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Vocabulary . Bringing Words to Life. Rationale. A large, rich vocabulary is the hallmark of an educated individual A large vocabulary facilitates becoming an educated person Vocabulary is linked to Reading Comprehension
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Vocabulary Bringing Words to Life
Rationale • A large, rich vocabulary is the hallmark of an educated individual • A large vocabulary facilitates becoming an educated person • Vocabulary is linked to Reading Comprehension • With an established relationship between vocabulary, reading comprehension and school achievement, examining how children best learn new vocabulary has become a vital issue in the classroom.
Rationale, continued • Vocabulary is linked to Reading Comprehension • With an established relationship between vocabulary, reading comprehension and school achievement, examining how children best learn new vocabulary has become a vital issue in the classroom.
The Matthew Effect The rich get richer while the poor get poorer
200o National Reading Panel • Reported that 2/3 of the nations 4th graders could not read at the level of proficiency • Examined all the research • Identified need for direct instruction
Question • How is vocabulary acquired?
Learning new Vocabulary • Incidental exposure • Direct instruction Rich or ‘Robust’ Traditional
Direct Instruction • Choosing words to teach? There are too many….
Bringing Words to Life: Robust Vocabulary InstructionIsabel Beck, 2002 • Beck challenged the conventional wisdom that “…instruction must focus on learning vocabulary from context because there are just too many words to teach to get the job done through direct instruction.” (Beck, McKeown, & Kucan, 2002, p.1). • Beck argues that not all words are equal: not all words need equal instruction. Estimates vary, but research indicates that only 300-500 words can be taught directly as part of the curriculum.( Armburuster & Osbourn, 2001; Stahl & Shiel,1999)
Defining vocabulary • Tier 1 Words • Tier 2 Words • Tier 3 Words
Traditional Instruction • dictionary definitions • matching activities • cloze sentence activities • sentence writing. Traditional instructional methods include:
Rich Instruction • Rich Instruction may include: Student -friendly definitions Multiple exposures Presenting the word in context Multiple exposures Deep processing Oral recitation (soliloquy) Multiple exposures Word work, Word play
Words in Context • The context changes, from primarily oral to written by third grade • Wide reading provides student with a rich opportunity to learn vocabulary • BUT….
Misdirective Context • Sandra had won the dance contest, and the audience’s cheers brought her to the stage for an encore. “every step she takes is so graceful,” Ginny said grudgingly as she watched Sandra dance.
Non-Directive Context • Dan heard the door open and wondered who had arrived. He could not make out the voices. Then he heard the lumbering footsteps on the stairs and knew it was Aunt Grace
General Context • Joe and Stan arrived at the party at 7 o’clock. By 9:30, the evening had begun to drag for Stan. But Joe seemed to be having a really good time at the party. “I wish I could be a gregarious as he is,” thought Stan.
Directive Context • When the cat pounced on the dog, he leapt up, yelping, and knocked down a shelf of books. The animals ran past Wendy, tripping her. She cried out and fell to the floor. Mother hollered upstairs, “What’s all that commotion?”