A Workshop for Vocabulary Instruction

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A Workshop for Vocabulary Instruction
Presenter Amy Benjamin Manalapan-Englishtown
Regional Schools The slides in todays
presentation are available at www.amybenjamin.com
(click on recent presentations)
TOPICS

• Vocabulary instruction that improves reading
  comprehension and writing ability

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Goals for Today (Vocab) Alternatives to vocab
book boring out of context Vocabulary to
improve reading comprehension Relevance to
students everyday lives Retention and use (as
opposed to mem regurge) Standardized test
performance, esp. with words in
isolation Learning how to learn words
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Current Practice How are weteaching vocabulary?
What words do we select to teach explicitly?
How do we teach the words? (How do we introduce
them? explain them? get students to engage with
them? manipulate them? reinforce them?
How do we assess our students vocabulary
knowledge and growth?
What would be the ideal?
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Best Practices in Vocabulary Instruction
Depth of processing Multiple
exposures Multiple meanings Multiple
contexts Multiple forms of a word Opportunity
to communicate Purposeful repetition Treating
phrases as words Verbal and Nonverbal
processing
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Information Closet
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Of Limited Value
Lists alone Context alone Definitions
alone Dictionaries and Glossaries alone
Of Durable Value
Words in clusters Multiple exposures in various
contexts Chances to speak, hear, write the
words Manipulation of forms of words Classify and
categorize word lists Word games
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What do we know when we know a word?
Definition Spelling Grammatical application (how
to use it in a sentence)
Components prefix, root, suffix
Synonyms
Morphology (other forms that the word can take)
Other words that are related to it (having
same root)
Connotation (positive, negative, neutral)
Register (formal or informal)
Collocations (words that tend to go with it)
Lesser-used definitions
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Tier II Words
Tier III Words
Tier I Words
Domain-specific terminology Glossary
words On-the-job words
Language of academics, business,
government Vocab List words
Everyday Language
Ask Dead Name Find out figure out Answer Rain Use
Sharp Get Take apart and put together balance
Photosynthesis Cytoplasm Metamorphosis Asymmetrica
l Bathysphere Rhetoric Deoxyribonucleic
acid Artifact Habeas corpus Diaspora Polysyndeton
Adjective
Interrogate Deceased Designate designation
identify, identification Ascertain
determine Precipitate, precipitation Utilize
employ Acute Acquire Analyze synthesize equilibri
um
ph __y__ ___sis
x chr___ ___ic
Code-switching
Prefix/root/suffix
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High-Incidence Academic Word List (AWL)
570 words Comprise 10 of the words in academic
discourse Are outside of the 2,000-3,000 words
that are necessary for basic social communication
in English CALP Cognitive Academic Linguistic
Proficiency
570 words on the AWL
2,000-3,000 words for basic social
communication BIC Basic Interpersonal
Communication
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AWL is arranged in 10 sublists, in order of
frequency 65 of the words on the AWL have
Latin/Greek word components
The words on the AWL can be used to form about
3,000 words (by adding prefixes and suffixes)
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Core Words
intermittent transmit admit commit remit submit mi
ssive admissible submissive commission mission per
mission
INTERMITTENT REFLECT SUBTRACT
COMPLIANCE CORRESPONDENT PROPELLER TRANSPORTA
TION DESTRUCTIVE PERSPECTIVE
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Target Word
Vocabulary Chart
Visual Draw or find a picture
Glossary Definition
My guess
Definition in my own words
Complete sentence of at least ____words Must
contain an action verb and a visual image.
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Morphology Chart
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Morphology Kit
Adverb-making suffix -ly
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Word Components Level 1 (usually known in
elementary grades)

• Prefixes
• ex-
• pre-
• re-
• un-
• dis-
• non-
• im-
• mis-
• mini-
• maxi-

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Word Components Level 2 (usually known in
intermediate grades)

• Prefixes
• co- con- com-
• syn- sym-
• in- en- (into)
• sub- sup-
• e-
• a- ab-
• inter-
• intra-
• mono-
• uni-
• bi- tri- quad-, etc.

cent- milli- mega- poly- multi- omni- trans- se
mi- bio- geo- eco-
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Word Components Level 3 (usually known in high
school)

• Prefixes
• pseudo-
• demi-
• endo- ecto-
• pro-
• per-
• peri-
• hemi-
• ob-
• bene-
• mal-

photo- nom- ig- muni- contra- philo-
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Common Word Roots for Academic Subjects
Basic -ject (to throw) -port (to
carry) -scrip, scribe (to write) -vert, vers (to
turn) -pos, pon (to place) -tract (to draw) -pel,
pul (to drive) -struct (to build) -grad, gress
(to step) -plic, plex (to fold) -flic, flex (to
bend) -fic, fac (to make) -miss, mit (to
send) -sid, sed (to sit) -spec (to see) -voc (to
call) -dict (to say) -rupt (to break)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- co- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or
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Common Word Roots for Academic Subjects
Advanced -cad, -cas,-cid (to fall) -dyna
(force power) -magn (great large) -quir, -quis
(to seek) -gen (race, kind origin) -cham, -cam
(vault) -cen (to judge) -doc, -dox (to
think) -greg (to flock) -cau (to burn) -ess,
-sent (to exist) -close, -clud, -clus (to
close) -mand, -mend (to order) -junct (to
join) -jur, -jus (to swear) -lith (stone)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- ne- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or -ize -ence, ance -ary
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Word Components Chart I
ltSlide 13 Print as full pagegt
Write the words that youve heard of that would
logically fill in the chart (Note Not all the
blanks should be filled in.)
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Word Components Chart II
ltSlide 14 Print as full pagegt
Write the words that youve heard of that would
logically fill in the chart. (Note Not all of
the blanks should be filled in.)
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Word Components Chart II
ltSlide 14 Print as full pagegt
Write the words that youve heard of that would
logically fill in the chart. (Note Not all of
the blanks should be filled in.)
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Strength Training Vocabulary

• Here are a few things you can do that will take
  just a few minute of class time to
• build your students vocabulary
• Analyze word prefixes and roots of key words to
  show how they are related
• to words that students may already know.
• 2. Embed the target word in a cluster of words
  related to the topic.
• 3. Introduce key words that the students will
  meet in their upcoming readings.
• Repeat new words in various contexts.
• 5. Show the word. Emphasize its spelling and how
  it looks like related words.
• 6. Give students opportunities to use new words
  in conversation.
• 7. If you can, make connections between new
  words and words in other languages.
• 8. Give students opportunities to use new words
  in informal writing.
• 9. Indulge in word games and crossword puzzles
  to reinforce new word.
• 10. Give students opportunities to use non-verbal
  ways to express meanings
• (drawing, gestures, skits, charades).

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Word Components Flip-a-Chip
Model
Students are shown two chips having prefixes and
two other chips having roots. Any combination of
these chips (prefix root) will produce a word.
Then, given a cloze paragraph, students supply
the appropriate word.
Example
Mrs. Benjamin was vexed. My students, she
declared_______ me when they are late to class.
They_________one excuse after another. I want to
________ the number of lateness to class, so
Ill _______ the privilege of using the
lavatory pass to any student who arrives late.
Mountain, Lee. Flip-a-chip to Build
Vocabulary. Journal of Adolescent and Adult
Literacy. 461. September 2002.
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Word Components Flip-a-Chip
Interplay replay Interject reject
root
Contract extract Contend extend
Prefix
Prefix
root
undo redo unwind rewind
Project progress Reject regress
Play
Each pair of students is given a baggie, two
chips (formed from the bottom of a dixie cup)
markers, and an index card. Given a list of
prefixes and roots, students come up with two
prefixes and two roots that will combine to form
four words with every prefix root
combination. Students then write a paragraph on
the index card, leaving blanks for the four
words. Students then put the chips and index
cards (with their name on the back) on the
baggie and pass along to another pair.
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president resident preview review
compel, repel comport, report
universe inverse uniform inform
subtract, detract subject, deject
receive perceive retain pertain
dismiss remiss distort retort
distract, extract dispel, expel
absolve resolve abject reject
suppose expose support export
pretend, intend prevent, invent
prescription description preceive
deceive
transmit submit transcribe subscribe
comply, imply comport, import
retract, attract retain attain
commit permit complex perplex
obtain detain obstruct destruct
reflect deflect renounce denounce
contract attract contain attain
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The Ransom of Red Chief
Typical vocabulary list of words extracted from
literature bellowing cauterized depredation ext
ortion forlorn impudent palatable precipice procli
vities ransom reconnoiter seedy somnolent spendthr
ift sylvan

• Frequency outside of the story
• Importance in understanding this story
• Leverage to learn related words
• Individual students curiosity and proximity

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Common Word Roots for Academic Subjects
Basic -ject (to throw) -port (to
carry) -scrip, scribe (to write) -vert, vers (to
turn) -pos, pon (to place) -tract (to draw) -pel,
pul (to drive) -struct (to build) -grad, gress
(to step) -plic, plex (to fold) -flic, flex (to
bend) -fic, fac (to make) -miss, mit (to
send) -sid, sed (to sit) -spec (to see) -voc (to
call) -dict (to say) -rupt (to break)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- co- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or
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Common Word Roots for Academic Subjects
Advanced -cad, -cas,-cid (to fall) -dyna
(force power) -magn (great large) -quir, -quis
(to seek) -gen (race, kind origin) -cham, -cam
(vault) -cen (to judge) -doc, -dox (to
think) -greg (to flock) -cau (to burn) -ess,
-sent (to exist) -close, -clud, -clus (to
close) -mand, -mend (to order) -junct (to
join) -jur, -jus (to swear) -lith (stone)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- ne- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or -ize -ence, ance -ary
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How can students benefit from a vocabulary list?
Classify
Analyze
Morph
Synthesize
Build
Students break words down into prefixes, roots,
suffixes (Word Study)
Students build words into phrases phrases
into simple sentences simple sentences into
complex sentences
Students use their words to generate ideas for a
writing piece Purposes To inform, To
entertain, To persuade, To socialize
Students think of ways in which the words
on their lists can be classified (sorted, arranged
, organized)
Students manipulate the words into different
parts of speech by adding endings
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The Sentence-Making Kit
Fold a 5 x 8 index card in half, width-wise
Bicycle Who or what? What about it?
Guess What!
They believed that
Yes/no question
Stick-on question
4.
1.
2.
3.
5.
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The Sentence-Making Kit
On the inside of the card
AAAWWUBBIS although, as, after while,
when until because, before if, since
If a sentence begins with any of these words, it
must have two parts. Place a comma between the
two parts if one of these words begins the
sentence.
These words, plus the comma, may join two
sentences. Writers sometimes begin sentences with
these words if they are doing so for emphasis.
,and ,but ,so
Use as many ACTION VERBS as possible.
Flip the switch into formal English a lot a
great many or a great deal gonna going to wanna
want to hafta have to get,got become, became,
receive received, obtain, obtained gotta
must
These words will help you give detail in your
sentences Try beginning some of your sentences
with these words
Use words and groups of words that answer the
ADVERB QUESTIONS When? Where? Why? How? To what
extent? How often?
IN FOR ON WITH AT
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The Sentence-Making Kit
On the back of the card
Substitutions for homophones and spelling
problems their his there here theyre
they are your his youre you are
its his its it is it has
woman man women men
I before E except after C Or when sounded as A As
in neighbor or sleigh