knowledge(print concepts, genres, etc.)

Phonological Awareness(syllables, phonemes, etc.)Decoding (alphabetic principle, spelling-sound correspondence)Sight Recognition (of familiar words)

SKILLED READING: Fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Vocabulary and ComprehensionVocabulary and Comprehension

Components of semantic ability: Components of semantic ability: The features that define a word, synonyms, The features that define a word, synonyms,

antonyms, literal and figurative meanings, and formal antonyms, literal and figurative meanings, and formal (denotative) and associative (connotative) meanings(denotative) and associative (connotative) meanings

There is long standing evidence that vocabulary There is long standing evidence that vocabulary is correlated with reading comprehension (Beck, is correlated with reading comprehension (Beck, McKeown, & Kucan, 2008)McKeown, & Kucan, 2008)

Children with reading problems demonstrate Children with reading problems demonstrate vocabulary, word categorization, and word vocabulary, word categorization, and word retrieval difficulties (Soifer, 2005)retrieval difficulties (Soifer, 2005)

Vocabulary AcquisitionVocabulary Acquisition

A typical school-age child: 2,000-3,000 A typical school-age child: 2,000-3,000 new words each year (5-8/day)new words each year (5-8/day)

Words are learned through direct Words are learned through direct instruction, contextual abstraction instruction, contextual abstraction (indirectly), and morphological analysis (indirectly), and morphological analysis (Nippold, 2007)(Nippold, 2007) Context clues; learning from initial exposure Context clues; learning from initial exposure

(fast mapping)(fast mapping) Students need to encounter words frequently, Students need to encounter words frequently,

repetitively, and in different contextsrepetitively, and in different contexts

The Literate LexiconThe Literate Lexicon Important in adolescence: the words needed to Important in adolescence: the words needed to

understand and produce language near the understand and produce language near the literate end of the oral-literate continuumliterate end of the oral-literate continuum

Words become Words become more abstract and raremore abstract and rare as as children grow older, occur more in formal written children grow older, occur more in formal written contextscontexts

By By 44thth grade grade written language becomes an written language becomes an important source of vocabulary development important source of vocabulary development (Nippold, 2007)(Nippold, 2007)

Subtle meanings of literate words are acquired Subtle meanings of literate words are acquired gradually during school age, adolescence, and gradually during school age, adolescence, and adulthood.adulthood.

Vocabulary GapVocabulary GapHart & Risley (2003)Hart & Risley (2003)

0

200

400

600

800

1000

1200

10 12 14 16 18 20 22 24 26 28 30 32 34 36

Age of Child in Months

Cu

mu

lati

ve V

oca

bu

lary

Wo

rds

Higher SES 13 Middle SES 23 Welfare 6

Children’s vocabulary differences across income groups Hart & Risley, 2003

12

Mill

ions

of w

ords

hea

rd

Child’s Age in Years

Pro

fess

iona

l Fam

ilies

Wor

king

Cla

ss F

amili

es

Wel

fare

Fam

ilies

30-Million Word Gap (Hart & Risley, 1995)

45

26

13

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

WordWord

Do not know Do not know the wordthe word

Have seen or Have seen or heard the heard the

wordword

Know something Know something about it, can relate about it, can relate

it to a situationit to a situation

Know it Know it well, can well, can explain it, explain it,

use ituse it

portendportend

appropriationappropriation

sycophantsycophant

tyrannytyranny

(Dale, 1965)

Semantic Map for Less Known WordSemantic Map for Less Known Word

appropriation

has to do with government

has to do with money

appropriations bill

Semantic Map of Well Known Word Semantic Map of Well Known Word

word structure:• compound word

examples:• Amtrak

•British Railways•MBTA

personal associations• enjoyable,

leisurely travel

common contexts:• travel by

railroad• ship by railroad

• a railroad company

descriptors:• a network of rails laid

on ties• often covers long

distances• a large company that

manages transport by rail

multiple meanings:• a system of transportation• the Underground Railroad

• to rush something into place

synonym:• railway

railroad

Developing Understanding of Words:Developing Understanding of Words:Organizing LanguageOrganizing Language

Words relationshipsWords relationships: : we develop word associationswe develop word associations

Words combinationsWords combinations: : rules govern how words are rules govern how words are combinedcombined

• Colorless green ideas sleep furiously.Colorless green ideas sleep furiously.• The bachelor’s wife is beautiful.The bachelor’s wife is beautiful.

Word associationsWord associations

Associate a new word when presented Associate a new word when presented with a word or phrase: with a word or phrase: Words = accomplice, virtuoso, philanthropist, Words = accomplice, virtuoso, philanthropist,

novicenovice Which word goes with crook?Which word goes with crook? Which word goes with Which word goes with ““gift to build a new gift to build a new

hospitalhospital””??

CategorizationCategorization

The ability to manage the structure of The ability to manage the structure of meaning by identifying superordinate meaning by identifying superordinate (the umbrella) and subordinate (the umbrella) and subordinate categoriescategories

A critical skill for reading A critical skill for reading comprehension and written comprehension and written compositioncomposition

ActivityActivity

Memorize these words:Memorize these words: wrench, blanket, shampoo, Chevrolet, wrench, blanket, shampoo, Chevrolet,

sheet, saw, toothpaste, bedspread, sheet, saw, toothpaste, bedspread, Dodge, hammer, Toyota, lotionDodge, hammer, Toyota, lotion

Building Semantic Networks:Building Semantic Networks:OrganizationOrganization

Organizing using categoriesOrganizing using categories What do you notice?What do you notice?

Words sharing semantic properties belong to the Words sharing semantic properties belong to the same semantic class or network; superordinate same semantic class or network; superordinate and subordinate categories must be managedand subordinate categories must be managed

Classifying ability impacts reading Classifying ability impacts reading comprehension and written composition comprehension and written composition (success with outlining and categorizing (success with outlining and categorizing depends on classifying ideas)depends on classifying ideas)

When we use words or hear words we know, we When we use words or hear words we know, we mentally activate all of the words we have mentally activate all of the words we have learned within that semantic networklearned within that semantic network

Organizing words by…Organizing words by…

SynonymsSynonyms AntonymsAntonyms Semantic classSemantic class Anaphoric relationshipsAnaphoric relationships

Associations between words where one word or Associations between words where one word or group of words is used in place of another word or group of words is used in place of another word or group of words.group of words.

Antecedent or referent/substitution Antecedent or referent/substitution Example: Example:

We just got a new puppy. We just got a new puppy. That ball ofThat ball of energy energy is taking over our lives.is taking over our lives.

Precision in Use of Vocabulary:Precision in Use of Vocabulary:GradableGradable

• ElatedElated

______________________

______________________

______________________

______________________

• DepressedDepressed

Developing Depth of Understanding:Developing Depth of Understanding:Semantic Feature AnalysisSemantic Feature Analysis

The process of identifying the meaning The process of identifying the meaning elements that words share or do not elements that words share or do not share; overlapping of meanings can be share; overlapping of meanings can be seenseen

Helps students learn new vocabulary and Helps students learn new vocabulary and see the relationships among concepts, see the relationships among concepts, other words, and ideas of information in a other words, and ideas of information in a text (Hennessey, 2011)text (Hennessey, 2011)

CannotCannotStandStandalonealone

Comes beforeComes beforea base worda base wordor root wordor root word

UsuallyUsuallycomescomesfrom Latin from Latin or Greekor Greek

CanCanStandStandalonealone

Comes after Comes after a base a base word or word or root wordroot word

PrefixPrefix

Base wordBase word

AffixAffix

SuffixSuffix

Root wordRoot word

Try Semantic Feature AnalysisTry Semantic Feature Analysis

Aspects of Word MeaningsAspects of Word Meanings Connotation/DenotationConnotation/Denotation

Denotative meaningDenotative meaning: dictionary definitions (alternate : dictionary definitions (alternate phrase, synonym, category, characteristics or phrase, synonym, category, characteristics or features)features)

Connotative meaningConnotative meaning: triggers the network of : triggers the network of associations to other words and ideas; what we bring associations to other words and ideas; what we bring to the definition, our interpretation based on our to the definition, our interpretation based on our experience, context, etc. experience, context, etc.

Multiple meaningsMultiple meanings Some of the easiest words have many meanings Some of the easiest words have many meanings

(jam, chip, cap, bug); work on these with immediately (jam, chip, cap, bug); work on these with immediately and regularlyand regularly

Idiomatic meaningsIdiomatic meanings Words or phrases take on different meanings—the Words or phrases take on different meanings—the

whole is different than the sum of the parts (the whole whole is different than the sum of the parts (the whole ball of wax, upper crust, going to the dogs)ball of wax, upper crust, going to the dogs)

Word Meanings….Word Meanings….

Literal: He opened a can of worms.Literal: He opened a can of worms.

Figurative: Figurative:

Understanding Word AmbiguitiesUnderstanding Word Ambiguities

We use…We use… context and syntaxcontext and syntax to understand word to understand word

meanings meanings the part of speechthe part of speech to understand a to understand a

word’s meaningword’s meaning multiple meaningsmultiple meanings of words will impact of words will impact

our comprehensionour comprehension

Semantic Context CluesSemantic Context CluesExamplesExamples

RestatementRestatement The instruments must be sterile. They have to be free of germs.The instruments must be sterile. They have to be free of germs.

IllustrationsIllustrations Most office workers are discouraged. For example, ….Most office workers are discouraged. For example, ….

SimilesSimiles Capillaries are like tiny pipelines.Capillaries are like tiny pipelines.

MetaphorsMetaphors The bean-shaped mitochondria are the cell’s power plants.The bean-shaped mitochondria are the cell’s power plants.

PersonificationPersonification The warming sun caressed the land, drying it gently.The warming sun caressed the land, drying it gently.

SummarySummary He was a well known philanthropist. The wealty man gave He was a well known philanthropist. The wealty man gave

money…money… Cause-effectCause-effect

The pain was alleviated as a result of the prescribed drugs.The pain was alleviated as a result of the prescribed drugs.• Nippold, 2007Nippold, 2007

What is ambiguous in these sentences?What is ambiguous in these sentences?

Visiting relatives can be a nuisance.Visiting relatives can be a nuisance. Part of speech: visiting as a gerund or an adjectivePart of speech: visiting as a gerund or an adjective The boy was looking up the street.The boy was looking up the street. Multiple meanings of wordsMultiple meanings of words The woman decided to press the suit.The woman decided to press the suit. I knew that glare really bothered her.I knew that glare really bothered her. Flying planes can be dangerousFlying planes can be dangerous What looks better on a handsome man than a tux? What looks better on a handsome man than a tux?

Nothing!Nothing! Attributed to Mae West; context changes meaningAttributed to Mae West; context changes meaning

Multiple Meaning Words and Phrases: Multiple Meaning Words and Phrases: Parts of SpeechParts of Speech

Gerunds: verb with –ing acting as a noun; (Reading is my favorite pastime)

Participle: a verb used as an adjective; (The running machine made too much noise)

A Gerund or Participle?: Kicking mules can cause problems.

Multiple MeaningsMultiple Meanings

ActivityActivity

Teaching VocabularyTeaching Vocabulary

What we know…What we know…There are too many words to teach!There are too many words to teach! Students encounter so many new words in Students encounter so many new words in

reading, how could we teach them all?reading, how could we teach them all?

BUTBUT Not all words need attentionNot all words need attention Not all words should be treated equallyNot all words should be treated equally

And…And…Students ARE learning new words dailyStudents ARE learning new words daily Estimates from 3-20 words, most cited is that Estimates from 3-20 words, most cited is that

students learn 7 new words per day! students learn 7 new words per day!

BUTBUT Averages do not represent all students. Averages do not represent all students.

SOME students are learning 7 words a day, SOME students are learning 7 words a day, many are not (particularly struggling, low many are not (particularly struggling, low achieving students)achieving students)

Or Are They??Or Are They??

Students must read widely to encounter Students must read widely to encounter unfamiliar wordsunfamiliar words

Many students in need of vocabulary Many students in need of vocabulary development dondevelopment don’’t read widely, or dont read widely, or don’’t t read books that include words with which read books that include words with which they are unfamiliarthey are unfamiliar

Matthew EffectsMatthew Effects "For unto every one that hath shall be given, and "For unto every one that hath shall be given, and

he shall have abundance:  but from him that he shall have abundance:  but from him that hath not shall be taken away even that which he hath not shall be taken away even that which he hath" (Matthew, XXV:29)hath" (Matthew, XXV:29)

In other words, "The rich get richer, and the poor In other words, "The rich get richer, and the poor get poorer."get poorer."

Teaching VocabularyTeaching Vocabulary

Rules of thumb Rules of thumb (Beck et al., 2002; Graves, 2006; Kamil, 2004; Stahl & Nagy, (Beck et al., 2002; Graves, 2006; Kamil, 2004; Stahl & Nagy,

2006)2006)

Choose words critical to understanding the Choose words critical to understanding the text, and will be found in other academic text, and will be found in other academic areasareas

Choose words for which students have a Choose words for which students have a conceptconcept

Focus on 3-5 per reading selectionFocus on 3-5 per reading selection

Three TiersThree Tiers(Isabel Beck)(Isabel Beck)

Tier 1: Most students know these wordsTier 1: Most students know these words Tier 2: Highlight these words to teach Tier 2: Highlight these words to teach

explicitly; high frequency yet more explicitly; high frequency yet more sophisticated words ( avoid, industrious); sophisticated words ( avoid, industrious); 400 words per year or 10-15 per week400 words per year or 10-15 per week

Tier 3: Provide a brief definition in context, Tier 3: Provide a brief definition in context, then move on; low-occurrence words; may then move on; low-occurrence words; may be particular to certain topics (crochet, be particular to certain topics (crochet, seam)seam)

More tips…More tips… Directly teach words that are most important within a semantic Directly teach words that are most important within a semantic

topictopic Teach word relationships (synonyms, antonyms, Teach word relationships (synonyms, antonyms,

categorization, analogies, semantic mapping)categorization, analogies, semantic mapping) Teach multiple meanings of wordsTeach multiple meanings of words Teach idioms, metaphors, and other figures of speechTeach idioms, metaphors, and other figures of speech Model defining and provide practice Model defining and provide practice

A ________ is a __________ (synonym or superordinate A ________ is a __________ (synonym or superordinate category) that _________________and category) that _________________and (has,does,is)____________(critical features).(has,does,is)____________(critical features).

A tornado is a storm that creates whirling wind and is A tornado is a storm that creates whirling wind and is dangerous.dangerous.

Use associations and imagesUse associations and images Teach Teach word analysis strategies- Why??word analysis strategies- Why?? Identify referentsIdentify referents

Selecting which Tier Two words to teachSelecting which Tier Two words to teach

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

Which words are general but sophisticated Which words are general but sophisticated words?words?

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

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

RemeRemember thesember theseare words….are words….

With hWith high frequency igh frequency ((for mature language users)for mature language users) TThat would be found across a variety of domainshat would be found across a variety of domains TThat can be worked with in a hat can be worked with in a variety of waysvariety of ways so so

that students can build rich representations of that students can build rich representations of them and their them and their connectionsconnections to other words and to other words and conceptsconcepts

FFor which students understand the general or which students understand the general concept, but would these words provide more concept, but would these words provide more precision in use (e.g. precision in use (e.g. astonished, coincidence, astonished, coincidence, absurd, scrumptiousabsurd, scrumptious))

ActivityActivity

Choose 2 Tier Two wordsChoose 2 Tier Two words for instruction to for instruction to

preteach from Percy Jackson (Chapter 10;preteach from Percy Jackson (Chapter 10;

pg. 149; stick to your assigned pages); fill in pg. 149; stick to your assigned pages); fill in thethe

word web for one of these wordsword web for one of these words

Remember….Remember….

Activities for WordsActivities for WordsStudents interact with the wordsStudents interact with the words

Using the Words in One ContextUsing the Words in One Context

What would an What would an immenseimmense plate of plate of spaghetti look like?spaghetti look like?

Would you feel Would you feel miserablmiserable after you ate e after you ate all that spaghetti? Why or why not?all that spaghetti? Why or why not?

What would it look like to eat the What would it look like to eat the spaghetti in a spaghetti in a leisurelyleisurely way? way?

Have You Ever …?Have You Ever …?

Helps students associate new words with Helps students associate new words with contexts and activities from their own contexts and activities from their own experiencesexperiences Describe a time when you might urge Describe a time when you might urge

someone?someone? Describe a time when you might banter with Describe a time when you might banter with

someone?someone? What would make you gleeful?What would make you gleeful?

Questions, Reasons, ExamplesQuestions, Reasons, Examples

If you are walking around a dark room, would you do If you are walking around a dark room, would you do it cautiously? Why? What are some other things it cautiously? Why? What are some other things that need to be done cautiously?that need to be done cautiously?

What is something you could do to impress your What is something you could do to impress your teacher? Why? What is something that might teacher? Why? What is something that might impress your mother?impress your mother?

Which of these things would be extraordinary? Why Which of these things would be extraordinary? Why or why not?or why not?

A shirt that was comfortable or a shirt that washed itself?A shirt that was comfortable or a shirt that washed itself? A person who has a library card, or a person who has read A person who has a library card, or a person who has read

all the books in the library?all the books in the library?

Making ChoicesMaking Choices

If any of the things I say might be examples If any of the things I say might be examples of people of people clutchingclutching something, say something, say ““clutching.clutching.”” If not, don If not, don’’t say anything.t say anything. Holding tight to a purseHolding tight to a purse Holding a fisful of moneyHolding a fisful of money Softly petting a catSoftly petting a cat’’s furs fur

If any of the things I say would make some If any of the things I say would make some one one radiantradiant, say, , say, ““YouYou’’d be radiant.d be radiant.”” If not, If not, dondon’’t say anything.t say anything. Winning a million dollarsWinning a million dollars Getting a hug from a favorite movie starGetting a hug from a favorite movie star Walking to the post officeWalking to the post office

Relating WordsRelating Words

Create an activity to relate the words.Create an activity to relate the words. Reluctant, insisted, drowsyReluctant, insisted, drowsy might be demonstrated by might be demonstrated by

facial expressionsfacial expressions Create a sentence using all words: Would you Create a sentence using all words: Would you preferprefer

to to budgebudge a sleeping lamb or a a sleeping lamb or a ferociousferocious lion? Why? lion? Why? Ask students to choose between two words: If you Ask students to choose between two words: If you

get your clothes ready to wear to school before you get your clothes ready to wear to school before you go to sleep, would that be go to sleep, would that be sensiblesensible or or raucousraucous? ?

Idea CompletionsIdea Completions

Provide students with stem that require Provide students with stem that require them to integrate a wordthem to integrate a word’’s meaning into a s meaning into a context in order to explain a situationcontext in order to explain a situation The audience asked the virtuoso to play The audience asked the virtuoso to play

another piece of music because…another piece of music because… The skiing teacher said Maria was a novice The skiing teacher said Maria was a novice

on the ski slopes because …on the ski slopes because …

Applause, Applause!Applause, Applause!

Go MetaGo Meta Students are asked to clap in order to Students are asked to clap in order to

indicate how much they would like (not at indicate how much they would like (not at all, a little bit, a lot) to be described by the all, a little bit, a lot) to be described by the target word. Why do they feel that way?target word. Why do they feel that way?

Why donWhy don’’t dictionary definitions work?t dictionary definitions work?

Weak differentiationWeak differentiation: Definition does not differentiate : Definition does not differentiate how the word is different from other words (e.g. how the word is different from other words (e.g. conspicuous = conspicuous = ““easily seen.easily seen.”” How does that How does that differentiate from visible?)differentiate from visible?)

Vague languageVague language (typical = (typical = ““being a typebeing a type””))More likely interpretation: Definition uses familiar More likely interpretation: Definition uses familiar

words in words in unfamiliarunfamiliar ways (e.g. devious = ways (e.g. devious = ““straying straying from the right course, not straightforward.from the right course, not straightforward.”” Students Students could interpret as walking.could interpret as walking.

Multiple piecesMultiple pieces of information: definition gives no of information: definition gives no help in how to integrate pieces (e.g. exotic = help in how to integrate pieces (e.g. exotic = ““foreign, foreign, strange, not nativestrange, not native””))

ClassifyingClassifying

MammalsMammals PeoplePeople CatsCats

DogsDogs LionsLions Mice Mice WhalesWhales

ReptilesReptiles SnakesSnakes AlligatorsAlligators DinosaursDinosaurs LizardsLizards

ClassifyingClassifying

What makes What makes something a something a mammal?mammal? HairHair Warm-bloodedWarm-blooded Milk to youngMilk to young

What makes What makes something a reptile?something a reptile? Skin?Skin? Cold-bloodedCold-blooded Shape of headShape of head

Teaching words in semantic groupsTeaching words in semantic groups

Bad PeopleBad People VillainVillain MalefactorMalefactor BurglarBurglar EmbezzlerEmbezzler MiscreantMiscreant CadCad RogueRogue ScoundrelScoundrel

RedRed CrimsonCrimson ScarletScarlet PinkPink BlushBlush RubyRuby SanguineSanguine CarmineCarmine

Semantic MappingSemantic Mapping

Visualizing and VerbalizingVisualizing and VerbalizingLindamood BellLindamood Bell

Visualizing words by Visualizing words by elementselements

Vanilla VocabularyVanilla Vocabulary

whatwhat movementmovement

sizesize moodmood

colorcolor backgroundbackground

numbernumber perspectiveperspective

shapeshape whenwhen

wherewhere soundsound