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DEVELOPING
VOCABULARY IN SCHOOLAntoinette Alderete, Sandy Frey, Nadine McDaniel,
Marlaina Romero.
Dr. Carol Westby, Rosario Roman, MS CCC-SLPUniversity of New Mexico
Philadelphia, PA
ASHA November 2004
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Issues in Vocabulary Development
1. Orally tested vocabulary at the end of first gradeis a significant predictor of reading comprehension10 years later. (Cunningham, A.E., & Stanovich, K.E. (1997).
2. During the school years, children must acquire3,000-4,000 words/year(Nagy & Anderson, 1984)
3. Children from low socioeconomic backgroundsenter school with much smaller vocabularies (Hart &Risley, 1995)
4. Vocabulary meaning cannot easily be learned fromcontext (Beck, McKeown, & Kucan, 2004).
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Speech-language pathologists (SLPs) regularlyevaluate students vocabulary knowledge with:
1. Peabody Picture Vocabulary Test III (1997)
2. CASL (1999)
3. Word Test (1990)
4. One-Word Expressive Vocabulary Test and
One-Word Receptive Vocabulary Test
SLPs have a significant role in developingvocabulary:
1. Become aware of the vocabulary requirements inthe classroom.
2. Become familiar with the specific strategies forpromoting vocabulary development.
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Four Types of Vocabulary Teaching
Engaging in reading: Interactive book reading
strategies that promote language development
Direct Vocabulary Instruction: Strategies forexplicitly teaching word learning
Teaching Word-Learning Strategies: Strategiesfor using morphological knowledge to determineword meaning
Fostering Word Consciousness: Strategies for"playing with language" to increase comprehensionof multiple word meanings and figurative language
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Engaging in Reading withBlanks Levels of Questioning
Immediate talk about the books Name objects, characters Describe events
Non-immediate talk that goes beyond what is inthe book Encourage children to make connections to past
personal experiences Discuss the meanings of words
Make inferences, draw conclusions
Blank, M., Rose, S. A., Berlin, L. J., (1978). The Language OfLearning: The preschool years. Grune & Stratton: New York
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Blanks Levels of Language Abstraction
Level Description Example
I. Matching perception Reporting and responding to
perceptually obvious material
in the environment
Point to the bat
Heres a star. Point to
another star.
II. Selective analysis
of perception
Reporting and responding to
perceptual information that isless salient
What did Papagayo do
while the others weresleeping?
What color is Papagayo?
III. Reordering
perception
Using language to restructure
perceptual information and
inhibit predisposing
responses
What does mischief
mean?
Who is not a night
creature?
IV. Reasoning about
perception
Using language to predict,
explain, theorize, and reason
about relationships
Why did the night
creatures ask Papagayo
to stop squawking?
Why were they afraid of
the moon-dog?
f B k R d
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Types of Book Reading Interaction Before reading: Guided Reading/Picture Walk
use target vocabulary to describe pictures; make
inferences During reading: Dialogic Reading use immediate and non-immediate talk in discussions
during reading. After reading: Text Talk
explicitly discuss target vocabulary after reading. Verdi was astonished. He was very surprised that the adult
green snakes had be able to run and climb at one timenowthey just hung in the trees. He thought they had never beenable to run.
Children say the word astonish. Teacher says, I wasastonished the first time I went to the balloon fiesta. (thenexplains why she was astonished)
Children generate their own examples of being astonished Contrast with other words. Weve talked about a time Verdi was
astonished. Tell me about a time that Verdi was frantic. When
have you been frantic?
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Direct Vocabulary Instruction
Categorize vocabulary into 3 levels forinstruction Tier 1: basic words that rarely need to be taught
- swing, colors, strong, whiskers
Tier 2: high frequency words for capable languagelearners; important to have in ones vocabulary- ridiculous, graceful, whimpering, greedily
Tier 3: low frequency; usually specific to anacademic domain; best learned in the content area- Biomass, extraction, emergent, forest floor
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Criteria for identifying Tier 2 words Importance and utility
appear frequently across domains likely to occur in many texts useful in describing experiences
Instructional potential can be worked with in a variety of ways, so
students can build rich representations relate to other words and ideas adds dimensions to ideas already developed
Conceptual understanding general concept is understood provides precision and specificity in describing
concept
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Word Know well,can we
explain it,use it
Knowsomething
about it,can relateto asituation
Have seenor heard
the word
Do not knowthe word
Ridiculous
GracefulWhimpering
Greedily
Scampered
AstoundedFrantic
Astonished
Self Assessment Vocabulary Knowledge
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Vocabulary Instruction Contextualize word for its role in the story.
The night creatures told Papagayo they wereafraid of the sunlight.
Papagayo thought this was ridiculous. He thoughtit was silly, foolish, or nonsense because theanimals could never be happy if they were alwayshiding. He laughed at their idea that they shouldbe afraid of the sunlight.
Have children repeat word so they create a
phonological representation. Sound out the word ridiculous
Explain the meaning of the word Ridiculous means that something is foolish or
silly. It doesnt make sense; its laughable
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Give examples in contexts otherthan the story.
It is ridiculous to wear your shoes on yourhead. People once thought the world was flat and
you could fall off the edge. We now know thiswas a ridiculous idea.
Children provide their own examples Tell me about a time that you saw or heard
something that was ridiculous.
Children say word again to reinforce itsphonological representation. Segment the word ridiculous by tapping out
syllables
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Teaching Word Strategies
Understanding Morphology
Teach students how to use word parts todetermine meaning
Teach inflectional morphology Verb tenses Plurals, possessives
Teach derivational morphology: Define
meanings of: Prefixes Suffixes Root words
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Root Basic Meaning Example word
-dict- To say Diction
-morph- Form Metamorphic
-ject- To throw Eject-tract- To pull, drag Attract
-port- To carry Deport
Root Words, Prefixes, and Suffixes
Prefix Basic Meaning Example word
pre- Before Preview
de- Away, off Deforest
dis- Not, not any Disbeliefunder- Not enough Underweight
re- Again Rebuild
Suffix Basic meaning Example word
-tion Action Extinction
-ment Action
-ous Suffix added to
verbs or nouns
makes an adj.
Ridiculous
-ate Cause to be activate
-ize Forms verbs
from nouns andadjectives
Jeopardize
Endangerment
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Steps on Word Analysis Explain meaning of prefix: a prefix is a group
of letters that goes in front of a word. Un- is a
prefix. It means not. Re- is a prefix that meansto do again.
Give examples
They sat silent, blinking in the unfamiliarsunlight
The sunlight was not familiar to them. They were notused to being out in the sunlight.
Papagayo was unafraid of the moon-dog. He was not afraid. He was not worried. He had an ideaof what he could do about the moon-dog.
- The moon-dog reappeared each night.- Appear is to be seen. The moon-dog reappeared each
night. The animals saw him again and again.
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Word Analysis StrategyFollow-up Activities
Work on spelling rules for suffix addition When adding ly, less or ness to words ending
in y, change y to i Penny: penniless happy: happiness Hungry: hungrily greedy: greedily
Emphasize dictionary skills, combininginstruction in the entomology of words
Ecology Eco = environment -logy = the study of
Ecology = the study of the environment
Photosynthesis Photo- = light synthesis = to put together
photosynthesis = to put together using light
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Two Word Sorts: Put words into twopiles based on a morphological rule
Precipitation
Vegetation
Conservation
Deforestation
Extinction
Thunderous
Ridiculous
Delicious
Raucous
Ferocious
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Fostering Word Consciousness
Logology (all forms of word play) Onomastics: proper names
Words named after people, e.g., Douglas fir, Bartlettpear
Names appropriate to an occupation, e.g., Mr. Forrest,the ecologist; Ms. Aves, a bird specialist (Aves is thescientific name for birds)
Word formations: affixes, compounds, acronyms(BRIDGE)
Word games: alliteration, rhymes, riddles, tonguetwisters
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Figurative language (a specific form oflogology)
Idioms The turtles are shy, but are coming out of their
shells.
The fish always go with the flow.
Similes/Metaphors The giraffe was like a flagpole in the jungle.
Quick as lightening
Proverbs The early bird catches the worm.
S i f D l i W d
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Strategies for Developing WordConsciousness
Games
Card games creating pairs of words using figurativelanguage, morphological rules, vocabulary definitions
Not feeling well Under the weather
Prefix De- Away, off
Ridiculous Foolish
Board games playing board games by having studentsuse figurative language, morphological rules,
vocabulary definitionsThe giraffes had their heads in the _____ .
Most animals live in this layer of the rainforest.
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Meta-cognitive Manipulation of words/wordparts
Word riddles manipulating words to make jokesor riddles
Word: Monkey
Related words: ape, chimp, banana, tree, swing
Riddle: What do you call the monkey who won first place inthe swinging race?
Answer: Thechimpion
Name riddles using names with related wordparts to create riddles or jokes
Riddle: What monkey freed the slaves?
Answer:Aperaham Lincoln
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Active engagement with discussion Categories: Using a grid to fill words associated
with the theme.
Word Fluency: Using categorization to learnvocabulary. The teacher provides a category andstudents name as many words as they can relatedto the category
Rainforest animals: frog, bat, ocelot, sloth, toucan Layers of the rainforest: treetops, canopy, understory,
forest floor
20 Questions: One student selects a word from adeck and the other students ask yes/no questions to try and
guess the word
C A N O P YCover Animal
shelterNetwork ofbranches &vines
Ocelot Pathway tonests &food
Yellowviper
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Art (students make drawing to representidioms)
Drama (act out idioms) Figurative language chart
Word or Phrase Literal Meaning Figurative Meaning
Tongue tied A tongue that is tied into aknot
Not being able to speakbecause you are shy, nervous,
excitedTurning over a new leaf Turning a leaf onto a new
sideA fresh start, a newbeginning
Poetry (encourage students to use alliteration,
rhyming, similes, and metaphors in poetry)Willaby Dillaby Dallaby Doh,Help me pick my ripe mango.If you do youll get one bite,Now pull and pull with all your might.
Tingo Tango Mango Tree Marcia Vaughn
J.F. Baumann & E.J. KameEnui. (Eds.). (2004). Vocabulary Instruction:Research to Practice. New York: The Guilford Press.
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