Transcript Expanding Vocabulary Development in Young Children What Research Says about

Expanding Vocabulary
Development in Young Children
What Research Says about
Why, How, and What
.
Reading First
Georgia Department of Education
2009-2010
Essential Questions
 Why focus on vocabulary instruction?
 What are the links between vocabulary and
reading comprehension?
 What is academic vocabulary and why is it
important?
 What are the components of effective
vocabulary instruction?
How do YOU
teach vocabulary?
Brainstorm with your
colleagues for one
minute. Think about
how you presently
address vocabulary
instruction within your
curriculum.
Some vocabulary practices…
Unreliable Practices
 Asking students, “Does
anyone know what _____
means?”
 Numerous independent
activities without guidance or
immediate feedback
 Directing students to “look it
up” then use it in a sentence
 Relying on context based
guessing as a primary strategy
Research-based Practices
 Teacher directed, explicit
instruction
 Provide opportunities to
practice using words
 Teach word meanings
explicitly and systematically
 Teach independent word
learning strategies (i.e.,
contextual strategies &
morphemic analysis
Vocabulary is
 Oral and written
 Expressive and Receptive
Vocabulary instruction is
Direct
Indirect
Why focus on vocabulary instruction?
“Of the many compelling reasons for providing
students with instruction to build vocabulary, none
is more important than the contribution of
vocabulary knowledge to reading comprehension.
Indeed, one of the most enduring findings in reading
research is the extent to which students’ vocabulary
knowledge relates to their reading comprehension.”
(Anderson & Freebody, 1981; Baumann, Kame’enui, & Ash, 2003; Becker, 1977; Davis, 1942;
Whipple, 1925)
Vocabulary Knowledge has a Direct
Impact on Comprehension
 Children’s vocabulary as measured in PreK is directly
correlated with reading comprehension in upper
elementary grades (Dickinson and Tabois, 2001).
 Cunningham and Stanovich (1997) reported finding that
“vocabulary as assessed in grade 1 predicts more than 30
percent of grade 11 reading comprehension.”
The Vocabulary Gap
Grade
Average Student
Bottom 25%
End of PreK
3,440
2,440
End of Kindergarten
4,300
3,016
End of Grade 1
5,160
3,592
End of Grade 2
6,020
4,168
(Biemiller, 2005b)
Vocabulary Gap
 The vocabulary gap grows each year(Stanovich, 1986).
 Beginning in the intermediate grades, the “achievement
gap” between socioeconomic groups is a language gap
(Hirsh, 2002).
 For those students who are English Language Learners,
the achievement gap is a vocabulary gap (Carlo, et al.,
2004).
Actual Differences in Language
Quantity of Words Heard
Quality of Words Heard
In a typical hour, the average child
will hear:
In a typical hour, the average child
will hear:
Welfare
616 words
Working Class
1,251 words
Professional
2,153 words
Professional
32 affirmations
and 5
prohibitions
Working Class
12 affirmations
and 7
prohibitions
Welfare
5 affirmations
and 11
prohibitions
Closing the Vocabulary Gap
Research-based Strategies for Improving Student
Vocabulary
So many words…
 How many words do we expect students to learn?
 How many words can students actually learn and what
teaching methods are most effective?
 How many words can we expect to teach explicitly and for
which words can we give immediate, brief explanations?
 How can we increase student knowledge of words as well as
the number of words they actually learn?
Getting Them All Engaged
 Choral Responses
 Partner Responses
 Written Responses
 Individual Responses
“It’s not what you say or do that
ultimately matters…It is what
you get the students to do as a
result of what you said and did
that counts.”
(Archer, Feldman, & Kinsella, 2008)
Vocabulary Casserole
Ingredients Needed:
20 words no one has ever heard before in his life
1 dictionary with very confusing definitions
1 matching test to be distributed by Friday
1 teacher who wants students to be quiet on Mondays copying words
Put 20 words on chalkboard. Have students copy then look up in
dictionary. Make students write all the definitions. For a little
spice, require that students write words in sentences. Leave alone
all week. Top with a boring test on Friday.
Perishable. This casserole will be forgotten by Saturday afternoon.
Serves: No one.
Adapted from When Kids Can’t Read,What
Teachers Can Do by Kylene Beers
Vocabulary Treat
Ingredients Needed:
5-10 great words that you really could use
1 thesaurus
Markers and chart paper
1 game like Jeopardy or BINGO
1 teacher who thinks learning is supposed to be fun
Mix 5 to 10 words into the classroom. Have students test
each word for flavor. Toss with a thesaurus to find
other words that mean the same. Write definitions on
chart paper and let us draw pictures of words to
remind us what they mean. Stir all week by a teacher
who thinks learning is supposed to be fun. Top with a
cool game on Fridays like jeopardy or BINGO to see
who remembers the most.
Serves: Many
Adapted from When Kids Can’t Read,What
Teachers Can Do by Kylene Beers
Word Selection for Explicit
Instruction
 Due to the extensive vocabulary gap and the immense
amount of words located within school texts, strategic
selection of vocabulary to be taught explicitly is required.
 Select a relatively small number of words for explicit
instruction, 3-10 words per story or selection.
 Select words that are unknown, critical to the meaning
and words that the student will likely encounter in the
future. (Archer, 2008)
So, which words do we teach?
 Useful words (Tier 1):
clock, baby, happy
 High-frequency words (Tier 2):
coincidence, absurd, industrious
 Specific domain words(Tier 3):
isotope, lathe, peninsula
From: Bringing Words to Life - Robust Vocabulary Instruction by Isabelle
Beck, Margaret McKeown, & Linda Kucan
Can You Find a Tier II Word?
Can You Find a Tier III Word?
Let’s Practice……………….
 Now, with your buddy turn to page 99 in
Creating Robust Vocabulary.
Read The Tailor. Underline the words
you think might be Tier II words.
 Write/highlight the words that you and
your buddy identify.
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Remain calm!!!!
There are NO Tier II police :>)
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Instructional Routine for Explicit
Vocabulary Instruction
 Introduce the word.
 Introduce the meaning of the word with a
student friendly explanation.
 Illustrate the word with examples and nonexamples.
 Check for student understanding.
(Anita Archer, 2008)
What is Academic Vocabulary?
 Academic vocabulary refers to the specialized,
high-utility words used in the classroom
 Academic vocabulary includes high-use
academic words (e.g., analyze, summarize,
evaluate, formula, respond, specify)
 Academic language includes the vocabulary,
grammar & syntax necessary to competently
discuss a topic
Why Teach Academic Vocabulary?
 Students need to learn the language of written
text and academic content areas through direct,
explicit instruction.
 Most students do not come to school prepared to
comprehend academic language therefore it must
be taught explicitly with students having access to
numerous practice opportunities
Academic Vocabulary Examples
 analysis
 concept
 approach
 environment
 consistent
 area
 established
 constitutional
 assessment
 estimate
 context
 assume
 evidence
 contract
 authority
 export
 create
 available
 financial
 data
 benefit
 formula
 definition
 function
http://language.massey.ac.nz/staff/awl/awlinfo.shtml
(Academic Word Lists)
Intentional Teaching of Academic
Vocabulary
 Structure academic conversations by providing sentence
starters:
 I predict ___________________.
 I predict __________________ because ______________.
 Encourage students to use “smart” words:






delighted instead of happy
accurate instead of good
hypothesize instead of guess
illustrate instead of draw
comment instead of tell
seek instead of find
Explicit Instruction of Words Selection of words
 Also, teach idioms (A phrase or expression in which the entire meaning is
different from the usual meaning of the the individual words.)
“The car rolling down the hill caught my eye.”
“Soon we were in stitches.”
“The painting cost me an arm and a leg.”
“The teacher was under the weather.”
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Growing Rich Vocabularies
How can we possibly teach all the
words students need to learn?
 In an attempt to close the vocabulary gap,
students must learn a large volume of
words…more words than we can teach.
 Word learning strategies arm students with
ways to gain understanding from unknown
words.
Word Learning Strategies
 Using context clues
 Utilizing morphemic analysis
 Teaching the word families
 Teaching cognate awareness
 Fostering word consciousness
 Exposing students to vocabulary multiple times
and in various manners
Fostering Word Consciousness
 Teach similes, metaphors and idioms.
 Have fun with word play by utilizing riddles,
puns, anagrams, acronyms and tongue
twisters.
 Provide students with a print rich
environment.
 Engage students in activities that explore the
history of words and word origins.
Encourage Wide Reading
 “The best way to foster vocabulary
growth is to promote wide reading.”
(Anderson, 1992)
 Maximize access to reading materials
and quality, authentic text.
 Capture students curiosity with read
alouds, book talks and author studies.
 Expect reading outside of class.
Read-Alouds
 Vocabulary can be gained from listening to others read.
 Listening to a book being read can significantly improve
children’s expressive vocabulary. (Nicholson & Whyte, 1992;
Senechal & Cornell, 1993)
 Print vocabulary is more extensive and diverse than oral
vocabulary. (Hays, Wolfe, & Wolfe, 1996)
 Wide disparities exist in the amount of time parents read to
their children before lst grade.
 Adams (1990) estimated that she spent at least 1000 hours
reading books to her son before he entered first grade.
 Teale (1984) observed that in low-income homes the children
were read to for about 60 hours prior to first grade.
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Read-Alouds
 Choose interesting, engaging stories that attract and hold
children’s attention. The books should also be somewhat
challenging. (Biemiller, 1995; Elley, 1989)
 Use performance-oriented reading. Read with expression and
enthusiasm.
 Provide students with a little explanation of novel words that
are encountered in context. (Brabham & Lynch-Brown, 2002;
Brett, Rothlein & Hurley, 1996; Beck, Perfetti, & McKeon,
1982; Elley, 1989; Penno, Wilkinson, &Moore, 2002; wasik &
Bond, 2001; Whitehurst et al., 1998)
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Read-Alouds
 Actively engage students during the story book reading to increase
vocabulary gains. (Dickerson & Smith, 1994; Hargrave &
Senechal, 2000; Senechal, 1997)
 Ask questions that promote passage comprehension. Retell and
prediction questions are particularly useful.
 Use a variety of responses including:
 Group (choral) responses
 Partner responses
 Physical responses
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Read-Alouds
 For young students, read the book several times to
increase greater gains in vocabulary.
(Senechal, 1997)
 Provide a rich discussion before and after reading of the
book.
 “What was your favorite part of the book?”
 “What really surprised you in the story?”
 “What would be another ending for the story?”
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Explicit Instruction Prepare - Student-Friendly
Explanations

Dictionary Definition


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relieved - (1) To free wholly or partly from pain, stress,
pressure. (2) To lessen or alleviate, as pain or pressure
Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003)


Uses known words.
Is easy to understand.

When something that was difficult is over or never happened at
all, you feel relieved.
Explicit Instruction Prepare - Student-Friendly
Explanations
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
Dictionary Definition
 Attention - a. the act or state of attending through
applying the mind to an object of sense or thought
b. a condition of readiness for such attention involving a
selective narrowing of consciousness and receptivity

Explanation from Dictionary for English Language
Learners
(Elementary Learner’s Dictionary published by Oxford)
 Attention - looking or listening carefully and with interest
Explicit Instruction- Practice Activity
Write Student-Friendly Explanations
Dictionary Definition
disgusting - to cause to feel disgust; be
sickening, repulsive, or very distasteful to
fragile - easily broken, damaged, or
destroyed
gratitude - a feeling of thankful appreciation
for favors or benefits received
loitering - to linger in an aimless way;
spend time idly
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Student-Friendly Explanations
Instructional Routine for
Vocabulary
Step 1. Introduce the word.
a)
b)
Write the word on the board or overhead.
Read the word and have the students repeat the word.
If the word is difficult to pronounce or unfamiliar have the
students repeat the word a number of times.
Introduce the word with me.
“ This word is compulsory. What word?”
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Instructional Routine for
Vocabulary (continued)
Step 2. Introduce meaning of word.
Option # 1. Present a student-friendly
explanation.
a)
b)
Tell students the explanation. OR
Have them read the explanation with you.
Present the definition with me.
“When something is required and you must
do it, it is compulsory. So if it is required
and you must do it, it is _______________.”
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Instructional Routine for
Vocabulary (continued)
Step 2. Introduce meaning of word.
Option # 2. Have students locate the definition in the glossary
or text.
a)
b)
Have them locate the word in the glossary or text.
Have them break the definition into the critical attributes.
Glossary Entry: Industrial Revolution Social and economic changes in Great Britain,
Europe, and the United States that began around 1750 and resulted from making
products in factories
Industrial Revolution
o
o
o
o
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Social & economic changes
Great Britain, Europe, US
Began around 1750
Resulted from making products in factories
Instructional Routine for
Vocabulary (continued)
Step 2. Introduce meaning of word.
Option # 3. Introduce the word using the morphographs in the word.
a.
Introduce word in relationship to “word relatives”.
o
o
b.
*maintain
Analyze parts of word.
o
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Declare
Declaration of Independence
analyze
analyzing
analysis
autobiography
auto = self
bio = life
graph = letters, words, or pictures
*maintenance
Instructional Routine for
Vocabulary (continued)
Step 3. Illustrate the word with examples.
a)
b)
c)
Concrete examples.
Visual examples.
Verbal examples.
(Also discuss when the term might be used and who might use the term.)
Present the examples with me.
“Coming to school as 8th graders is
compulsory.”
“Stopping at a stop sign when driving is
compulsory.”
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Instructional Routine for
Vocabulary (Continued)
Step 4. Check students’ understanding.
Option #1. Ask deep processing questions.
Check students’ understanding with me.
“Many things become compulsory. Why do
you think something would become
compulsory?”
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Instructional Routine for
Vocabulary (continued)
Step 4. Check students’ understanding.
Option #2. Have students discern between
examples and non-examples.
Check students’ understanding with me.
“Is going to school in 8th grade compulsory?” Yes
“How do you know it is compulsory?” It is required.
“Is going to college when you are 25 compulsory?”
“Why is it not compulsory?” It is not required. You get to choose to go to college.
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Instructional Routine for
Vocabulary (continued)
Step 4. Check students’ understanding.
Option #3. Have students generate their own
examples.
Check students’ understanding with me.
“There are many things at this school that are
compulsory? Think of as many things as you can?”
“Talk with your partner. See how many things you
can think of that are compulsory.”
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Practice Activity: Example A
1. Introduce the word.
This word is migrate. What word?
2. Present a student-friendly explanation.
When birds or other animals move from one place to another at a certain
time each year, they migrate. So if birds move to a new place in the winter or
spring, we say that the birds _________________. Animals usually migrate
to find a warmer place to live or to get food.
3. Illustrate the word with examples.
Sandhill Cranes fly from the North to the South so they can live in a warmer
place. Sandhill Cranes _______________.
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Practice Activity: Example A continued
The wildebeests in Africa move to a new place
so that they can find water and grass.
Wildebeests _______.
4. Check students’ understanding. (Deep processing
question.)
Why might birds migrate? Tell your partner. (The
teacher monitors and coaches. Then the teacher calls
on individuals.)
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Practice Activity: Example B
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1.
Introduce the word.
This word is survive. What word?
2.
Present a student-friendly explanation.
When people or animals don’t die when things are very bad or dangerous,
they survive.
3.
Illustrate the word with examples.
Look at the people on this river. It is very dangerous.
However, they don’t get hurt or die, they __________.
Practice Activity: Example B continued
4. Check students’ understanding.
(Examples and non-examples)
Get ready to tell me if this group would survive.
If the winter was very cold and all food was buried under the snow,
would whooping cranes survive?________ Ones, tell your partner
why they wouldn’t survive?
If whooping cranes had plenty of food and the weather was warm,
would they survive? __________ Twos, tell your partner why they
would survive?
(Deep Processing Questions)
If a rabbit was being chased by a coyote, what could the rabbit do to
survive?
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Practice Activity: Example C
1.
Introduce the word.
“This word is abundant.What word? ___________.
Again, _____________. Abundant is an adjective.
2. Introduce the meaning of the word.
“When there is plenty of something, there is an abundant
amount. So, if you have plenty of something, you have an
amount that is ______________________.
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Vocabulary is a lifelong pursuit….
 “Vocabulary knowledge is not something that can ever be
fully mastered; it is something that expands and deepens over
the course of a lifetime.” (Vocabulary Handbook, p.2)
 Vocabulary knowledge is knowledge; the knowledge of a
word not only implies how that word fits into the world.”
(Stahl, 2005)
Practice Activity: Example C continued
3.
4.
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Illustrate with examples.
If you have lots of food in your house, you have abundant food.
If you had a huge supply of paper, you would have _______ _________.
If you had enough pencils for everyone, you would have _____ _______.
If you had more than enough money to live on, you would have _____
_______.
Check understanding.
Get read to tell me if this would be abundant. Say abundant or not.
If you had 2 pencils for the year? Not
If you had 40 pencils for the year? Abundant
If the class had 800 books? Abundant
If the class had 30 books? Not
If the family had enough food for one day? Not
If the family had enough food for 3 months? Abundant
Vocabulary Logs
 Have students maintain a log of vocabulary to facilitate
study and review.
 What can be recorded on a vocabulary log?
 Word
 Student-friendly explanation
 Any of these options
 A sentence to illustrate the word’s meaning
 Examples and non-examples
 An illustration
 In lower grades, create a group log on a flip chart.
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Word Walls
 Create a word wall in your classroom
 Post a reminder of the context.
 Copy of the cover of the read-aloud book
 Copy of the first page in the story
 The topic in science or social studies
 Post the vocabulary words.
 Incorporate the words into your classroom
language.
 Encourage students to us the words when
speaking and writing.
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Practice Activities
 Practice activities should:
 Be engaging.
 Provide multiple exposures to the words.
(Stahl, 1986)
 Encourage deep processing of the word’s
meaning. (Beck, Mc Keown, & Kucan, 2002)
 When possible, connect the word’s meaning to
prior knowledge.
 Provide practice over time.
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Example Practice Activity Yes/No/Why
1. Could a disgusting enemy be
horrible?
2. Would you be relieved if you
could concentrate on the test?
3. Would it be disgusting to eat
earthworms?
4. Could an enemy do disgusting
things?
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Example Practice Activity Word Lines (Example designed by Isabel Beck, 2004)
How surprised would you be if….
1.
You saw your friend vault over the moon?
2.
Your teacher commended a student for doing good work?
3.
A dog started bantering with you?
4.
The mayor urged everyone to leave town?
5.
A coach berated his team for not making a touchdown?
6.
A rabbit trudged through a garden?
Least - - - - - - - - - - - - - - - - - - - - - - - - - -Most
Surprised
Surprised
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Example Practice Activity Word Lines (Example designed by Isabel Beck, 2004)
How much energy does it take to….
1. Meander down a hall?
2. Vault over a car?
3. Banter with your best friend for an hour?
4. Berate someone at the top of your voice?
5. Stalk a turtle?
6. Be a spectator at a concert?
Least - - - - - - - - - - - - - - - - - - - - - - - - - -Most
Energy
Energy
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Example Practice Activity“Meaningful Sentence” Writing (adapted
from Success for All)
 Students write a sentence answering three to four of
these questions:
who, what, when, where, why, how
 Not OK
It was meager.
 OK
At the end of the month, our dinners were meager
because we had little money.
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Example Practice ActivityWord Association
 Present a number of words.
representative . socialism . reform . revolution .
tributary
 Play… I am thinking of a word……
“I am thinking of a word that goes with river.”
“I am thinking of a word that refers to a person that takes
ideas to the government.”
“I am thinking of a word that means a change.”
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Example Practice ActivityWord Association - Challenging
 Present a number of words.
concentrate relieved enemy impressed
absurd educated
 Play… Select a word. Defend your choice.
“What word goes best with the word humor. Tell
your partner and defend your choice.”
“What word goes best with a game. Tell your
partner and defend your choice.”
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Word-Learning Strategies
 Use of context clues.
 Use of dictionary, glossary, or other
resource.
 Use of meaningful parts of the word.
 Compound words
 Prefixes
 Suffixes
 Word families
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Word Learning Strategies Use of context clues
Strategy - Context Clues
1. Read the sentence in which the word
2.
3.
4.
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5.
occurs for clues as to the word’s meaning.
Read the surrounding sentences for clues
as to the word’s meaning.
Ask yourself, “What might the word
mean?”
Try the possible meaning in the sentence.
Ask yourself, “Does it make sense?”
Word Learning Strategies Use of context clues

Beginning in kindergarten, model how to determine
the meaning of an unfamiliar word using context clues.

Provide simple practice in inferring word meanings
from context.

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But not always!
Example: Jason went into the school. He
was very anxious.
Word Learning Strategies Compound Words


Teach students that the meaning of compound words can
often be derived from the meaning of the two smaller
words.
birdhouse
waiting-room
starfish fingernail
weekend
mailbox
raincoat
daydream
But not always!
butterfly
hotdogs
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Word Learning Strategies Use of meaningful parts of word

Strategy #3 - Meaning Parts of Word
1. Divide the unknown word into meaningful parts.
2. Think what each part means. OR
Think of other words that contain the part. From
those words formulate a meaning of the unknown
part.
3. Combine the meanings of the word.
4. Try the possible meaning in the sentence.
5. Ask yourself, “Does it make sense?”
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Word Learning Strategies Prefixes
 Elements attached to beginning of English
words that alter meaning.
 Prefixes are useful because they are
 used in many words,
 consistently spelled,
 easy to identify,
 clear in meaning. (Graves, 2004)
 Teach very common prefixes. Un, re, in,
and dis found in 58% of prefixed words.
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Word Learning Strategies Prefixes
1.
2.
Introduce prefix.
“Re means again. What does re mean?”
Determine meaning of a word with a prefix.
“Read the word.” rewrite
“If you rewrite your paper, you write it ___.” again
“Read the word.” rebuild
“If you rebuild a house, you build it ____.” again
(Repeat with retell, redo, repaint, remake.)
But not always! real, rent, reign
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Word Learning Strategies Suffixes

Elements attached to ending of English words.

Can change the part of the speech or the meaning.

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Focus on common derivational suffixes.
 able, ful, less, ness, or

Introduce the suffix and use to determine the meaning of a
number of words (ful -helpful, truthful, mouthful, joyful).

But not always! grateful
Independent Reading
 “The
best way to foster vocabulary growth is to promote wide
reading.” (Anderson, 1992)
 “….it must be acknowledged that relying on wide reading for
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vocabulary growth adds to the inequities in individual differences
in vocabulary knowledge.”
Struggling readers do not read well enough to make wide reading
an option. To acquire word knowledge from reading requires
adequate decoding skills, the ability to recognize that a word is
unknown, and the competency of being able to extract meaningful
information about the word from the context. Readers cannot be
engaged with the latter two if they are struggling with decoding.
Thus, depending on wide reading as a source of vocabulary growth
leaves those children and young people who are most in need of
enhancing their vocabulary repertoires with a very serious deficit.”
p. 6 (Beck, McKeown, & Kucan, 2002)
Variation in Amount of Reading
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Percentile Rank
Minutes per day
reading in books
Minutes per day
reading in text
Words per year in
books
Words per year in
text
98
65.0
67.3
4,358,000
4,733,000
90
21.2
33.4
1,823,000
2,357,000
80
14.2
24.6
1,146,000
1,597,000
70
9.6
16.9
622,000
1,168,000
60
6.5
13.1
432,000
722,000
50
4.6
9.21
282,000
601,000
40
3.2
6.2
200,000
421,000
30
1.8
4.3
106,000
251,000
20
0.7
2.4
21,000
134,000
10
0.1
1.0
8,000
51,000
2
0
0
0
8,000
Increasing Amount of Independent
Reading
 Maximize access to books.
 Extended library hours
 Classroom libraries
 Book sales, book exchanges
 Establish time for independent reading.
 Silent Sustained Reading
 Partner Reading
 BUT don’t substitute silent reading for reading
instruction.
 Expect reading outside of class.
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Increasing Amount of Independent
Reading
 Encourage selection of books at the independent
reading level.
 Teach the “five-finger test”.
 Encourage students to read “familiar” books.
 Same author
 Same character
 Same genre
 Books in a series
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Increasing Amount of Independent
Reading
 Enhance personal motivation.
 Establish a school climate that encourages
reading.
 Have book-rich environments.
 Provide book recommendations.
 Bulletin boards posted with recommendations
 Book tables
 Book clubs
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Vocabulary Resources
Other Helpful Websites
 www.fcrr.org practice activities for vocabulary for grades 4 and 5




can be easily adapted for older students
www.scoe.org Anita Archer’s vocabulary instruction videos &
Kevin Feldman’s presentations
www.freereading.org Includes a wide variety of learning activities
to develop and sharpen reading skills
www.interventioncentral.org Various reading interventions are
explored and recommendations given
www.readingrockets.org Provides strategies for working with
struggling readers, lessons, webcasts, techniques for teaching
reading and podcasts to see it all in action
Florida Center for Reading Research
Specific
instructional
routines and
student
learning
center
activities
http://www.fcrr.org/Curriculum/studentCenterActivities.htm
FCRR – Student Center Activities
http://www.fcrr.org/Curriculum/studentCenterActivities.htm
Student-Friendly Dictionaries
Collins Cobuild Student’s Dictionary
ISBN: 0007126409; www.heinle.com
Heinle’s Newbury House Dictionary of American English
ISBN: 0838426573; www.heinle.com
Longman Dictionary of American English
www.longman.com
Student Friendly Definitions
www.longman.com
Recommended Books

Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New
York: The Guilford Press.

Baumann, J.F. 7 Kame’enui, E.J. (2004) Vocabulary Instruction: Research to Practice. New York: The Guilford
Press.

Biemiller, A. (1999). Language and Reading Success. Brookline, MA: Brookline Books.

Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction. New York: Teacher’s College Press,

Diamond, L. & Gutlohn (2006). Vocabulary Handbook. Berkley, CA: Consortium on Reading Excellence, Inc.

Hart, B., & Risley, T.R. (1995) Meaningful Differences in the Everyday Experience of Young American Children.
Baltimore, MD: Paul H. Brookes.

Heibert, E.H. & Kamil, Michael. (2005) Teaching and Learning Vocabulary: Brining Scientific Research to
Practice. Mahwah, NJ: Erlbaum

Marzano, R.J. (2004) Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD

Marzano, R.J., & Pickering (2005). Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD

Stahl, S.A. (1998). Vocabulary Development. Cambridge, MA: Brookline.

Stahl, S.A. & Kapinus, B. (2001).Word Power: What Every Educator needs to Know About Teaching Vocabulary.
Washington, DC: NEA
Conclusion
“Words are all we have.”
Samuel Beckett
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