Transcript Vocabulary & Comprehension - READING FIRST IN VIRGINIA

Vocabulary
Why is developing students’
vocabulary knowledge important?
Virginia Standards of Learning for
Vocabulary
1.2 The student will
continue to expand and
use listening and
speaking vocabularies.
1.7 The student will use
meaning clues and
language structure to
expand vocabulary
when reading.
First Grade: Volume 2, Page 7
How Language Development Supports
Literacy Development
• Language develops
throughout childhood
– BEFORE LEARNING TO
READ: through shared
conversations with adults and
peers, interactive read-alouds,
discussions, etc.
– AFTER LEARNING TO
READ: reading books
becomes the primary vehicle
for learning new words.
• Early vocabulary
scores predict later
reading
comprehension
scores.
• Vocabulary
influences a text’s
difficulty level.
See Cunningham and Stanovich (1991) (Freebody & Anderson, 1983; Marks, Doctorow, &
Wittrock, 1974; Wittrock, Marks, & Doctorow, 1975).
Types of Vocabulary
• Listening-receptive
• Speaking-expressive
• Reading-receptive
• Writing-expressive
“..a reader’s general vocabulary
knowledge is the single best
predictor of how well that reader
can understand text”
Anderson, R.C. & Freebody, P. (1981)
Students learn approximately
2,000-3,000 words per year,
about 6-8 new words per day to
their reading vocabularies.
Anderson, R.C. & Nagy, W. E. (1992)
How do children learn words?
(Beck, McKeown, McCaslin, & Burkes)
Category of Word Knowledge
Examples
• Unknown
Gauge
• Acquainted
Yardstick
• Established
Ruler
Characteristics of Ineffective
Vocabulary Instruction
• Assigning too many new words
• Looking up words to memorize
• Failing to produce in-depth word
knowledge
Effective vocabulary instruction
includes opportunities for
INDIRECT
Vocabulary
indirect AND direct
word learning
Indirect Vocabulary Instruction
• Through conversations,
especially with adults.
• From listening to adults read to
them.
• By reading extensively
on their own.
Direct Vocabulary Instruction
Semantic
Maps
• Teach specific words before
reading
• Provide extended instruction to
promote active engagement with
vocabulary
• Promote repeated exposure to
vocabulary across many contexts
Direct Vocabulary Instruction
Small Group Activity:
Work at Vocabulary Strategy Stations
Teaching Vocabulary Strategies
When can I teach direct vocabulary
strategies?
Sample vocabulary activities
Word Map
Purpose: Teaching the concept of a definition (the category,
the description, examples, & and non-examples). Students
might organize these on word cards, keep a notebook of
words, use visual displays, etc.
List-Group-Label
Purpose: To teach students to brainstorm and to organize
information about a topic. This activity lends itself to content
area instruction and can be used before or after study of a
topic.
Semantic Feature Analysis
Purpose: This strategy teaches students to distinguish the
discriminating features of words. Students fill in a visual
grid to compare and contrast the distinguishing features of
words.
Vocabulary instruction might occur during…
Word study instruction
Small-group reading instruction
Writing instruction
Content area instruction
Interactive read-alouds
Question: Why is important to discuss examples and nonexamples of words? How can teachers use dictionaries
effectively during vocabulary instruction?
Notes:
Question: Why is it important to group and label the
brainstormed words? How do you handle off-the wall
responses?
Notes:
Question: This strategy lends itself to content area
instruction, but discuss other ways it might be applied during
literacy instruction.
Notes:
Notes:
Activity: Choose 1 of the activities you saw
today. Discuss the questions below. Discuss
& model how you would train your
teachers to use it.
Summary: Guidelines for Effective
Vocabulary Instruction
• Make sure students are reading
books at their instructional
reading level!!!
• Introduce 2-4 new words per week.
AVOID OVERLOAD.
• Teach vocabulary directly before,
during, & after reading/writing
instruction.
• Teach students strategies for using
context clues.
• Link new words to familiar words
& experiences (e.g., orthography
= spelling)
• Familiarize students with common
vocabulary test questions:
analogies, context clues, cloze
procedures, & selecting
definitions
• Use reference materials
effectively.
See Robb, L. (1999). Easy mini-lessons for building vocabulary. NY: Scholastic
Professional Books for additional information.
Vocabulary at Different Stages
• Emergent
• Beginning
• Instructional
How is vocabulary addressed in
your literacy block?
Copyright 2005-2007 by the Rector and
Visitors of the University of Virginia.