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The BIG FIVE Components of Reading Vocabulary Development. The Big Five Components of Reading Objectives for Vocabulary. You will be able to Identify the vocabulary component of the Big 5 of Reading and find how to assess it Learn how to choose vocabulary words to teach

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The big five components of reading vocabulary development

The BIG FIVEComponents of ReadingVocabulary Development


The big five components of reading objectives for vocabulary
The Big Five Components of ReadingObjectives for Vocabulary

You will be able to

  • Identify the vocabulary component of the Big 5 of Reading and find how to assess it

  • Learn how to choose vocabulary words to teach

  • Learn a format for teaching vocabulary

  • Become intentional in planning so vocabulary development is present in all your lessons

  • Plan a lesson that contains intentional vocabulary development


Vocabulary for this component
Vocabulary for This Component

  • Tier 1, Tier 2, and Tier 3 words

  • Receptive vocabulary

  • Productive vocabulary

  • Function words

  • Incidental teaching

  • Intentional teaching


The big 5 components of reading
The Big 5 Components of Reading

Comprehension

Phonics

Vocabulary


Common core standards reading
Common Core StandardsReading

State Standards for English Language Arts & Literacy in History/Social Studies, Science, Technical Subjects

4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

From “Balanced Literacy”

CMS Literacy Facilitators’ Training


Common core standards language
Common Core StandardsLanguage

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate


Common core standards language1
Common Core StandardsLanguage

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings


Grade level standards
Grade Level Standards

  • K – homographs (duck/duck), affixes

  • 1 – affixes, roots and affixes (look, looked)

  • 2 – prefixes, compounds, shades of meaning (toss, throw, hurl)

  • 3 - affixes, similar roots (company, companion), dictionaries

  • 4-5 - Greek and Latin roots and affixes, dictionaries


Independent Reading

Writing

Balanced Literacy

Word Work

Supported Reading


Research
Research

  • Use of multiple approaches is effective to teach vocabulary, including direct instruction, words in context, and wide reading.

  • Repeated exposures to new vocabulary in meaningful contexts is effective.

From “Balanced Literacy”

CMS Literacy Facilitators’ Training


Summarize to your partner
Summarize to your partner

This is strictly a pantographic hauntography of proto-mantic motherworlds. Mysteriograms of toposonic radiances are deconstructed and raptoluminal resonances at residual numinophillic nemeta sites are reiterated in the mycoboreal precincts.

Press release publicizing music of the band Infernal Method


What is vocabulary
What is Vocabulary?

  • Primary teachers: sight words

  • Intermediate teachers: content words

    Vocabulary is knowledge of words and word meanings

  • Oral: listening and speaking

  • Print: reading and writing

  • Two forms:

    • Receptive: recognize words when we hear or read

    • Productive: recognize words when we speak or write


Why is vocabulary important
Why Is Vocabulary Important?

100 years of research:

  • The extent of students’ vocabulary relates strongly to their reading comprehension and overall academic success

  • Affects even phonological awareness

  • Significant predictor in kindergarten and first grade of comprehension in middle and high school

  • Vocabulary development is a fundamental goal for students in the early grades. However, very little instructional time is devoted to vocabulary development.


The vocabulary gap
The Vocabulary Gap

Hart and Risley (1995) conducted a longitudinal study of children and families from 3 groups:

Professional families

Working class families

Families on welfare

c



How many words do students need to know
How Many Words Do Students Need to Know?

  • Consensus among researchers: 2,000 to 3,500 distinct words each year added to reading vocabularies.

  • Only 8 to 10 words can be taught effectively each week.

  • Rest come through incidental learning.


Continuum of word knowledge
Continuum of Word Knowledge

-Do not know the word

-Have seen or heard the word

-Know something about the word

-Know well, can explain it


Research on vocabulary instruction
Research on Vocabulary Instruction

  • Vocabulary from a text should be taught directly and indirectly

  • Repetition and multiple exposures in multiple contexts are important

  • Learning in rich contexts is valuable

    • Words should be ones useful in many contexts

    • Words should come from content to be read


Research on vocabulary instruction1
Research on Vocabulary Instruction

  • Vocabulary tasks should meet needs of students.

  • Vocabulary learning is effective when it entails active engagement

  • Vocabulary can be acquired through incidental learning

  • Dependence on a single instructional method will not result in optimal learning


Instruction for vocabulary development
Instruction for Vocabulary Development

  • No single method works

    • incidental learning

    • intentional learning


Incidental learning of vocabulary
Incidental Learning of Vocabulary

  • Home is where much vocabulary is acquired.

    Sources of oral and written language:

    Rare words per 1,000

    Newspapers 68

    Adult books 53

    Children’s books 31

    Children’s tv shows 20

    College graduates talk 17


Incidental learning of vocabulary1
Incidental Learning of Vocabulary

  • Wide Reading

    • Read 1 hour a day, 5 days a week =

      2,250,000 words a year

    • If 2%-5% are unknown = 45,000 to 112,500 new words.

    • If child learns 5%-10% of these words = at least 2,250 new words a year from reading


Incidental learning of vocabulary2
Incidental Learning of Vocabulary

  • Teacher Read-Alouds

    The value is in the teacher talk that accompanies the reading.


Incidental learning of vocabulary3
Incidental Learning of Vocabulary

  • Oral Language Experiences at School

    • Teacher talk is often concrete, about the “here and now”, and uses commonly recognized words.

    • Make word learning part of daily routines.


Intentional teaching of vocabulary
Intentional Teaching of Vocabulary

Which words should be taught?

  • Importance

    • are, that, a, to, or, the, of

    • 107 function words make up 50% of all written words in texts

  • Prepositions, pronouns, conjunctions, auxiliary verbs (be, have, got, do)


Content words
“Content” Words

  • Nouns

  • Adjectives

  • “Full” verbs

  • Adverbs


Tier i ii and iii words
Tier I, II, and III Words

  • Usefulness and Frequency

    • Tier I, Tier II, Tier III words


Intentional teaching of vocabulary1
Intentional Teaching of Vocabulary

  • Tier I words: clock, baby, happy

    • Words children should(??) know; words used in everyday speech

  • Tier II words: fortunate, maintain, merchant

    • Words that appear in written and oral language that are not used every day

  • Tier III words: micron, hydrochloric acid, contrapuntal

    • Words specific to a discipline or content area

    • Words that appear rarely


Intentional teaching of vocabulary2
Intentional Teaching of Vocabulary

  • How do I determine what a Tier II word is?

    Frequency and Utility: Words that mature language users use and that appear frequently

    Instructional potential: Words that lend themselves to instruction and can be worked with in a variety of ways so students can build in-depth knowledge of them and their connections to other words and concepts

    Conceptual Understanding: Words that describe a concept of which students already have a general understanding


Intentional teaching of vocabulary3
Intentional Teaching of Vocabulary

Which is the Tier II word?

Jose avoided playing the ukulele.

avoided

  • Importance and utility

  • Instructional potential

    Can teach other forms: avoid, avoiding, avoids

  • Conceptual understanding

    Already have the concept of not wanting to do

    something

  • Verbs are where the action is


Let s choose tier ii words
Let’s Choose Tier II 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.


Let s choose tier ii words1
Let’s Choose Tier II 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.


Choosing which tier ii words to teach
Choosing Which Tier II Words to Teach

  • Importance and utility

  • Instructional potential

  • Conceptual understanding


You choose tier ii words
You choose Tier II words

  • Read “My Father, the Entomologist”

  • Choose the Tier II words for 4th and 5th graders

  • Decide which should be taught in depth

    • important for the student to understand the selection

    • apply to other selections


Words to teach in depth
Words to Teach in Depth

longhorn beetle obsessed splendid

antennae detest shuddered

metamorphosed despise mumble

entomologist muttered

hurl


Intentional teaching of vocabulary4
Intentional Teaching of Vocabulary

  • Read aloud

    • 101 Text Talk-type lessons:

    • http://schools/utah.gov/curr/readingfirst/documents


Intentional teaching of vocabulary5
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

  • Use of dictionaries

  • Use of context clues

  • Use of word-part information


Intentional teaching of vocabulary6
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

Use of Word-Part Information

  • Compound Words

    • Small words give clues to meaning of compound word

      • Skyscraper doghouse merry-go-round

        guitar string

  • Prefixes

    • Most useful

    • Give the meaning of a word


Intentional teaching of vocabulary7
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

Use of Word-Part Information

  • Suffixes

    • Some give the meaning of a word

      • -er -or = one who, agent

        teacher, actor, sitter, collaborator

    • Some give the part of speech

      • -ed = past tense verb

      • -ly = adverb

      • -able = adjective


Intentional teaching of vocabulary8
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

Use of Word-Part Information

  • Prefixes and suffixes that account for 75% of all affixed words:

    un- (not) -s, -es (plural)

    re- (again) -ed (past tense)

    in-, im-, il-, ir- (not) -ing (changes a verb to a

    en-, em- (surround with) noun)

    dis- (apart, reverse) -ly (adverb)

    non- (absence of) -er, -or (agent)

    in, im- (in)

    over- (above, too much)

    mis- (wrong, incorrect)


Intentional teaching of vocabulary9
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

Use of Word-Part Information

  • Latin and Greek roots

    • Get the most efficient teaching, teach all about the word:

      Migr (move), Spanish: mígrar

      parts of speechem=fromim=in

      migrate (verb) Emigrate immigrate

      migration (noun) Emigration immigration

      migrant (noun) Emigrant immigrant

      migratory (adjective)


Intentional teaching of vocabulary10
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

Use of Word-Part Information

Greek RootsLatin Roots

tele- -tract-

therm- -spect-

photo- -port-

-dict-

-rupt-

-scrib-


Intentional teaching of vocabulary11
Intentional Teaching of Vocabulary

Teaching Independent Word-Learning Strategies

Use of Word-Part Information

Greek and Latin Prefixes

Inter- between

Intra- within

Post- after

Pro- forward, in front of

Co/com/con- together

Sub- under

Pre- before

Anti- against


What does this word mean
What does this word mean?

satiate

  • -sat- = Latin root for enough

  • in- = not

  • able = adjective

  • What other words do you know with the –sat- root?


Summary of working with vocabulary
Summary of Working with Vocabulary

  • Provide a clear, concise definition of the word

    • Talk about the word meaning in context

    • Relate the word to the student’s experience

    • Provide descriptions or examples of the new word

    • Have the student restate the description or explanation in his/her own words

    • Have student use the word


Assessment
Assessment

  • How do we assess vocabulary?


Review
Review

Incidental Vocabulary Teaching

Read alouds

Wide reading

Oral experiences at school

Intentional Vocabulary Teaching

  • Tier I, II, and III words

  • Three types of Tier II word learning tasks –

    Importance and utility, Instructional potential,

    Conceptual understanding

    Independent Word Learning Strategies

    Dictionaries, Context clues,

    Word part information


Resources for vocabulary development
Resources for Vocabulary Development

  • Coxhead’s (2000) Academic Word List

    • http//www.vuw.ac.nz/las/research/awl

  • Bringing Words to Life

    Robust Vocabulary Instruction

    by Beck, McKeown, Kucan

  • Text Talk from Scholastic

  • Timrasinski.com/?pages=presentations

  • CORE


Your turn
Your Turn

  • Please find a vocabulary lesson in Imagine It!

  • Are they the words you would have chosen based on this workshop?

    • Why or why not?

  • Does Imagine It do a good job of teaching the words?


Your turn1
Your Turn

  • Look in your social studies or science manual.

    • Choose 5 Tier II words

    • Plan how you are going to introduce them

    • Plan follow up activities so children use them and apply them and “make them theirs”

    • Plan how you are going to assess their mastery of the words at the end


Vocabulary for this component1
Vocabulary for This Component

  • Tier 1, Tier 2, and Tier 3 words

  • Receptive vocabulary

  • Productive vocabulary

  • Function words

  • Incidental teaching

  • Intentional teaching


The big five components of reading objectives for vocabulary1
The Big Five Components of ReadingObjectives for Vocabulary

You will be able to

  • Identify the vocabulary component of the Big 5 of Reading and how you assess it

  • Find resources to supplement what is missing from vocabulary development in your present reading program

  • Be intentional in planning so vocabulary development is present in all your lessons

  • Plan a lesson that contains intentional vocabulary development


Common core standards reading1
Common Core StandardsReading

State Standards for English Language Arts & Literacy in History/Social Studies, Science, Technical Subjects

4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

From “Balanced Literacy”

CMS Literacy Facilitators’ Training


Common core standards language2
Common Core StandardsLanguage

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate


Common core standards language3
Common Core StandardsLanguage

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings


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