Going one step beyond direct instruction of vocabulary, exploding the vocabulary is the way you can teach over 1600 words per year.

1. Exploding the Vocabulary: Teaching the Words Students Need for Success Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com

3. How Many Words are Needed?

4. The Connection with Comprehension

5. Academic Purpose

6. Beck’s Method

7. Building Schema

8. Exploding the Vocabulary

10. 2 Minute Word Drill Make as many words as possible in 2 minutes from the following letters. B, D, H, M, N, P, C, K A, O, I

11. Of the 100,000+ words in the English language, only the 2,000 most frequent words (General Service List) are necessary for students to understand at least 80% of daily conversation and writing. If students know…, in conjunction with 570 high frequency academic words found on the AWL (Coxhead), they may understand close to 90% of academic text. (Nation, 2002).

12. Write down the words in the following reading that your students would need to have explained. The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license. Turn and Talk

13. The Underlined words seem natural choices for teaching. Write down the words in the following reading that your students would need to have explained. The extrapolations led city officials to believe 24% of residents in the south side would be adverselyaffected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.

14. How about these words and phrases? Write down the words in the following reading that your students would need to have explained. The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.

15. How Many Words Do Students Need? …the number of new words students learn, especially in the primary grades, is about 3,000 new words per year (Baumann & Kameenui, 1991; Beck and McKeown, 1991; Graves, 1986). From Vocabulary Acquisition: Synthesis of the Research, Baker, Simmons, Kameenui, US Office Special Education,

16. One must be drenched in words, literally soaked in them, to have the right ones form themselves into the proper pattern at the right moment.— Hart Crane From Inside Words, Janet Allen, p.1

17. ESL students rely more heavily on direct instruction than native speakers. Goulden, Nation, Read, 1990 How can I instruct enough words to make a difference?

18. The Connection With Comprehension

20. I Am Reef By Linda Hoyt I am reef Laden with coral in wild wonderful shapes Undersea illusions of antler, tree, or bulging brain Reef-building polyps grow and connect Urchin and anemone skeletons on limestone Spreading my reach Layer upon layer Enormous underwater city Plants and sea creatures crowd halls and tunnels Seeking refuge Raising their young Seeking their prey Coral reef Huge specter of strength I am reef. from Interactive Read-Alouds, 4-5, Hoyt, 2007, p. 196

21. I Am Reef By Linda Hoyt I am reef Laden with coral in wild wonderful shapes Undersea illusions of antler, tree, or bulging brain Reef-building polyps grow and connect Urchin and anemone skeletons on limestone Spreading my reach Layer upon layer Enormous underwater city Plants and sea creatures crowd halls and tunnels Seeking refuge Raising their young Seeking their prey Coral reef Huge specter of strength I am reef. from Interactive Read-Alouds, 4-5, Hoyt, 2007, p. 196

22. People’s knowledge of any topic is encapsulated in the terms they know that are relevant to the topic. The more students understand these terms, the easier it is for them to understand information they may read or hear about the topic. The more terms a person knows about a given subject, the easier it is to understand—and learn—new information related to that subject. --Marzano and Pickering Building Academic Vocabulary Teacher’s Manual, Marzano and Pickering, 2005, p.2-3

23. Academic Purpose: Using Words To Teach Concepts What is a Soutache?

25. I could have them look it up.

28. Ventricle

29. Depreciation

30. Outlier

31. Polyunsaturated

32. Cyclone

33. Mercantilism

35. What does this glass of milk have to do with the word intolerance? Taken from Inside Words, Janet Allen, p.21

37. Working with the Context

38. Extensive Reading

39. Thesaurus Plus Dictionary

40. Internet Tools

42. What is my level of understanding? I don’t know this word. Seen or heard the word before, but not sure of meaning. I understand when I hear or see word, but don’t know how to use in writing or speaking. I know word and can use it in writing and speaking. Used in Focus on Vocabulary, Pearson Longman

43. Beck, McKeown, Kucan Vocabulary must first be orally introduced. Vocabulary is not grade specific. Words must be explained, not defined. Must be contextualized. Multiple usages in a meaningful context (8-10). Create Schema (visual representation) Students reflect with each other Three Tiers of Vocabulary

44. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge

45. Explain Putting words in terms students already know. How would you explain to students the word comforting?

46. Comforting- Something or someone that is comforting makes you feel good when you are sad or hurt. Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004 Further explain by putting the word in a context. A warm cup of tea is comforting when my throat hurts. My dog feels comforting when I am hurt.

47. Provide purpose for reading Glossary terms are highlighted Terms are defined for the students in words they can understand Pearson Longman, Keystone, Level E

48. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge

49. Using Vocabulary Journals Have students create journals Words Schema Explanations Reflections Consultations

52. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge

53. Do Not Under-estimate the power of a picture. The Heart of the Tulip By Keith Pruitt

56. Exaggerate Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004

57. scheming The cats were scheming against the birds.

58. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge

59. The Beauty of Peer Collaboration

60. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge

61. Reflection allows a refinement of understanding. It permits the memory file to be adjusted to incorporate new understandings.

62. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge

64. Exploding The Vocabulary

66. Adds approximately 160 words to reading/writing vocabularies.

68. Using Word Tree Those five words have become @50 words. Now in 32 weeks we have instructed 1600 words. Students may gain another 320-600 words via reading. Now we have exploded the vocabulary by a maximum of 2200 words in 32 weeks. In the traditional program 640 words are instructed, but only 64-120 of them are learned. And emphasis is on spelling.

70. Prefixes Un-, re-, in-, dis- are the most common prefixes and when students have learned their meanings, they can learn more than 1500 words easily. Start instruction with un- Read a selection… Explain that un carries the opposite meaning of the word to which it is added.

71. Prefixes UN- Which of these are prefixes and which are not? Unemployed Uncle Unstable Unbroken Unicorn Unhealthy Unlucky United

72. Prefixes Re- Can mean back or again Which are these? And which are not a prefix? Rearrange Refund Reply Review Refrigerator Relocate Reporter Rewrite

73. Roots Here are some common roots and their meanings. What words could be taught? Give two examples of each. Dict= say Duct=lead Fac/fec=do, make Ject=throw Loc=place Meter=measure Micro=small Phon=sound Photo=light Port=carry, take Press=press Scrib=write Sens=feel Spec=look Struct=build Tele=far Tract=drag, pull Vis/vid=see Voc=voice, call

74. transfer transferred transferable transference translucent http://www.betterendings.org/homeschool/Words/Root%20Words.htm Trans- Across, through, on the other side, beyond

75. From Vocabulary Power, Pearson Longman

76. The Most Valuable Assets You Can Give Your Students Are WORDS

77. Thank You Keith Pruitt Words of Wisdom Educational Consulting www.woweducationalconsulting.com