Creating Literacy Instruction for All Students, Enhanced 9th Edition

Creating Literacy Instruction for All Students, Ninth Edition Chapter 6 Building Vocabulary Developed by: Thomas G. Gunning, Professor Emeritus Southern Connecticut State University How Words Are Learned Learned gradually & in context As students encounter different forms & shades of meanings, knowledge of word grows May take 10 encounters to learn a word New words more easily words learned if appear with mostly familiar words More that is known about a word, the better its bonding in memory Word Knowledge Tasks Learning to read known words Learning new meanings Learning new words for known concepts Learning new words for new concepts Clarifying and enriching Moving from receptive to expressive Selecting Words Tier One:everyday, basic familiar words (look see ) Tier Two:high-utility words that generally appear primarily in print rather than in conversation (gaze, glance, peer) Tier Three: technical words drawn from specific content areas ( refraction, astigmatism) Seven Principles of Developing Vocabulary Building experiential background Relating vocabulary to background Building relationships Developing depth of meaning Presenting several exposures Creating an interest in words Teaching students how to learn new words Techniques for Teaching Words (Cont.) Comparing word meanings Using word-building reference books Predicting vocabulary words- predict-o-gram, possible sentences Reconstructing stories- story impressions Using word sorts Vocabulary self-collection strategy Wide reading Reading to students Speaking & writing Using a thesaurus Techniques for Teaching Words Graphic organizers Dramatizing Creating memorable events Determining shades of meaning Exploring word histories Enjoying words Discovering sesquipedalian words Word of the day Labeling Introducing New Words Provide an easy-to-understand definition of the word Give examples of the word’s use in context Relate the word to other words Have students relate the word to their backgrounds Developing Vocabulary of English Language Learners Need long-term intensive program Provide translations Build on knowledge Extend word lists: go beyond core vocabulary Make use of cognates Teach academic vocabulary Teaching Special Features of Words Homophones: real, reel Homographs: bow Figurative language- idioms, proverbs Multiple meanings Connotations/denotations Morphemic Analysis Prefixes Suffixes Derivational-change part of speech or function: librarian, historical Inflectional- mark plurals, tense: boys, jumped, running Root words Steps in Using Context Reread and gather clues. Identify part of speech. Summarize what text has said and combine clues. Use background knowledge, text, and clues, and make a careful guess. Check your careful guess. Revise if necessary Contextual Analysis Clues Explicit explanation or definition Appositives Synonyms Function indicators Examples Comparison-contrast Classification Experience Outside-in Strategy for Combining Contextual & Morphemic Analysis 1. Look at context clues in neighboring words & sentences. 2. Look inside the word for prefix, suffix, root. 3. Reread the section, keeping the meaningful word parts in mind. Make an inference: What do you think the word might mean? Adapted from Ebbers & Denton, 2008. Dictionary Usage • Using predictionaries • Using glossaries • Using dictionaries (by third grade) • Using electronic dictionaries • Using English learner dictionaries Using Prompts Morphemic analysis. Are there any parts of the word that you know? If so, put the meanings of those parts together. • Dictionary or glossary usage. Would the dictionary or glossary help? Affirmation. I like the way you used context (or another strategy) to help you figure out that word. Probing. What can you do to help you figure out that word? Options. If necessary, have student choose between correct word & another option: Would chat or champ fit? here?” Think-Alouds. Students describes thought processes when attempting to derive meaning of difficult word: “Can you tell me what you are thinking? Can you tell me more?” A Planned Program Direct teaching & incidental learning Balanced blend Assessing vocabulary Smarter Balanced and PARCC Peabody Picture Vocabulary Test The Core Vocabulary Screening Vocabulary Survey Critchlow Verbal Language Scales Self-reporting scale Informal observation Closing the Vocabulary Gap Talk in a way that builds vocabulary. Read stories aloud using Text Talk or a form of it to build vocabulary. Make vocabulary development a part of students’ reading. Make students word-conscious. Have fun with words.