Expanding Vocabulary By: Amber Schultz, Jennifer Zalar, Lauren Glavin, Shauna Kime, Amy VanDyke, and Allison Pickard
Quote by Pat Cunningham: “The number of words in your meaning vocabulary store is directly related to how much you read. Children who read the most have the biggest vocabularies. Children who read only when they are assigned something to read have smaller vocabularies.” Socioeconomic status also shows the same correlation.
5 Key aspects of Vocabulary(Sedita, 2005) 1.) Encourage wide reading- Read, Read, Read! 2.) Expose students to high-quality oral language 3.) Promote word consciousness 4.) Teach word meaning directly 5.) Teach independent word-learning strategies, including the use of context clues, the use of word parts, and the efficient use of the dictionary Incorporate multimodalities!
Three Tiers of Vocabulary (Beck, 2002) Tier One- Basic Vocabulary that rarely requires direct instruction Sight words, nouns, verbs, adjectives, and early reading words There are about 8,000 word families in this tier Ex: book, girl, sad, run, dog, orange
Three Tiers of Vocabulary (Beck, 2002) Tier Two- High frequency words that occur in mature language situations such as adult conversation and literature Usually taught through direct instruction There are about 7,000 word families in this tier Ex: masterpiece, fortunate, industrious, measure, benevolent
Three Tiers of Vocabulary (Beck, 2002) Tier Three- low-frequency words that occur in specific domains These words are usually introduced when a specific need arises The remaining 400,000 words in English occur in this tier Ex: economics, isotope, asphalt, Revolutionary War, crepe
The Bunny Hop! Let's do the Bunny Hop! Directions: Right foot kick two times Left foot kick two times Hop forward once Hop backward once Hop forward three times
Agenda Introduction and PowerPoint presentation Chair activity Article activity Center 1 Center 2 5 minute break Center 3 Center 4 Closing Review 5 points of vocabulary instruction Taboo! Mail questions
“On the whole, the difference between sense and nonsense in any language is the extent of a particular reader’s related experience and his or her familiarity with the terms and concepts.” (Goodman, 1996, p. 43)
Excerpt from: Ken Goodman’s On Reading (1996, p. 43) Glis was very fraper. She had denarpenFarfie’smardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he jibbled in the gorger. “Clorstymardsan?” she boffed. “That’s a crouistishmardsan binky,” boffedFarfie, “but my mardsan is on Stansan. Agsan is Kelsan.” “In that ruspen,” boffedGlis, “I won’t whank you your giberter until Stansan.” 1)Why was Glisfraper? 2) What did Glisplimp? 3) Who jibbled in the gorger when Glissparved the binky?
References Beck, L. I., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, New York: The Guilford Press. Boushey, G., & Moser, J. (2009). The café book: Engaging all students in daily literacy assessment and instruction. Portland, Maine: Pembroke Publishers. Goodman, K. (1996). On reading. Portsmouth, NH: Heinemann. Sedita, J. (2005). Effective vocabulary instruction:Insights on Learning Disabilities, 2(1), 33-45.