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Incorporating Vocabulary Routines �For English Language Learners

Alison Provencher

Resource Specialist

www.HudsonValleyRbern.org

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“One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension

and to their overall academic success.”

What does this mean for students? ...for teachers?

Is this a challenge or an opportunity?

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Incorporating Vocabulary Routines for ELLs

Teachers will be able to:

determine why vocabulary development is critical to comprehension
strategically identify the key vocabulary from your content
develop a consistent approach to teaching vocabulary using instructional routines
combine direct and indirect learning strategies to effectively build student vocabulary in any content area
create tasks that foster listening, speaking, reading and writing in English.

Workshop Presentations

Vocabulary

www.hudsonvalleyrbern.org

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• Single, best predictor of school success.

• Closely associated with intelligence and knowledge.

Academic vocabulary is needed for success in any content area
Students who possess a rich knowledge of words have a deeper, more elaborate understanding of concepts.

Why is Vocabulary

SO important?

How does this impact ELLs?

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Do I have to eat these?

Yeah.

Yes, because vegetables have vitamins that will help you grow and get stronger.

It is now well accepted that the chief cause of the achievement gap between socioeconomic groups is a language gap.

~Hirsch, 2003

Meaningful Differences

The 30-Million Word Gap

Hart & Risley

Children from advantaged homes had been exposed to about 5 times more words than children from the lowest income homes.

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The Reciprocal Hypothesis

“The Matthew Effect”

Reading more

gives you a bigger

vocabulary

Having a bigger

vocabulary makes

you a better reader.

Being a better reader

makes it possible for you to read more.

Students who read independently for at least 10 minutes per day have substantially higher rates of vocabulary growth than those who do very little independent reading.

Oral comprehension typically places an upper limit on reading comprehension;

if you don’t recognize and understand the word when you hear it,

you also won’t be able to comprehend it when reading.

Stanovich (1986) and others have suggested what could be called the reciprocal hypothesis – that is that the relationship between vocabulary knowledge and reading comprehension goes both ways. On the one hand, it seems plausible (as asserted by the instrumental hypothesis) that knowing more words would make one a better reader. On the other hand, being a better reader generally means that one reads more; and if much of a person’s vocabulary is gained through reading, one would expect better readers to develop larger vocabularies.

One can think of this relationship in terms of a circle: Having a bigger vocabulary makes you a better reader; being a better reader makes is possible for you to read more; and reading more gives you a bigger vocabulary. This circular relationship tends to increase differences over time. One the positive side, better readers tend to read more, get bigger vocabularies, and become even better readers. On the negative side, poorer readers tend to read less, fail to develop large vocabularies, and find reading increasingly difficult as the vocabulary demands of the texts they have to read increase. Students who spend less time reading independently, have ineffective word learning strategies and have a fragmented and less complete knowledge of words and a narrow understanding of words and word parts.

(Stahl & Nagy, 2005)

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Read the excerpt from the text provided.

Underline potential vocabulary words that may need explicit instruction for your ELLs.

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Read the excerpt from the text provided.

Underline potential vocabulary words that may need explicit instruction for your ELLs.

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Read the excerpt from the text provided.

Underline potential vocabulary words that may need explicit instruction for your ELLs.

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Read the excerpt from the text provided.

Underline potential vocabulary words that may need explicit instruction for your ELLs.

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Is vocabulary knowledge more like a light switch or a dimmer switch?

Tell your partner

what you think.

Kate Kinsella

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“…knowing a word is not an all-or-nothing proposition; it is not the case that one either knows or does not know a word.

Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people can possess.” Beck & McKeown, 1991

What does it mean to “know” a word?

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What does it mean to “know” a word?

Word knowledge is incremental which means that multiple exposures to a word in different contexts are needed before “knowing” it.
Word knowledge is multidimensional which means many words have multiple meanings and serve different functions in different sentences, texts, and even conversations.
Word knowledge is interrelated in that knowledge of one word connects to knowledge of other words.
Nagy and Scott (2000)

Thus, “kKnowing a word implies knowing many things about the word—its literal meaning, its various connotations, the sorts of syntactic constructions into which it enters, the morphological options it offers and a rich array of semantic associates such as synonyms and antonyms (see Nagy & Scott, 2000 for a review). These various aspects are related to the depth of word knowledge, which is as important as learning many words (breadth of word knowledge). Second-language learners have been shown to be impaired in depth of word knowledge, even for frequently occurring words (Verhallen & Schoonen, 1993).

nowing” a word is a matter of degree rather than an all-or-nothing proposition (Nagy & Scott, 2000). The degrees of knowing a word are reflected in the precision with which the word is used, how quickly it is understood, and how well the word is understood and used in different modes eg. receptively or productively, and for different purposes eg. formal or informal occasions. In addition, knowing a word also means knowing how that word relates to other knowledge. The more one knows about a specific topic, for instance, the more words one brings to one‟s understanding of that topic. Because everybody has different interests and backgrounds, one may bring different words to shape that understanding. Finally, knowing a word also means being able to appreciate its connotations and subtleties. When one knows a word at this level, one can use and recognize it in idioms, jokes, slang, and puns (Johnson, Johnson, & Schlicting, 2004).

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No knowledge
General sense, such as knowing word has a negative or positive connotation
Narrow, context-bound knowledge of a word but unable to describe it in a different context. Example: knowing that the sun is radiant but not that a bride can also be radiant.
Having knowledge of a word but not being able to recall it readily enough to apply it in appropriate situations.
Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, and its metaphorical uses, such as understanding what someone is doing when they are devouring a book. Beck, McKeown, and Kucan (2002)

Levels of Knowing a Word

Ordinarily, when we encounter a word we don’t know, we skip it, especially if the word is not needed to make sense of what we are reading (Stahl, 1991). But we remember something about the words that we skip. This something could be where we saw it, something about the context where it appeared, or some other aspect. This information is in memory, but the memory is not strong enough to be accessible to our conscious mind. As we encounter a word repeatedly, more and more information accumulates about that word until we have a vague notion of what it “means.” As we get more information, we are able to define that word. In fact, McKeown, Beck, Omanson, and Pople (1985) found that while four encounters with a word did not reliably improve reading comprehension, 12 encounters did. With repeated exposures, some connections become strengthened as that information is found in repeated contexts and become the way the word is “defined.” Vocabulary knowledge seems to grow gradually, moving from the first meaningful exposure to a word to a full and flexible knowledge. One does not always need to know a word fully in order to understand it in context or even to answer a test item correctly.

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Rate your level of word knowledge:

galumph

tyranny

surreptitious

dubious

blithely

1. I have never seen or heard the word.

2. I have heard it but I am not sure what it means.

3. I have an idea of what it means and can vaguely explain it or

connect it to a concept.

4. I know the word well and can define and use the word correctly.

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Definitions

galumph- to move with a clumsy heavy tread

tyranny- oppressive power

surreptitious- acting clandestinely, secrecy, stealth

dubious- doubtful outcome

blithely- happy, lighthearted, casual

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How many words are in the English language?

What constitutes a single entry?

What counts as English?

https://www.youtube.com/watch?v=2WVQCz_eAC4

So, how many words do we need to know?

There is no exact count of the number of words in English, and one reason is certainly because languages are ever expanding; in addition, their boundaries are always flexible. Consider such words as "cannoli" and "teriyaki," which come from other tongues but are established through use, context, and frequency as English. There are many other thorny considerations that complicate the task of counting individual words and tallying up the language in that way. For example, are all of the inflected forms of a word–for instance, "drive," "drives," "drove," etc.–one word or several separate words?

Similarly, there are twelve different words with the spelling "post" entered in Webster's Third New International Dictionary, Unabridged; they all have different parts of speech or derivations. Should these twelve be considered one word for the purposes of our reckoning? Some scholars would insist the distinct forms of "post" only be counted once, but others consider each one a separate word that should be counted individually.

Another puzzle: should "port of call," another Webster's Third entry, count as a word, even though each of its components is entered separately?

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A Vocabulary Riddle� How many words do we need?��

To comprehend what we read, at least 95% of the words must be recognized automatically.

How is this possible given the number of words in English?

Vocabulary experts agree that adequate reading comprehension depends on a person already knowing between 90 and 95 percent of the words in a text. Knowing that percentage of words allows the reader to get the main thrust of what is being said and therefore to guess correctly what the unfamiliar words probably mean. (This inferential process is of course how we pick up oral language in early childhood and it sustains our vocabulary growth throughout our lives.) Those who know 90 percent of the words in a text will understand its meaning and, because they understand, they will also begin to learn the other 10 percent of the words. Those who do not know 90 percent of the words, and therefore do not comprehend the passage, will now be even further behind on both fronts: They missed the opportunity to learn the content of the text and to learn more words.

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Why not teach all the unknown words in a text?

Here are 3 reasons.

Text may have too many unknown words – too many for direct instruction that can take up too much valuable class time – time that might better spend having students read independently.
Students may be able to understand the whole text without knowing the meaning of every single word in the text.
Students need to practice using word-learning strategies to independently learn the meanings of unknown words.

(Armbruster, Lehr, & Osborn, 2001)

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They didn’t know that word.

Can you think of a particular word that you were surprised to find your students didn’t know,

or

that you had difficulty getting students

to learn, despite instruction?

Please share your experience with a partner.

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The most obvious feature of a complex text is the presence of rare words. Core vocabulary consists of a relatively small group of words that does the heavy lifting in English. Around 4,000 word families account for an average of 90% of the words in the majority of texts. A word family is a group of words connected with inflected endings and affixes, such as certify, certified, certifying, certifies, certification, and certificate. Unlike core vocabulary, rare vocabulary (i.e., the other 10% of words) comes from an enormous bank of words—at least 85,000 unique families of words. In English, the more common a word, the greater the likelihood that it will have multiple meanings and functions. Words in the core vocabulary are prominent in both narrative and informational texts. In narrative texts, rare words are usually synonyms that give a new label to a known concept (blissful=happy). Rare words in informational texts can represent unfamiliar content within a network of complex concepts where the ideas are interconnected, but not synonyms.

Build students’ awareness of how words work by teaching word families, affixes and parts of speech (nouns/verbs, adjectives/adverbs, tenses, singular/plural, etc…)

In stories, some of the words may be new to students but many of the concepts such as shouting (represented in a text by shrieked, yelled, and cried) are not new to students. Lengthy discussions or hands-on activities are not needed to understand the concept of shouting. What students need to learn is how a variety of words can be used to describe different degrees (tepid, warm, hot, piping hot, steaming, sizzling) or nuances (pretty, glamorous, stunning). These words carry different connotations when we encounter them in a text.

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Knowledge of Words - and the World

by E. D. Hirsch

Comprehension won’t improve unless we also pay attention to building our students’ word and world knowledge.

We can teach comprehension strategies (main idea, summarizing, drawing conclusions) but the point of a comprehension strategy is to activate the student’s relevant knowledge in order to construct a situation model. If the relevant prior knowledge is lacking, conscious comprehension strategies cannot activate it.

More than vocabulary knowledge is needed to understand most texts.

To make constructive use of vocabulary, the reader also needs a threshold level of knowledge about the topic being discussed- what we call “domain knowledge.”

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Activate Prior Knowledge?

Constructivist theory: we construct knowledge when we connect new information to prior knowledge, concepts and experiences.
Schema theory: the mental frameworks that organize our knowledge and assumptions is used for interpreting and processing new information and influences attention.
Our role is to facilitate students making those connections.

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Build Background�Fill in what they don’t know.

https://www.youtube.com/watch?v=VdYWSsUarOg

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What prior knowledge (experience) is needed?

Is there a cultural schema?

What background (world) knowledge is needed?

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https://www.youtube.com/watch?v=74bbewMWikQ

What background (world) knowledge is needed?

What prior knowledge (experience) is needed? (Is there a cultural schema?)

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What prior knowledge (experience) is needed?

Is there a cultural schema?

What background (world) knowledge is needed?

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How do we teach vocabulary?

What the research says…

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Vision Trumps Everything

Two systems are involved in learning words:

verbal + non-verbal

linguistic + nonlinguistic

From the part of the brain that processes sensory information, 68% of neurons are dedicated to vision, more than the other four senses combined.

When teaching new words, use images where possible.

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Recommendations for Vocabulary Instruction

From The National Reading Panel (2000)

1. Make time for both incidental and explicit instruction.

Incidental Teaching:

1- Rich Oral Language
Experiences
2- Wide Reading

3- Teacher Read-Alouds
4- Independent Reading

Intentional Teaching:

1- Explicit Instruction in Word Learning Strategies:

A. Morpheme Analysis

B. Contextual Analysis

C. Dictionary Use

D. Cognate Awareness

2- Explicit, direct instruction

of specific words in a text

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In small groups, read the assigned section on word-learning strategies.

Create an anchor chart or poster to present to your colleagues, summarizing the key points and recommendations for the strategy.

Include a non-linguistic representation- a symbol,

picture, icon or image.

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Word

Learning

Strategies

Morphology	Context Clues
Dictionary Use	Cognate Awareness

Elephant : Elefante

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Yes, you can TEACH students to use Context Clues!

Definition
Example-Illustration
Contrast
Logic
Root Words and Affixes
Grammar

Word Learning Strategies:

http://www.readingrockets.org/article/using-context-clues-understand-word-meanings

Reading and language acquisition scholars seem to agree that, except for the first few thousand words in common oral usage, most vocabulary learning occurs through extensive reading, with the reader guessing at the meaning of unknown words. Yet, while essential for long-term vocabulary growth, incidental learning from context is at best an inefficient and unpredictable process. Research indicates the odds of deriving the intended meaning of an unknown word from written context is, unfortunately, extremely low, varying from 5% to 15% for both native speakers and English language learners (Beck et al. 2002; Nagy et al. 1985). Teaching students the word level skills to successfully exploit context is vital to long term vocabulary acquisition; however, contextual analysis should never be utilized as the primary or exclusive instructional strategy for supporting students’ comprehension.

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Definition	Definition is in the sentence
Example�Illustration	An example or illustration is provided
Contrast	Word is compared or contrasted with another word in the sentence
Logic	Reader thinks about the rest of the sentence to understand
Root Words�Affixes	Reader uses knowledge of roots and affixes to determine meaning
Grammar	Reader uses word’s function in sentence or part of speech

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Definition	Definition is in the sentence	Mary retained, or kept, the deed to her mother’s house.
Example or�Illustration	An example or illustration is provided	Toads and frogs are predators that hunt and eat spiders.
Contrast	Word is compared or contrasted with another word in the sentence	Her sisters were thin, but Tiffany herself was quite obese.
Logic	Reader thinks about the rest of the sentence to understand	Owls are mainly nocturnal, but other birds of prey hunt during daylight hours.
Root Words�Affixes	Reader uses knowledge of roots and affixes to determine meaning	People who are afraid of spiders have arachnophobia.
Grammar	Reader uses word’s function in sentence or part of speech	In order to increase in size, spiders must form a new exoskeleton. Most spiders molt five to ten times.

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Context Clues

I stood over the miserable bird for what seemed a twelvemonth, pleading with God to make its wings fall silent. Begging His forgiveness for so injuring a creature that had shown me no malice; no threat to my person or prosperity.

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Morphology

The study of word structure and its meaningful parts

Word Learning Strategies:

Levels of morphological knowledge

Relational: to understand the relationship between the base word (ex: success) and derived words (successful, successfully)
Syntactic: understanding grammatical categories of words in a sentence (ex: a verb (move, acknowledge) becomes a noun (movement, acknowledgement)
Distributional: understanding the grammatical classification of base words restricts the use of specific affixes (ex: -ly can only be used with adjectives, not nouns, as in silently, not silencely)

Morphemic Analysis

Compounding: identifying and constructing compound words

Inflectional Morphemes: assign a grammatical property to the word, such as tense, possession, number or comparison. (ex: tall- taller, tallest, shoe- shoes)

Derivational Morphemes: create a new form of the word that fundamentally changes the meaning of the stem. (ex: helpful, helpless)

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Vocabulary Word	rejection
Definition	to refuse, to send back, the state of being refused
Prefix + definition	re = back, again
Root Word + definition	ject = throw
Suffix + definition	-tion = state of
Your own definition	You don’t want something you bought so you return it to the store

Root Word Matrix

Core vocabulary consists of a relatively small group of words that does the heavy lifting in English.

Around 4,000 word families account for an average of 90% of the words in the majority of texts. A word family is a group of words connected with inflected endings and affixes, such as certify, certified, certifying, certifies, certification, certificate, and certifiable.

Build students’ awareness of how words work by teaching word families, affixes and parts of speech (nouns/verbs, adjectives/adverbs, tenses, singular/plural, etc…)

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Morphology

Exactly

Quietly

Carefully

Hardly

Wildly

Forcefully

Finally

Willingly

Particularly

Care + ful + ly

Force + ful + ly

Will + ing + ly

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In linguistics, cognates are words that have a common etymology, or origin. Derived from the Latin word cognatus (meaning related, connected, descendant or blood relative).
A cognate is similar both orthographically and semantically (but not necessarily phonologically).
Capitalize on the empowerment of knowing two languages!
Promote and enhance Metalinguistic Awareness and Metacognition!
Value what students bring with them!

Elephant : Elefante

Complicated : Complicado

Family : Familia

Director : Director

Hospital : Hospital

Develop Cognate Awareness

Word Learning Strategies:

EngSpa Cognates by ending NYSED

Transfer is defined as “the influence resulting from similarities and differences between the target language and any other acquired language.

In sum, review of the literature suggests that (1) knowledge of the cognate relationships that exist between Spanish and English is a powerful example of positive transfer in that this knowledge has been shown to facilitate English reading comprehension; (2) the extent to which cognate relationships are perceived is related to the degree of semantic, orthographic, and phonological overlap they share; (3) English morphological analysis is initially learned through cognates; and (4) the ability to recognize cognates develops with age.

It is possible for students to draw connections between cognate pairs on the basis of sound alone, so that students who are not literate, but are orally proficient in Spanish are likely to benefit from instruction in cognate awareness as well as those who are literate in Spanish.

Teaching Spanish-literate children to take advantage of their cognate knowledge is a powerful tool because many English words that are cognates with Spanish are high frequency Spanish words, but low-frequency English words. Thus students are likely to know the words in Spanish (concept and label) but lack the English label.

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Cognates:

Do you know these words?

Animales

Conciencia

Direcciones

Circulos

Agonizaba

Suficiente

Injusticia

Perdon

Colonizacion

Criatura

Persona

Prosperidad

Durante

Decision

Diferente

Voluntariamente

Excentricidad

Escapaba

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Dictionary Use

In today’s modern age, should we still teach and use dictionaries?

Should hard copy dictionaries still be used over online dictionaries?

What are the barriers and benefits to dictionary use in the classroom?

What role will dictionaries have in your classroom?

Can you coordinate with the ENL, ELA or Library Specialist to offer a “Dictionary Mini-Workshop”

as an “extra credit” for students who need it?

Word Learning Strategies:

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Student-Friendly Explanations

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

Collins COBUILD Dictionary

If you give someone or something your attention, you look at them, listen to them, or think about them carefully.

45

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The Cobuild Dictionary: based on real examples of English - the type of English that people speak and write every day.

If you clamber somewhere, you climb there with difficulty, usually using your hands as well as your feet.

The Longman Dictionary of Contemporary English uses 2000 common words in the definitions to make understanding easy. The 9000 most important words to learn are highlighted with three red circles ●○○ and the most common meanings of a word are shown first. In addition, 88,000 example sentences are pronounced by British or American native speakers of English.

Collocations: words commonly found together

Save time Make progress

Pay attention Fast food

Crystal clear Heavy traffic

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2. Pre-teach carefully selected key vocabulary from the text to be used in the lesson.

https://www.teachingchannel.org/video/total-physical-response-vocabulary

Select a few key words

Pre-teach words using:

realia/models
pictures/video
role play
synonyms
cognates

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Choosing words to teach explicitly.

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Be intentional and strategic when choosing words to teach explicitly.

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Recommendations for Vocabulary Instruction

3. Choose words that are most useful for both frequency and breadth of use across content areas.

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Life Cycle of the Butterfly: Three Tiers of Vocabulary

Both usefulness and frequency should be considered for all students.
Tier 1 - Basic words that label common objects or concepts �Tier 2 - Information words critical to comprehension, words with multiple meanings�Tier 3 - Technical or subject-specific words that label content
How would you select the words would you explicitly teach during this unit?

What are the Tier 1, 2 & 3 words?

pupa butterfly larva

cycle adult wings

document change chrysalis caterpillar record observe

metamorphosis egg first, next, finally

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The Three Tier Test

Tier 1-

Is it a word that the student knows in his home language?
Is there a cognate?
Can I use a visual?
Can I offer a quick, simple explanation?
Is it an idiom?
Is it a word that will be learned incidentally through social interaction?

Tier 2-

Is it a conceptual word that cannot be demonstrated?
Is it a high frequency word that will be encountered often?
Is it a word that is useful across content areas?
Is it a word with multiple meanings, dependent on context?
Is it critical to comprehension?
Does it have connection to other words or concepts?
Does it need a precise definition?

Tier 3- Is it a technical, subject specific, rare or unique word?

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Conceptual Complexity: Will a visual be enough?

Imageability: Ex- Dinosaur vs Era or Promise

Can you easily form an image of it in your mind?

Can you easily imagine a picture without context?

Concreteness: Ex- Throne vs Expensive or Abandoned

Is it tangible or perceivable through the senses?

Will an image be enough?

Relatedness: Ex- President vs Democracy or Economy

The degree to which understanding the target word requires an understanding of related words and concepts (how many other words do I need to know?

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Rating Complexity of Vocabulary�Diane August

	Imageability	Concreteness	Relatedness

monument
extend
festive
anticipate

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Crouched The boy had been crouched so long that his legs had fallen asleep beneath him—but he dared not move now.	Verb to lower your body to the ground by bending your legs, sometimes to avoid detection or to defend oneself. Spanish definition
Creature For here, in a small clearing in the frostbitten forest, were the creatures he had waited so long to see.	Noun -something created either living or lifeless -an imaginary or very strange kind of animal Spanish definition
Clearing For here, in a small clearing in the frostbitten forest, were the creatures he had waited so long to see.	Noun an open area of land in which there are no trees Spanish definition
Rifle He bit down on his lip to keep his teeth from chattering, and aimed his father’s flintlock rifle exactly as he’d been taught.	Noun a gun that has a long barrel and that is held against your shoulder when you shoot it Spanish definition
Beneath The boy had been crouched so long that his legs had fallen asleep beneath him—but he dared not move now.	Preposition Below, under, a lower position Spanish definition
Thrash The head hung at an unnatural angle— dragged across the ground as the bird continued to thrash.	Verb to move or toss about violently Spanish definition

Gamify It!

“Block Party”

(front-load and predict)

Jeopardy

Heads Up

Pictionary

Charades

Taboo

Scattergories

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4. Active engagement in activities of

listening, speaking, reading and writing,

allows students to develop a deep

understanding of word meanings,

connections to other words

and to their own experiences.

How can we be intentional and strategic?

SPEAK

WRITE

READ

LISTEN

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Deep Processing Activities for

Active Engagement

Illustrate

True/False

Cloze Activities

Analogies

Ranking

Categorizing

Act out a skit

Compare / Contrast

Write a Poem

Boggle Game

Metaphors

Word Associations

Semantic Gradients

Graphic Organizers

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5. Repetition and multiple exposures are important.

An ELL needs explicit vocabulary instruction and at least 12 (meaningful, authentic) production opportunities to own a word.

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Semantic Mapping connecting words that tend to “live” together

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grieving

grieve, grief

(deep sadness)

sad

miserable

sorrow

bitterest agony

tears

injustice

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Venn Diagrams

Compare & Contrast

Life in Mexico

vs

Life in America

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First,

start with

Examples and

Non-Examples.

Next, list

characteristics,

attributes,

elements

features…

Non-

example?

What it is NOT.

An opposite

or antonym

Leave the

definition

for last.

Using Graphic Organizers as a Visual

for Word Mapping Strategies

The Frayer Model

This technique challenges students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, essential elements, and/or drawing a picture to illustrate the meaning of the word.

TIP: For ELL students, FIRST start with characteristics, examples and non-examples, and leave the “definition” for last.

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scrumptious

Foods that are scrumptious?

…to a cat?

…to a mouse?

…to a baby?

Yummy

Delicious

Tasty

Foods that are

not scrumptious:

Use student-friendly definitions, examples and illustrations!

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conflict

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Semantic Feature Analysis:� Help students to understand the meaning of selected vocabulary words, group vocabulary words into logical categories and analyze the completed matrix

Rock	Formed by fire	Formed by heat + pressure	Formed by other rocks
granite	+	-	-
limestone	-	-	+
slate	-	+	-
coal	-	-	+

Math Example:

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Semantic Feature Analysis:� Help students to understand the meaning of selected vocabulary words, group vocabulary words into logical categories and analyze the completed matrix

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Semantic Feature Analysis

of Abe’s Character Traits

	fear	courage	eccentric	remarkable	conscience
Abe as a boy
Abe as a man
Abe-politician
Abe- vampire hunter

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Word

Walls

How do you use word walls?

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PWIM: Picture-Word Inductive Model

Video: https://www.youtube.com/watch?v=hxTmXI8r3IE �Article:https://learning.blogs.nytimes.com/2013/01/03/ideas-for-english-language-learners-labeling-photos-sequencing-passages-and-more/

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Explicit Vocabulary Instruction

Watch the video to identify the key components of this vocabulary lesson
Note Pros and Cons
What would you emulate?
What would you modify?

https://explicitinstruction.org/video-elementary/elementary-video-7/ (K)

https://explicitinstruction.org/video-secondary-main/secondary-video-3/ (6^th)

Recommendations for Vocabulary Instruction

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Kindergarten

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Sixth Grade

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Anita Archer’s �Steps to Explicit Vocabulary Instruction

Introduce the word. Have students repeat it multiple times. Pronounciation is important!
Present a student-friendly explanation.
Illustrate the word with examples and non-examples.
Check students understanding.

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Kate Kinsella’s Steps to Explicit Vocabulary Instruction

Steps for direct instruction include:

Pronounce
Explain
Give examples
Elaborate
Assess student learning and review often

Focus on teaching high-use academic words.

Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction

A Scholastic Professional Paper By Kevin Feldman & Kate Kinsella

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Robert Marzano

Six Step Process for Teaching Academic Vocabulary

DESCRIBE: Provide a description, explanation, or example

(verbal or non-linguistic picture) of the new term.

RESTATE: Ask students to restate the description, explanation, or example in their own words. (including home language).

REPRESENT: Ask students to create a picture, symbol, or graphic of the word.

ENGAGE: students in activities that help them add to their knowledge

(active engagement in listening, speaking, reading and writing)

DISCUSS: Ask students to discuss the terms with one another.

PLAY: Involve students in games that allow them to play with terms.

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Vocabulary Lesson Planning Worksheet�Let’s Practice

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What Doesn’t Work…

What does work?

Evidence suggests that most children struggle when attempting to derive meaning from conventional dictionary definitions. Why? Lexicographers strive to conserve space in order to include as many entries as possible and are crafted to be concise and precise. Ironically omitting the very components that are often most critical to grasping meaning. – An accessible explanation using familiar language that is age-appropriate and relevent to children’s experiences. Being able to derive meaning from context clues is essential for long-term vocabulary growth, it generally occurs through extensive reading. And the odds of deriving the intended meaning of a word from the context is very low- 5-15% for both ELLs and English only. Teaching students the word level skills to successfully exploit context is vital to long term vocabulary acquisition. However, contextual analysis should never be utilized as the primary or exclusive instructional strategy for supporting comprehension.