Explicit Vocabulary Lessons: Secondary - Anita Archer

12 Pages·2012·0.67 MB·English

Anita Archer Explicit Vocabulary Lessons - Secondary
Dynamic Vocabulary Instruction
in the
Secondary Class
Anita L. Archer, Ph.D.
[email protected]
The content of this presentation is expanded in Chapter 4 of the following book:
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient
Teaching. NY: Guilford Publications.
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Importance of Vocabulary
Topics
Instruction
Receptive Language
!
Reading Comprehension
! (Chall, Jacobs, & Baldwin, 1990; Scarborough, 1998, Stahl &
Fairbanks, 1987)
Importance of Vocabulary
! Listening Comprehension
!
Components of a Vocabulary Program
!
! Quality Classroom Vocabulary ! Expressive Language
! Explicit Vocabulary Instruction ! Writing
! Word Learning Strategies ! Speaking
! Assessment Formats ! Overall Reading Achievement (Stanovich, et al., 1993)
Overall School Success
! (Becker, 1977; Anderson & Nagy, 199l)
Hallmark of an Educated Individual
! (Beck, McKeown, Kucan, 2002)
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Importance of Vocabulary Importance of Vocabulary
Instruction Instruction
Vocabulary Gap Vocabulary Gap
! !
Linguistically “poor” first graders knew 5,000 words; Gap in word knowledge persists though the elementary
! !
linguistically “rich” first graders knew 20,000 words. (Moats, 2001) years. (White, Graves, & Slater, 1990)
! Children who enter school with limited vocabulary ! The vocabulary gap between struggling readers and
knowledge grow more discrepant over time from their peers proficient readers grows each year. (Stanovich, 1986)
who have rich vocabulary knowledge. (Baker, Simmons, & Kame’enui,
1997) After the primary grades, the “achievement gap” between
!
socioeconomic groups is a language gap. (Hirsh, 2002)
! The number of words students learn varies greatly.
! 2 versus 8 words per day For English Language Learners, the “achievement gap” is
! 750 versus 3000 words per year !
primarily a vocabulary gap. (Carlo, et al., 2004)
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Components of a Vocabulary High Quality Classroom
Program Language
! High-quality Classroom language (Dickinson, ! Use high quality vocabulary in the classroom.
To ensure understanding,
Cote, & Smith, 1993) !
Explicit Vocabulary Instruction ! Tell students the meaning of words when first used.
! (Baker, Kame’enui, “Don’t procrastinate on your project. Procrastinate means to put
!
& Simmons, 1998; Baumann, Kame’enui, & Ash, 2003; Beck & McKeown, 1991; Beck, off doing something.”
McKeown, & Kucan, 2002; Biemiller, 2004; Marzano, 2004; Paribakht & Wesche,
1997)
Pair in the meaning of the word by using parallel language.
Word-Learning Strategies !
! (Buikima & Graves, 1993; ! “Let’s analyze this equation. Let’s figure it out.”
Edwards, Font, Baumann, & Boland, 2004; Graves, 2004; White, Sowell, &
Yanagihara, 1989) “What was the significance of this incident..this event?”
!
Wide Independent Reading
! (Anderson & Nagy, 1992;
“We need to differentiate..tell the differences.. between external
Cunningham & Stanovich, 1998; Nagy, Anderson, & Herman, 1987; Sternberg, 1987) !
and internal character problems.”
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Anita Archer Explicit Vocabulary Lessons - Secondary
Explicit Vocabulary
Explicit Vocabulary Instruction-
Instruction
Selection of Vocabulary
Sources of words for vocabulary instruction
!
WORDS from core reading programs Select a limited number of words for robust, explicit
! !
WORDS from reading intervention programs vocabulary instruction.
!
WORDS from content area instruction
!
! Language Arts ! Three to ten words per story or section in a chapter
! Math would be appropriate.
Science
!
Social studies
!
! Health ! Briefly tell students the meaning of other words
Consumer Science that are needed for comprehension.
!
Art, PE, music, etc.
!
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Explicit Vocabulary Instruction- Explicit Vocabulary Instruction -
Selection of Vocabulary Selection of Vocabulary
Select words that are unknown. Tier One - Basic words
! !
chair, bed, happy, house, car, purse
Select words that are important to passage !
!
understanding.
Tier Two - Words in general use, but not common
!
(Academic Vocabulary)
Select words that students are likely to encounter or
! analyze, facilitate, inherent, fundamental, supplement,
!
use in the future.
(Stahl, 1986) equivalent, inevitable
Select difficult words that need interpretation.
! Tier Three - Rare words limited to a specific
!
! Abstract referent versus concrete domain
! Unknown concept versus known concept (Background Vocabulary)
! Less common word usage versus common ! tundra, totalitarian, cellular respiration, genre,
! Not defined in context foreshadowing, monoculture farming, judicial review
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Explicit Instruction - Practice Activity
Select 5 words for robust explicit Explicit Vocabulary Instruction -
instruction. Selection of Vocabulary
Reading Level: Eighth Grade Passage: Breaker’s Bridge In content area classes, add “Academic
Series: Prentice Hall Words: *Selected for instruction in manual. !
obstacle* district amplify Vocabulary” to content area words.
Example: Holt World History: The Human Journey, Chapter 13, Section 2
writhing* gorge imperial
piers* miniature emerged Suggested words - feudalism, fief, vassal,
!
primogeniture, manorialism, serfs, chivalry
executioner* defeated insult
immortals* desperation deposited Added “Academic Vocabulary” - inherit,
!
inheritance; analyze, analysis
emperor supervising deadline
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Preparation - Instructional Routine -
Student-Friendly Explanations General Vocabulary
Dictionary Definition Step 1. Introduce the word.
!
Write the word on the board or overhead.
compulsory - (1) Employing compulsion; a)
!
Read the word and have the students repeat the word.
coercive. (2) Required by law or other rule. b)
If the word is difficult to pronounce or unfamiliar have the
students repeat the word a number of times.
Student-Friendly Explanation
!
Introduce the word with me.
Uses known words.
!
This word is compulsory. What word?
Is easy to understand.
!
compulsory Compulsory is an adjective.
When something is required and you must do it, it
!
is compulsory.
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Instructional Routine - Instructional Routine -
General Vocabulary General Vocabulary
(continued) (continued)
Step 2. Introduce meaning of word. Step 2. Introduce meaning of word.
Option # 1. Present a student-friendly explanation. Option # 2. Have students locate the definition in the glossary or text.
a) Tell students the explanation. OR a) Students locate the word in the glossary or text.
Have them read the explanation with you. b) Students break the definition into the critical attributes (parts).
b)
Glossary Entry: An essay is a short nonfiction work about a particular subject.
Present the definition with me. Most essays have a single major focus and a clear introduction, body, and
conclusion.
When something is required and you must
do it, it is compulsory. So, if it is required
Essay
and you must do it, it is _______________. o Short
compulsory o Nonfiction work
o Particular subject
o Clear introduction, body, and conclusion
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Instructional Routine - Instructional Routine -
General Vocabulary General Vocabulary
(continued) (continued)
Step 3. Illustrate the word with examples.
Step 2. Introduce meaning of word.
Option # 2. Introduce the word using the morphographs in the word. a) Concrete examples.
Visual examples.
b)
Verbal examples.
c)
autobiography
(Also discuss when the term might be used and who might use the term.)
auto = self
bio = life Present these examples with me.
graph = letters, words, or pictures
Coming to school as 8th graders is
compulsory.
If the students are Spanish speakers, guide students to utilize cognates. Stopping at a stop sign when driving is
compulsory.
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Instructional Routine - Instructional Routine -
General Vocabulary General Vocabulary
(Continued) (continued)
Step 4. Check students’ understanding. Step 4. Check students’ understanding.
Option #1. Ask deep processing questions. Option #2. Have students discern between
examples and non-examples.
Check students’ understanding with me.
Check students’ understanding with me.
Is going to school in 9th grade compulsory? Yes
Why do you think something becomes How do you know it is compulsory? It is required.
compulsory? Is going to college when you are 25
compulsory? no
Why is it not compulsory? It is not required. You get to choose
to go to college.
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Instructional Routine -
Vocabulary Instruction -
General Vocabulary
Extensions
(continued)
Step 4. Check students’ understanding. Introduce the part of speech.
1.
Option #3. Have students generate their own
Introduce synonyms (same), antonyms (opposite),
2.
examples.
homographs (same spelling - different meaning).
Check students’ understanding with me. Tell students when and where the word is often used.
3.
There are many things at this school that are
compulsory? Think of as many things as you can.
When appropriate, introduce the etymology (history
4.
and/or origin) of the word.
Talk with your partner. See how many things
You can think of that are compulsory.
Introduce other words in the same word family
5.
(derivatives).
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Vocabulary Instruction
Practice A - General Vocabulary
Remember: After a word has been taught, Step 1: Introduce the word.
introduce students to the relatives. This word is analyze. What word?
Analyze is a verb, an action of people.
conform advocate
conforms advocates
Step 2: Introduce the meaning using a
conformed advocating
conforming advocacy student friendly explanation.
conformity
conformist When you carefully think about something in detail so that you can
non-conformist explain it, you analyze it. If you carefully think about something in
non-conforming
detail so you can explain it, you _____________________.
non-conformity
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Practice A - General Vocabulary
Practice A - General Vocabulary Extensions
Step 3. Illustrate with examples. Word Family - Relatives
!
For example, when you carefully examine data from a science Let’s read some words related to analyze.
experiment, you ________________________. Say each word after me.
When you carefully examine a graph in social studies, you __________. analyze
When you carefully compare two meal plans for their nutritional value,
analyzing
you ________________________.
analyzed
Step 4. Check understanding.
analysis
Tell your partner some things that you analyze in school.
analyzable
analyzer
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Practice A - General Vocabulary Practice A - General Vocabulary
Extensions Extensions
This words are in the same word family as analyze. When I touch the Synonyms
!
word, please say it. Working with your partner, generate a list of words that are
When we examine the results of a science experiment, we synonyms for analyze. You may use your dictionary, thesaurus,
______(analyze) them. or electronic reference sources.
Students suggest:
Thus, ___________(analyzing) experimental results is a major action in
examine explore
science class.
think study
In the past, you __________(analyzed) data in science class.
contemplate look over
You often had to write up your _____________ (analysis). inspect check
If the results were easy to explain, the results were _______(analyzable). investigate monitor
When you analyzed the results, you were the ___________(analyzer). scrutinizeassess
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Word-Learning Strategies-Use of
Word-Learning Strategies
context clues
Use of context clues. Teach students to use context clues to
! !
! Use of dictionary, glossary, or other resource. determine the meaning of unknown
Use of meaning parts of the word.
! vocabulary.
(Gipe & Arnold, 1979)
Prefixes
!
Suffixes
!
However, if a student reads 100
Root words !
!
unfamiliar words in print, he/she will
only learn between 5 to 15 words.
(Nagy, Hermann, & Anderson, 1985; Swanborn & de Glopper, 1999)
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Word Learning Strategies- Word Learning Strategies -
Use of context clues Use of glossary/dictionary
! Strategy #1 - Context Clues Strategy #2 - Glossary/Dictionary
Read the sentence in which the unknown word occurs
1.
for clues as to the word’s meaning.
Locate the unknown word in the glossary or the
1.
Read the surrounding sentences for clues as to the
2. dictionary.
word’s meaning.
Read each definition and select the best one.
Look at the parts of the word (prefixes, roots, suffixes) . 2.
3.
4. Ask yourself, “What might the word mean?” 3. Try the possible meaning in the sentence.
5. Try the possible meaning in the sentence. 4. Ask yourself, “Does it make sense?”
Ask yourself, “Does it make sense?”
6.
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Word Learning Strategies -
Prefixes The Most Common Prefixes in English
Elements attached to beginning of English Prefix Meaning % of prefixed words Examples
!
words that alter meaning. un not; opposite 26% uncover, unlock, unsafe
Prefixes are useful because they are re again; back 14% rewrite, reread, return
!
used in many words, in/im/ir/il not; into 11% incorrect, insert, inexpensive,
! illegal, irregular, inability
! consistently spelled, dis away, apart, negative 7% discover, discontent, distrust
easy to identify,
! en/em cause to 4% enjoy, endure, enlighten, entail
clear in meaning.
! (Graves, 2004) mis wrong; bad 3% mistake, misread, misspell,
misbehave
Teach very common prefixes. Un, re, in,
!
pre before 3% prevent, pretest, preplan
and dis found in 58% of prefixed words.
pro in favor of 1% protect, profess, provide, process
a not; in, on, without 1% atypical, anemia, anonymous,
apolitical, apathy
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Word Learning Strategies -Suffixes Most Common Suffixes in English
Suffix Meaning %of prefixed Examples
Elements attached to ending of English words.
! words
s, es more than one 31% movies, wishes, hats, amendments
Can change the part of the speech or the meaning. plural
!
ed in the past 20% walked, jumped, helped
past tense
Focus on common derivational suffixes.
! ing In the present 14% walking, jumping, helping
able, ful, less, ness, or present tense
!
ly how something is 7% quickly, fearfully, easily, happily,
adverb majestically, nonchalantly
Introduce the suffix and use to determine the meaning of a
! er,or one who, what/that/which 4% teacher, tailor, conductor, boxer,
number of words (ful -helpful, truthful, mouthful, joyful). noun baker, survivor, orator
ion, tion, sion state, quality; act 4% action, erosion, vision, invitation,
noun conclusion, condemnation
But not always! grateful
!
able, ible able to be, can be done 2% comfortable, likable, enjoyable,
adjective solvable, sensible, incredible
al, ial related to, like 1% fatal, cordial, structural, territorial,
adjective categorical
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Word Learning Strategies
Roots (Greek and Latin Roots) Common Latin and Greek Roots
! When teaching a word with a Greek or Latin root, use it as an aqua water Greek aquarium, aqueduct, aquaculture, aquamarine, aquaplane, aquatic
opportunity to introduce the meaning of the root. Introduce the root
aud hearing Latin audio, audition, audiovisual, auditorium, audiotape, inaudible
within the target word and then expand to other words.
auto self Greek autograph, autobiography, automobile, autocrat, autonomy
Example: hydroelectricity astro star Greek astronomy, astrophysics, astrology, astronaut, astronomer, asterisk
“This word is hydroelectricity.” biblio book Greek Bible, bibliography, bibliophobia, bibliophile, biblioklept
“The first part of the word is hydro. Hydro is a root that means water. bio life Greek biography, biology,autobiography, bionic, biotic, antibiotic, biome,
bioshere, biometrics
So in this chapter the word hydroelectricity refers to electricity
chrono time Greek synchronize, chronology,chronic, chronicle, anachronism
produced by the movement of water.”
corp body Latin corpse, corporation, corps,incorporate, corporeal, corpulence
“Let’s look at some other words that include hydro.”
dehydration hydraulic demo the people Greek democracy, demography,epidemic, demotic, endemic, pandemic
hydroplane hydroelectric dic, dict speak, tell Latin dictate, dictation, diction, dictator, verdict, predict, contradict,
benediction, jurisdiction, predict, indict, edict
hydrophone hydrophobia
dorm sleep Latin dormant, dormitory, dormer, dormouse, dormition, dormitive
geo earth Greek geology, geologist, geometry, geography, geographer, geopolitical,
geothermal, geocentric
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