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Falling in Love with Vocabulary


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Title: Falling in Love with Vocabulary

Falling in Love with Vocabulary
  • Presented by
  • Shannon Walker
  • Kimberly Allen

Fun with Words - SnigletsMatch the word with the
definition or picture
  • Dudnobs
  • (dud nobz)
  • Adequate
  • (a du kwit)
  • Emeneminize
  • (em n em en ize)
  • Dreamonium
  • (dree mon ee um)
  • v. Consuming ones MMs by color groups.
  • n. The metallic coating on a lottery ticket that
    separates you from a million bucks a year for
  • n. The fake drawers beneath the sink that
    everyone tries to pull open.

Taken From Hall, Rich ( 1987). Angry Young
Sniglets. New York Macmillan Publishing
Fun with Words - SnigletsMatch the word with the
definition or picture
  • Gloob
  • (gloob)
  • Rort
  • (rort)
  • Nasalstalgia
  • (nay zul stahl juh)
  • Petroulette
  • (peh tri dent)
  • n. Special smells that bring you back to
    another place and time.
  • n. Old sticks of gum at the bottom of a womans
  • n. The item in the copier left behind by the
    previous user which you sometimes also copy
    (thinking sooner or later the information could
    come in handy).

Complete the Analogy
  • Learning a new word is like
  • because

Laura Robb
  • Learning a new word is like dating
  • You are introduced
  • Take several months to get to know each other
  • Reach a point where you know each other

  • State the importance of vocabulary instruction
  • Identify tiers of words to teach
  • Identify instructional practices that increase
    students vocabulary learning

Love at First Sight
Agree or Disagree
  • Most reading problems that we identify as
    comprehension problems usually relate to
    vocabulary deficiencies.
  • If the meanings of just a few key words in a
    passage are unknown, then there is little to no
  • Words are the most useful learning tools we can
    offer students.

  • The important role of vocabulary in reading
    comprehension has long been recognized. Ones
    vocabulary level is highly predictive of ones
    level of reading comprehension. Words are how we
    label our concepts and ideas. This prior
    knowledge is key to understanding what we read,
    so vocabulary is a good predictor of how well the
    reader will comprehend a text. (Fountas
    Pinnell, 2006)

  • There is strong evidence that the earlier word
    meanings are learned, the more easily available
    they are to assist in comprehension and to use in
    speech and writing. It is sensible to provide
    children with opportunities to gain facility with
    some difficult words at a young age. Giving
    children experience with such words in oral
    activities allows them a head start when they
    meet the words later reading on their own.
    Moreover, knowing some of the difficult words in
    a text may allow them to learn more of the
    unfamiliar words in that text. (Beck
    McKeown, 2005)

The Importance of Teaching Vocabulary
  • Strong correlation between vocabulary knowledge
    and reading comprehension.
  • Becker (1977) linked the vocabulary size to the
    academic achievement of disadvantaged students.
  • Definite gap between students with poor
    vocabularies and students with rich vocabularies.

Choosing Words to Love
  1. Review the text to identify the story line(s) or
    main ideas.
  2. Compile a list of words related to the story
    line(s) or main ideas. These are key-concept
  3. Determine which key concept words are adequately
    defined in the text. These words need no direct

Cooper, David J. (1997). Literacy Helping
children construct meaning. New York Houghton
Choosing Words to Love
  • Identify the words students can determine through
    the use of prefixes, suffixes, or base words.
    These words need no direct teaching.
  • Think about the words in relation to students
    needs. Words likely to cause difficulty may
    require direct teaching.

Cooper, David J. (1997). Literacy Helping
children construct meaning. New York Houghton
Tiers of Words
  • Tier One
  • The most basic words
  • Example clock, baby, walk
  • These words rarely need to be taught in a school

Beck, I. L., McKeown, M. G., Kucan, L. (2002).
Bringing words to life Robust vocabulary
instruction. New York The Guilford Press.
Tiers of Words
  • Tier Three
  • Content specific words
  • An in-depth understanding of these words would
    not be useful
  • Best learned for specific purposes
  • Example Discussing spelunking during a story on

Beck, I. L., McKeown, M. G., Kucan, L. (2002).
Bringing words to life Robust vocabulary
instruction. New York The Guilford Press.
Tiers of Words
  • Tier Two
  • Words of high frequency in a variety of contexts
  • They comprise a large part of a students
  • Examples fragile, bitter, looming, disastrous

Beck, I. L., McKeown, M. G., Kucan, L. (2002).
Bringing words to life Robust vocabulary
instruction. New York The Guilford Press.
How to avoid a bad choice
  1. Make sure you are able to explain the term in
    your own words (student friendly definition).
  2. Always remember that words are useful and
    interesting. Students must find use for a word
    in everyday situations.

Picking Tier 2 Words
  • Read the following passage. Which word(s) would
    you choose to teach? Why?
  • Turn and Talk

  • Running down the path, he found a panda whose
    leg had been injured by a fallen tree.
    Carefully, Nikolai carried her into Leos house
    and made a splint for her leg with a stick of
    bamboo. The storm raged on, banging at the doors
    and windows. The panda woke up. Where am I?
    she said. And where is my child? The boy ran
    out of the cottage and down the path. The roar
    of the storm was deafening. Pushing against the
    howling wind and drenching rain, he ran farther
    into the forest.
  • excerpt from Muth, Jon J. (2002). The Three
    Questions. New York, NY Scholastic

Things to keep in mind, when searching for the
Words of your Dreams
  • How useful is the word in general?
  • Does the word relate to other words and ideas
    students have been learning?
  • Does the word make the text become more

Beck, I. L., McKeown, M. G., Kucan, L. (2002).
Bringing words to life Robust vocabulary
instruction. New York The Guilford Press.
The Dating GameLearning New Words
Indirect vs. Direct Vocabulary Instruction
  • Indirect Instruction
  • Participating in daily oral language activities
  • Listening to adults read to them
  • Reading independently

Direct InstructionIntroducing New Words
  • Whats the problem?
  • Students lack knowledge of key words they will
    encounter in a story.
  • Teachers introduce words, one by one, but the
    students do not retain the information.
  • Students do not grasp the meanings of the words
    and can not completely comprehend the story
    despite the teachers attempts.

Introducing New Vocabulary
  • Introducing a word is the first step, not the
    only step.
  • Only offering information will not lead to a
    deep understanding of a word.
  • Students need many experiences over time in order
    to learn a word and use it across different

Introducing New Words
  • Word Up
  • Semantic Impression
  • Expert Word Cards
  • Word Associations
  • Have You Ever?
  • Applause, Applause!
  • Idea Completions

Word Up
  • Use with the youngest and most at-risk readers.
  • Select important story words, write each word on
    an index card, pronounce and quickly define the
    words for the students.
  • Hand out a story word to each student.
  • As the story is read aloud, students hold up the
    story word as they hear it.

Semantic Impression
  • Select important story words and compile them
    into a chronological ordered list and briefly
    introduce them to the students.
  • Students use the words (other forms of the word
    are acceptable) in order to write their own
    narrative story that makes sense.
  • The teacher reads aloud the story.

Expert Word Cards
  • When using longer text or content reading with
    intermediate grades, each student is assigned a
  • Each student must find the word in context and
    copy the sentence onto the front of a card.
  • Then he must look up the word in a dictionary and
    decide which definition fits the context of the
  • He will write the definition in his own words on
    the back of the card.

Expert Word Cards
  • Student composes an original sentence using the
    word in a meaningful way.
  • Student illustrates the front of the card to
    represent the definition.
  • Students share the words with each other.

Word Associations
  • After introducing new words and definitions,
    students are asked to associate the new words
    with other words or phrases.
  • For example - After introducing accomplice and
    novice, ask
  • Which word goes with crook?
  • Which word goes with kindergartner?
  • Students must defend their answers.

Have You Ever?
  • Helps students make associations from own
    experiences to new words.
  • Describe a time when you might urge someone.
  • For what reasons would you commend someone?

Applause, Applause
  • Students are asked to clap to show how much they
    would like to be described by the new words (not
    at all, a little bit, a lot).
  • Example words - frank, honest, vain, stern, loyal
  • Students need to defend their applause.

Keeping the Romance AliveLearning More about
  • Teachers can make vocabulary meaningful and
    memorable for students by anchoring new words in
    multiple contexts.
  • Juel Deffes, 2004

Framework for Vocabulary Instruction
  • Step 1 - Provide student-friendly definition
  • Step 2 - Provide picture or nonlinguistic
    representation of the word
  • Step 3 - Allow students to make their own
    explanation or description of word.
  • Step 4 - Allow students to make their own
  • Step 5 - Provide rich, frequent extended
  • Step 6 - Assess students word knowledge

Getting to Know Each Other
  • What does it mean to know a word?
  • Knowing a word is a matter of varying degrees.
    It is not all or nothing.
  • Need multiple exposures to words in a variety of
    contexts - oral and written.

Getting to Know Each Other
  • Graphic Organizers to use in the classroom
  • Frayer Model
  • Semantic Maps
  • Semantic Feature Analysis
  • Linear Relationships
  • Illustrating Words

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Semantic Maps
Semantic Feature Analysis
Has 4 legs Has 2 legs Lives in water Lives on land
Pelican ? ? ?
Rhino ? ?
Hippo ? ?
Linear Relationships
Devastated ? sorrowful ? sad ? melancholy
? pensive ?okay ? cheerful ? happy ? delighted
? ecstatic ? rapturous ? on cloud nine
Nonlinguistic Representations
Santa Bonita Maria School District http//www.smb
Jan Richardsons Vocabulary Strategies
  • 1. Reread or read on and look for clues.
  • 2. Check the picture or visualize.
  • 3. Use a known part.
  • 4. Make a connection to a known word.
  • 5. Use the glossary.

Knowing a Word
  • Rich vocabulary keeps getting richer.
  • If I use the words a lot, I can remember them.
    - Sixth Grade Student

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Contextual Vocabulary Acquisition
  • Model word curiosity
  • Read Alouds Word Collectors
  • Reading/Writing Conferences
  • Morning Messages
  • Model it, dont force it
  • Conversations
  • Directions

Online Resources
  • http//insidestoryflashcards.com/printable_flashca
  • http//www.visuwords.com
  • http//www.spellingcity.com/
  • http//freerice.com/

3 - 2 - 1 Review
  • 3 reasons vocabulary instruction is critical to
    student success.
  • 2 things you will share with your faculty.
  • 1 strategy you will use in your classroom.

Baumann, J. F., Ware, D. Edwards, E. C.
(2007). Bumping into spicy, tasty words that
catch your tongue A formative experiment on
vocabulary instruction. The Reading Teacher,
61(2), 108-122. Beck, I. L., McKeown, M. G.,
Kucan, L. (2002). Bringing words to life
Robust vocabulary instruction. New York The
Guilford Press. Beck, I. L., McKeown, M. G.,
Kucan, L. (2002). Taking delight in words Using
oral language to build young childrens
vocabularies. http//www.readingrockets.or
g/article/3473?themeprint Cooper, David J.
(1997). Literacy Helping children construct
meaning. New York Houghton Mifflin. Diller,
Debbie (2007). Making the most of small groups
Differentiation for all. Porland, MN
Stenhouse Publishers. Fountas, I. C., Pinnell,
G. S. (2006). Teaching for comprehending and
fluency Thinking, talking, and writing about
reading K-8. Portsmouth, NH Heinemann. Richards
on, Jan (2009). The next steps in guided
reading Focused assessments and targeted
lessons for helping every student become a better
reader. New York Scholastic. Robb, Laura
(1999). Easy mini-lessons for building
vocabulary Practical strategies that boost
word knowledge and reading comprehension. New
York Scholastic.
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