Introducing words: a few instructional strategies. Why? What? How? York Professional Development Day 1.17.11. Facets of Purposeful Vocabulary Instruction. Provide rich and varied language experiences discussion, focused attention on words, being read to, wide and frequent reading
Why? What? How?
York Professional Development Day
Relationship to other important words
morphological (word parts)
semantic (categories of meaning)
Frequency & Distribution
rate of occurrence in English text
outside of particular school context
reading comprehension (particular selection, general comprehension)
Conceptual difficultyCriteria to Consider
“Often, it will be necessary to teach words in ways that do not consume large amounts of time and do not produce the strongest possible results…
…In these cases, think of your initial instruction on a word as just that—initial instruction, an initial experience that starts students on the long road to learning a full and rich meaning for the word.”
(Graves, 2006, p. 70)
(Beck et al. 2002 in Diamond & Gutlohn, 2006)
(“interior” or “NOT!”)
leisurely or in a hurry?
T-P-S: Think of more situations that sound leisurely.
(Beck, McKeown, Kucan, 2002, p. 57)
(Beck, McKeown, Kucan, 2002, p. 80-81)
(Beck, McKeown, Kucan, 2002, p. 89)
(see video examples by Anita Archer, http://explicitinstruction.org/)
Fortunately, none of my English 9 students could be described as indolent. Whereas an indolent student would try to sleep during class, slouch in her seat, procrastinate, and generally avoid exerting any effort, my students are diligent, hard-working, eager, and achievement-driven. I would be worried if someone described an English 9 R student as indolent, because it is worse than just occasional tiredness or laziness. Indolence implies a tendency to be lazy much of the time.
Students generalize meaning
Students create nonlinguistic representation
initial word learning
Engage students in word activities
Engage student “play” with words
all previous words
Ball (ME bal)
Ball (OF ballare)
“Nancy and Sluggo”
Everything that coruscates with effulgence is not ipso facto aurous
. --All that glitters is not gold.
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)