Vocabulary: Taking Words off the Wall and Making them Meaningful
What is Vocabulary?
Vocabulary is the words that we use in our language. Some of these words we encounter on a daily basis, others we only come in contact with when we read content specific text. As teachers, we have to decide how we should teach vocabulary, which words require explicit instruction, and how to construct meaning for unknown words.
Students come to us with their own background knowledge and their own vocabulary. Most of the vocabulary that students come with is social language gathered from peer to peer interactions and interactions with adults outside of an educational setting. Educators need to keep in mind that when students come to us with a limited academic vocabulary, we need to scaffold and support their understanding and learning of these new academic words with repeated exposures and research based instruction. The goal of this site is to inform your teaching and provide resources to support your instruction.
Vocabulary is the words that we use in our language. Some of these words we encounter on a daily basis, others we only come in contact with when we read content specific text. As teachers, we have to decide how we should teach vocabulary, which words require explicit instruction, and how to construct meaning for unknown words.
Students come to us with their own background knowledge and their own vocabulary. Most of the vocabulary that students come with is social language gathered from peer to peer interactions and interactions with adults outside of an educational setting. Educators need to keep in mind that when students come to us with a limited academic vocabulary, we need to scaffold and support their understanding and learning of these new academic words with repeated exposures and research based instruction. The goal of this site is to inform your teaching and provide resources to support your instruction.
Why should we teach vocabulary?
In order to effectively teach vocabulary, we need to understand the duality of vocabulary. Educational research has determined that there is both receptive vocabulary and productive vocabulary. A students’ receptive vocabulary is the words that they understand when they hear them or read them. On the other hand, a students’ productive vocabulary is the words that the student is able to use correctly while speaking or writing (Stahl & Bravo, 2010). Our goal through daily vocabulary instruction is to increase both productive and receptive vocabulary to build students’ word knowledge and word consciousness.
There are many thoughts and approaches to effective vocabulary instruction. One widely accepted model of vocabulary is the three tiered model by Beck, McKeown, and Kucan (2002). In the text the authors describe how vocabulary is divided into three categories. The first tier consists of basic words that can easily be acquired through daily reading or conversation. The second tier consists of more complex words that are used across the curriculum or may have multiple meanings that would be more difficult to decipher. The third and last tier contains very technical, content specific words that a reader would not encounter outside of the content area. The use of the three tiers brings up the idea, how can I determine which words need to be taught and how do I teach these words?
In order to effectively teach vocabulary, we need to understand the duality of vocabulary. Educational research has determined that there is both receptive vocabulary and productive vocabulary. A students’ receptive vocabulary is the words that they understand when they hear them or read them. On the other hand, a students’ productive vocabulary is the words that the student is able to use correctly while speaking or writing (Stahl & Bravo, 2010). Our goal through daily vocabulary instruction is to increase both productive and receptive vocabulary to build students’ word knowledge and word consciousness.
There are many thoughts and approaches to effective vocabulary instruction. One widely accepted model of vocabulary is the three tiered model by Beck, McKeown, and Kucan (2002). In the text the authors describe how vocabulary is divided into three categories. The first tier consists of basic words that can easily be acquired through daily reading or conversation. The second tier consists of more complex words that are used across the curriculum or may have multiple meanings that would be more difficult to decipher. The third and last tier contains very technical, content specific words that a reader would not encounter outside of the content area. The use of the three tiers brings up the idea, how can I determine which words need to be taught and how do I teach these words?
http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/
Which words should I teach?
In order to provide your students with a variety of new vocabulary words you need to take a wide reading approach. This means that in small and whole group settings you need to read and provide students the opportunity a variety text: fiction, non-fiction, fantasy, realistic fiction, poetry, content area reading, etc. With each type of text that you expose students to new vocabulary is introduced.
When determining vocabulary to teach, teacher previewing is crucial. As teachers we serve as model readers and writers to the students and it is important that we preview in context to determine which words we think the students will struggle with. Look for tier 2 and tier 3 words that may not be decodable or the students may not be familiar with. From there, pare down the list to the words that are essential to understanding the content of the text. The essential words should be words that the student is likely to encounter again, unlikely to know already, and crucial to understanding the text. These are the words that the students will need to learn in order to fully understand the text, so these are the words that should be taught and focused on during class time. (Brozo and Simpson, 2007)
In order to provide your students with a variety of new vocabulary words you need to take a wide reading approach. This means that in small and whole group settings you need to read and provide students the opportunity a variety text: fiction, non-fiction, fantasy, realistic fiction, poetry, content area reading, etc. With each type of text that you expose students to new vocabulary is introduced.
When determining vocabulary to teach, teacher previewing is crucial. As teachers we serve as model readers and writers to the students and it is important that we preview in context to determine which words we think the students will struggle with. Look for tier 2 and tier 3 words that may not be decodable or the students may not be familiar with. From there, pare down the list to the words that are essential to understanding the content of the text. The essential words should be words that the student is likely to encounter again, unlikely to know already, and crucial to understanding the text. These are the words that the students will need to learn in order to fully understand the text, so these are the words that should be taught and focused on during class time. (Brozo and Simpson, 2007)
How do I
teach vocabulary?
Word walls are used in classrooms all across the country. Teachers put important or high frequency words up and students are expected to internalize and use those words. This approach is ineffective, but there are other strategies that help students learn and produce those words in their writing. When teaching the essential words, one effective strategy is a think aloud. First, build up students’ background knowledge on the topic and ask students to think of any connections they may have to the topic. Next, find each word in the text and model and think through how to use the context and words parts to build up meaning for each word (Brozo & Simpson, 2007). Repeated readings of the text and providing multiple opportunities to use and review new vocabulary will also support understanding and internalization of these words (Sibold, 2011).
Another strategy for teaching words in context is through vocabulary journals. These journals have many different names and formats, but the concept is the same. To use a vocabulary journal the students need to be introduced to the new word, then draw a pictorial representation of the word and/or create a sentence which reflects understanding of the word. These words should be kept alphabetically and show connections to new words (Sibold, 2011).
Word walls are used in classrooms all across the country. Teachers put important or high frequency words up and students are expected to internalize and use those words. This approach is ineffective, but there are other strategies that help students learn and produce those words in their writing. When teaching the essential words, one effective strategy is a think aloud. First, build up students’ background knowledge on the topic and ask students to think of any connections they may have to the topic. Next, find each word in the text and model and think through how to use the context and words parts to build up meaning for each word (Brozo & Simpson, 2007). Repeated readings of the text and providing multiple opportunities to use and review new vocabulary will also support understanding and internalization of these words (Sibold, 2011).
Another strategy for teaching words in context is through vocabulary journals. These journals have many different names and formats, but the concept is the same. To use a vocabulary journal the students need to be introduced to the new word, then draw a pictorial representation of the word and/or create a sentence which reflects understanding of the word. These words should be kept alphabetically and show connections to new words (Sibold, 2011).
(Sibold, 2011)
Concept word maps are graphic organizers used to promote vocabulary acquisition. They can take different formats, but in general the map asks the reader to answer what is the word, what is it like, and what are some examples and non-examples of the word (Arguelles, 2008). Defining and thinking critically about each word will
help students to gain a deeper understanding words and how to use them.
(Arguelles, 2008)
Another similar format is the Frayer Model, which is a multimodal vocabulary strategy. The Frayer Model asks the students to create a definition, give examples, non-examples, and create a pictorial representation of the word.
Another similar format is the Frayer Model, which is a multimodal vocabulary strategy. The Frayer Model asks the students to create a definition, give examples, non-examples, and create a pictorial representation of the word.
How can
we construct meaning for unknown words?
When a student comes across an unknown word in context, we often tell them to look for context clues to support our understanding of the word. We look for hidden definitions around words. This is can be effective; however, we often neglect the hidden meanings within the words themselves. Many words, including compound words and words derived from Greek and Latin, hold clues within themselves to help students unlock their meaning. For 60% of the multi-syllabic words in English, the meanings can be understood by analyzing word parts (Bromley, 2007; Nagy & Scott, 2000).
Using morphology, the study of a language’s word parts, as a part of vocabulary instruction is a valuable tool in helping students to unlock the meaning of new words. As a matter of fact, a single Greek or Latin word pattern can be used in understanding 20 or more English words (Rasinski, Padak, Newton, & Newton, 2011). Knowing this, schools should begin implementing some sort of root study into the grade level vocabulary curriculum, even in the primary grades.
When a student comes across an unknown word in context, we often tell them to look for context clues to support our understanding of the word. We look for hidden definitions around words. This is can be effective; however, we often neglect the hidden meanings within the words themselves. Many words, including compound words and words derived from Greek and Latin, hold clues within themselves to help students unlock their meaning. For 60% of the multi-syllabic words in English, the meanings can be understood by analyzing word parts (Bromley, 2007; Nagy & Scott, 2000).
Using morphology, the study of a language’s word parts, as a part of vocabulary instruction is a valuable tool in helping students to unlock the meaning of new words. As a matter of fact, a single Greek or Latin word pattern can be used in understanding 20 or more English words (Rasinski, Padak, Newton, & Newton, 2011). Knowing this, schools should begin implementing some sort of root study into the grade level vocabulary curriculum, even in the primary grades.
Vocabulary for English Language Learners
English Language Learners (ELL’s) need more support than Native English speakers. There is one important concept to understand before teaching ELL’s. According to Haynes, linguists have made a distinction between language acquisition and language learning. Language acquisition is how students perceive and understand language, where language learning is non-communicative and is the result of explicit instruction of the rules of the language. In language learning students have language knowledge and are able to expound on that knowledge (2005). Language learning benefits the students most when they are developmentally and linguistically ready.
ELL’s begin to acquire the language socially through Basic Interpersonal Communication Skills (BICS) and then academically through Cognitive Academic Language Proficiency (CALP). BICS usually develop over zero to two years with the language through play and social communication. CALP involves the language needed to finish academic or cognitive tasks and in most students will fully develop after seven to ten years (Haynes, 2005). In order to best teach ELL’s, it is important to adjust the pace of the curriculum for these students and take a more targeted approach to teaching the new vocabulary. Some strategies to help teach ELL’s include:
1. Build background knowledge
2. Use visuals when introducing new vocabulary
3. Practice new vocabulary many times through different activities
4. Explicitly teach the meaning of each new vocabulary word before reading it in context
Through repeated exposures and multiple contexts for new vocabulary students have a better chance of being successful with learning these new words. ELL’s need more exposure to new words than their native-English speaking counterparts (August & Shanahan, 2006).
English Language Learners (ELL’s) need more support than Native English speakers. There is one important concept to understand before teaching ELL’s. According to Haynes, linguists have made a distinction between language acquisition and language learning. Language acquisition is how students perceive and understand language, where language learning is non-communicative and is the result of explicit instruction of the rules of the language. In language learning students have language knowledge and are able to expound on that knowledge (2005). Language learning benefits the students most when they are developmentally and linguistically ready.
ELL’s begin to acquire the language socially through Basic Interpersonal Communication Skills (BICS) and then academically through Cognitive Academic Language Proficiency (CALP). BICS usually develop over zero to two years with the language through play and social communication. CALP involves the language needed to finish academic or cognitive tasks and in most students will fully develop after seven to ten years (Haynes, 2005). In order to best teach ELL’s, it is important to adjust the pace of the curriculum for these students and take a more targeted approach to teaching the new vocabulary. Some strategies to help teach ELL’s include:
1. Build background knowledge
2. Use visuals when introducing new vocabulary
3. Practice new vocabulary many times through different activities
4. Explicitly teach the meaning of each new vocabulary word before reading it in context
Through repeated exposures and multiple contexts for new vocabulary students have a better chance of being successful with learning these new words. ELL’s need more exposure to new words than their native-English speaking counterparts (August & Shanahan, 2006).
Resources and Research for Parents and Teachers
References
Arguelles, M. E. (2008). Vocabulary and language development for all [Powerpoint Slides]. Retrieved from http://www.dpi.state.nd.us/title1/08fallconfhandouts/vocab.pdf
August, D. & Shanahan, T. (2006) Developing literacy in second-language learning: Report of national literacy panel on language-minority children and you. Mahwah, NJ; Lawrence Erlbaum and Associates
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Bromley, K. (2004). Rethinking vocabulary instruction. The Language and Literacy Spectrum, 14 (Spring), 3-12.
Brozo, W.G., & Simpson, M.L. (2007). Content literacy for today’s adolescents: Honoring diversity and building competence (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Haynes, J. (2005). Everything ESL. Retreived from http://www.everythingesl.net/inservices/bics_calp.php
Nagy, W. E., & Scott, J.A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of reading research, volume III, (pp. 269-284). Mahwah. NJ: Lawrence Erlbaum Associates Publishers.
Rasinski, T.V., Padak, N., Newton, J., & Newton, E. (2011) The Latin-Greek connection. The Reading Teacher, 6, 133-141.
Sibold, C. (2011). Building English language learners' academic vocabulary strategies & tips. Multicultural Education 18(2), 24-28.
Stahl, K.A.D., & Bravo, M. A. (2010). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63, 566-579.
Arguelles, M. E. (2008). Vocabulary and language development for all [Powerpoint Slides]. Retrieved from http://www.dpi.state.nd.us/title1/08fallconfhandouts/vocab.pdf
August, D. & Shanahan, T. (2006) Developing literacy in second-language learning: Report of national literacy panel on language-minority children and you. Mahwah, NJ; Lawrence Erlbaum and Associates
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Bromley, K. (2004). Rethinking vocabulary instruction. The Language and Literacy Spectrum, 14 (Spring), 3-12.
Brozo, W.G., & Simpson, M.L. (2007). Content literacy for today’s adolescents: Honoring diversity and building competence (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Haynes, J. (2005). Everything ESL. Retreived from http://www.everythingesl.net/inservices/bics_calp.php
Nagy, W. E., & Scott, J.A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of reading research, volume III, (pp. 269-284). Mahwah. NJ: Lawrence Erlbaum Associates Publishers.
Rasinski, T.V., Padak, N., Newton, J., & Newton, E. (2011) The Latin-Greek connection. The Reading Teacher, 6, 133-141.
Sibold, C. (2011). Building English language learners' academic vocabulary strategies & tips. Multicultural Education 18(2), 24-28.
Stahl, K.A.D., & Bravo, M. A. (2010). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63, 566-579.