Greek & Latin Root Practice:
- http://teacher.scholastic.com/activities/athens_games/gameGreekToMe.htm
- https://www.studystack.com/matching-14490
- http://www.vocabulary.co.il/root-words/intermediate/dividing-root-words/
- http://www.vocabulary.co.il/root-words/intermediate/root-word-meaning-match/
- http://mrswarnerarlington.weebly.com/prefixes-suffixes--roots.html
- http://www.playkidsgames.com/member-homepages.php?d=1828
What is Vocabulary?
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Vocabulary is an area of literacy that I have been very passionate about since starting the graduate program in literacy. I have always been extremely interested and fascinated by new words, spelling, grammar, idioms, and anything else word related. In my first quarter back at WWU I learned about the term "word consciousness" and discovered that I was a very word conscious individual. Since then I have continued look for ways to create a vocabulary-rich classroom that would promote word consciousness in my students as well. I have learned that vocabulary instruction does not need to be dull and uninspiring. Vocabulary instruction is not about memorization and word lists anymore; it is about teaching words in an exciting and authentic way. I have also learned that vocabulary instruction is by no means optional. In order to provide equal opportunities for students of all abilities and all backgrounds, we must actively teach vocabulary and we must not allow the vocabulary gap to continue to widen.
Vocabulary is knowledge of words and word meanings; however, vocabulary can be broken down into some subcategories as well:
Oral Vocabulary: words that we recognize and use in listening and speaking.
Print Vocabulary: words that we recognize and use in reading and writing
Receptive Vocabulary: words that we recognize when we hear or see them, typically larger than productive vocabulary.
Productive Vocabulary: words that we use when we speak or write.
Vocabulary is knowledge of words and word meanings; however, vocabulary can be broken down into some subcategories as well:
Oral Vocabulary: words that we recognize and use in listening and speaking.
Print Vocabulary: words that we recognize and use in reading and writing
Receptive Vocabulary: words that we recognize when we hear or see them, typically larger than productive vocabulary.
Productive Vocabulary: words that we use when we speak or write.
Why is it Critical to Literacy?
Vocabulary growth is extremely important and strongly correlated to the academic achievement of each student. Students with higher vocabularies perform better in all areas of school.
One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success (see Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). This relationship seems logical; to get meaning from what they read, students need both a great many words in their vocabularies and the ability to use various strategies to establish the meanings of new words when they encounter them. Young students who don’t have large vocabularies or effective word-learning strategies often struggle to achieve comprehension. Their bad experiences with reading set in motion a cycle of frustration and failure that continues throughout their schooling (Hart & Risley, 2003; Snow, Barnes, Chandler, Goodman, & Hemphill, 2000; White, Graves, & Slater, 1990). Because these students don’t have sufficient word knowledge to understand what they read, they typically avoid reading. Because they don’t read very much, they don’t have the opportunity to see and learn very many new words. This sets in motion the well known “Matthew Effects,” Stanovich’s (1986) application of Matthew, 25:29–“the rich get richer and the poor get poorer.” In terms of vocabulary development, good readers read more, become better readers, and learn more words; poor readers read less, become poorer readers, and learn fewer words. (Lehr, Osbourne, & Hiebert)
According to Blachowicz, Fisher, & Ogle (2006) there are several facts about vocabulary knowledge that are well grounded in research.
1. Vocabulary knowledge is one of the most significant predictors of reading comprehension.
2. There is a gap in vocabulary knowledge between economically disadvantaged and economically advantaged children that begins in preschool and persists through the school years.
3. Vocabulary knowledge is a critical factor in the school success of ELLs.
4. Vocabulary knowledge also differentially affects comprehension in school reading and learning, depending on the nature of what is being read.
Assessment Ideas
- Peabody Picture Vocabulary Test, Fourth Edition (PPVT™-4)
- CORE Vocabulary Screening (1-8)
- CORE Graded High-Frequency Word Survey (K-4)
- Vocabulary Recognition Task (VRT)
- Vocabulary Knowledge Scale (VKS)
Vocabulary Knowledge Rating Sheet
Vocabulary Knowledge Rating Process
Knowledge Rating Scale plus other vocabulary resources (see document below)
Instructional Strategies
In order to promote vocabulary growth, teachers must be active in not only teaching specific words, but also in encouraging students to learn words independently, and in helping students develop an overall appreciation and enthusiasm for words. Creating a vocabulary-rich environment is essential for vocabulary growth, effective writing, and reading comprehension.Teachers must teach vocabulary explicitly to all students in order to minimize this gap between low- and high-socioeconomic status students (Beck & McKeown, 2007).
Intentional Vocabulary Teaching: According to the National Reading Panel (2000), explicit instruction of vocabulary is highly effective. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. Learners should be actively involved in the generation of word meanings and teachers should provide both definitions and contextual information about the chosen vocabulary words (Blachowicz, Fisher, & Ogle, 2006).
Fostering Word Consciousness: Word consciousness is not an isolated component of vocabulary instruction; it needs to be taken into account each and every day (Scott and Nagy, 2004). It can be developed at all times and in several ways: through encouraging adept diction, through word play, and through research on word origins or histories.
Multiple Exposures in Multiple Contexts: This does not mean mere repetition or drill of the word, but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
Restructuring of Vocabulary Tasks: The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition, especially for low-achieving or at-risk students (National Reading Panel, 2000).
Incidental Vocabulary Learning:Students can acquire vocabulary incidentally by engaging in rich oral-language experiences at home and at school, listening to books read aloud to them, and reading widely on their own (SSR).
Vocabulary Learning for ELLs: Not surprisingly, vocabulary development is especially important for English-language learners. Poor vocabulary is a serious issue for these students. ELLs who have deficits in their vocabulary are less able to comprehend text at grade level than their English-only peers.
Strategies for ELLs:
- Take advantage of students' first language
- Teach the meaning of basic words
- Review and reinforcement
- Cognate related instruction (Blachowicz, Fisher, & Ogle, 2006).
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction
(Reprinted from National Reading Panel, 2000, p. 4-4)
- There is a need for direct instruction of vocabulary items required for a specific text.
- Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts.
- Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas.
- Vocabulary tasks should be restructured as necessary. It is important to be certain that students fully understand what is asked of them in the context of reading, rather than focusing only on the words to be learned. Restructuring seems to be most effective for low-achieving or at-risk students
- Vocabulary learning is effective when it entails active engagement in learning tasks.
- Computer technology can be used effectively to help teach vocabulary.
- Vocabulary can be acquired through incidental learning. Much of a student’s vocabulary will have to be learned in the course of doing things other than explicit vocabulary learning. Repetition, richness of context, and motivation may also add to the efficacy of incidental learning of vocabulary.
- Dependence on a single vocabulary instruction method will not result in optimal learning. A variety of methods was used effectively with emphasis on multimedia aspects of learning, richness of context in which words are to be learned, and the number of exposures to words that learners receive.
Suggestions from Kylene Beers's book When Kids Can't Read What Teachers Can Do:
1. Assign word study, not word memorization
Students learn more words when we focus on fewer words and use those words in both their written language and oral language.
2. Teach students how to use the context as a clue.
Using the context as a clue is something that requires lots of practice and is something that separates dependent from independent readers. It requires that students see relationships among words and can make inferences about the passage. Teachers can point out the different types of clues: definition/explanation clues, restatement/synonym clues, contrast/antonym clues, and gist clues.
3. Teach word parts
Since we can't directly teach the meaning of all words, we can help dependent readers increase their word knowledge by teaching them how words work. In other words, teach them the meanings of prefixes, roots, and suffixes so that they can unlock the definitions of many words.
- Vocabulary Trees
- Teach specific roots and affixes
4. Turn vocabulary study into a word hunt
Bring back the joy and delight of discovering new words! In other words, try out some of these activities to promote word consciousness in all of your students and yourself.
- Word Collection
- Words Across Contexts
5. Use Graphic Organizers
Graphic organizers help to build word knowledge and help dependent readers organize information and see relationships that they otherwise might not see.
6. Use Logographic Clues
Students can create logographic cards as a tool for remembering words. Logographs can also act as a powerful scaffold to comprehension.
7. Read Aloud and Use SSR
Students needs to be exposed to written text over long periods of time. In other words, we've got to read aloud to children long before they enter school and continue that practice long after first and second grade. Also, giving students time for uninterrupted, sustained, silent reading is critical.
8. Ask the Right Question
Instead of just giving the students a definition when they don't know a word, ask students specific questions about their word knowledge and use their answers to help inform your instruction. Here are some questions to ask:
- Have you ever heard this word? Do you have any ideas about what it means?
- Can you use this word in a sentence?
- What words caused you problems while you were reading this section?
- Can you figure out what this word might mean by looking at this part?
- Can you figure out what the word might mean if I tell you it's related to _____________?
- Can you reread that section and from the other sentences figure out what the word might mean?
Other instructional materials:
Mark My Words Bookmarks - get students sharing new words they discover as they read. (Appendix C of Beers's book)
Vocabulary Bookmarks - focus students' attention on specific words they will come across while reading, have students predict he meaning based on context clues and prior knowledge.
Vocabulary Strategies - a website with a variety of resources including vocabulary trees, word scrolls, and other graphic organizers.
Reading Rockets website - This article provides a lot of detailed information on teaching vocabulary.
Here is a fun handout I used during one of my practicums. These "dead words" are some of the most commonly overused words in elementary school. Challenge students to find replacements for these words or check out my bulletin board in the Personal Portfolio section for another engaging and ongoing way for students to discover more lively, interesting word choice. If you don't like the term "dead words" you can also use "wilting words vs. blooming words."
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Choosing words for instruction
The question of which specific words to teach has no simple – or widely agreed upon – answer. To assist teachers in making word-choice decisions, researchers have proposed several criteria. In general terms, these criteria focus on two major considerations:
Here are SEVERAL ways to teach specific words:
Beck et al. (2002) propose that teachers should place major consideration on words’ usefulness and frequency of use. To help in this endeavor, they categorized words into three tiers:
Tier 1: Basic Vocabulary
(ex: book, girl, run, sad, book)
Tier 2: High Frequency/Multiple Meaning Vocabulary
(ex: industrial, benevolent, fortunate, measure)
Tier 3: Low-Frequency/Context Specific Vocabulary
(ex: isotope, amoeba, metamorphosis)
It is suggested that for instructional purposes, teachers should ignore Tier One and Tier Three words and concentrate on Tier Two words. Their argument is that most students already know Tier One words and that Tier Three words should be taught at point of contact, or as they occur in reading. Tier Two words, however, appear often in student texts, so they are the words that can add most to students’ language knowledge.
- Words that are important to understanding a specific reading selection or concept.
- Words that are generally useful for students to know and are likely to encounter with some frequency in their reading.
Here are SEVERAL ways to teach specific words:
- Teaching Unknown Words (synonyms)
- Teaching Multiple-Meaning Words (semantic maps)
- Teaching Word for New and Complex Concepts
- Teaching Independent Word-Learning Strategies
- Using Dictionaries
- Identifying and Using Context Clues
- Using Word Part Clues/Morphology
Beck et al. (2002) propose that teachers should place major consideration on words’ usefulness and frequency of use. To help in this endeavor, they categorized words into three tiers:
Tier 1: Basic Vocabulary
(ex: book, girl, run, sad, book)
Tier 2: High Frequency/Multiple Meaning Vocabulary
(ex: industrial, benevolent, fortunate, measure)
Tier 3: Low-Frequency/Context Specific Vocabulary
(ex: isotope, amoeba, metamorphosis)
It is suggested that for instructional purposes, teachers should ignore Tier One and Tier Three words and concentrate on Tier Two words. Their argument is that most students already know Tier One words and that Tier Three words should be taught at point of contact, or as they occur in reading. Tier Two words, however, appear often in student texts, so they are the words that can add most to students’ language knowledge.
Resources
Allen, J. (1999). Words Words Words: Teaching Vocabulary in Grades 4-12. York, ME: Stenhouse.
Anderson, R.C. & Freebody, P. (1981). "Vocabulary Knowledge." In J.T. Guthrie (ed.), Comprehension and Teaching: Research Reviews (pp.77-117). Newark, DE: International Reading Association.
Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 252-271.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Blachowicz, C.L.Z, Fisher, P.J.L., & Ogle, D. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41, 524-539.
Cowan, K., & Albers, P. (2007). Mediating the Matthew effect in reading: Fostering word consciousness. Voices from the Middle, 15(1), 34-43.
Diamond, L. & Gutlohn, L. (2006).Vocabulary handbook. Berkeley, CA: Consortium on Reading Excellence, Inc. (CORE)
Fletcher, R. (2002). A love of words. In B. Miller, & R. Shagoury Hubbard, Language Development: A reader for teachers (2nd ed.) (pp. 104-109). Columbus, OH: Pearson Education Incorporated.
Graves, M. F., & Watts-Taffe, S. (2008). For the love of words: Fostering word consciousness in young readers. The Reading Teacher, 62(3), 185-193.
Lane, H. B., & Allen, S. A. (2010). The vocabulary-rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63(5), 362-370.
Lehr, F., Osborn, J., & Hiebert, E.H. (n.d.) A focus on vocabulary. Pacific Resources for Education and Learning. Retrieved from: http://www.prel.org/products/re_/ES0419.htm
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.
Scott, J. A., & Nagy, W. E. (2009). Developing word consciousness. In M. F. Graves (Ed.), Essential Readings on Vocabulary Instruction (pp. 102-112). Newark, DE: International Reading Association.
Winters, R. (2009). Interactive frames for vocabulary growth and word consciousness. The Reading Teacher, 62(8), 685-690.
Personal Portfolio
Here is a mini-research project proposal I conducted with a focus on word consciousness and its effects on student vocabulary growth:
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Here is an annotated bibliography I compiled with a focus on word conscious and vocabulary:
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Here is a PowerPoint I created on mini-research project on word consciousness. The PowerPoint also includes some activities I did to promote word consciousness in a 4th grade classroom:
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Here is a practicum project that I completed in a 4th grade classroom:
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Check out these photos of a bulletin board I created to use for my practicum project. The board was a huge hit with my 4th graders!
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Here is a brochure I created on L1 Development in the classroom. Please check it out for detailed information on how incorporating an English Language Learner's first language into the classroom can help them to develop English as well.
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