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The Multidimensional

Vocabulary Crisis

&

ways to address it

Ken Pransky

Curriculum & Instruction Consultant

Collaborative for Educational Services

97 Hawley Street

Northampton, MA 01060

[email protected]

The educational impact The educational impact The educational impact The educational impact

of of of of ofofofof disparate vocabulary disparate vocabulary disparate vocabulary disparate vocabulary

levels, and effecting productive levels, and effecting productive levels, and effecting productive levels, and effecting productive

vocabulary development that vocabulary development that vocabulary development that vocabulary development that

sticks.sticks.sticks.sticks.

Vocabulary growth is not just Vocabulary growth is not just Vocabulary growth is not just Vocabulary growth is not just

accidental, and vocabulary gaps accidental, and vocabulary gaps accidental, and vocabulary gaps accidental, and vocabulary gaps

increase over timeincrease over timeincrease over timeincrease over time

© 2010 Ken Pransky

Scary Vocabulary FactsLongitudinal research (Hart & Risley, 1995) yielded the following scary statistics about average vocabulary levels in children from 3 social classes:families on public assistance, working class families &professional families.

About how many words were in the functional vocabularies of 3-year-olds? 500+/- 700+/- 1,100+/-

About how many words had those children heard cumulatively in the home, by the time they were 4?

13+/- million 26+/- million 45+/- million

© 2010 Ken Pransky

““““Known vocabularyKnown vocabularyKnown vocabularyKnown vocabulary”””” word level ranges from 5,000word level ranges from 5,000word level ranges from 5,000word level ranges from 5,000----

25,000+ at end of first grade; estimates for college25,000+ at end of first grade; estimates for college25,000+ at end of first grade; estimates for college25,000+ at end of first grade; estimates for college----ageageageage

students, ranges from 19,000students, ranges from 19,000students, ranges from 19,000students, ranges from 19,000----200,000+ 200,000+ 200,000+ 200,000+ (Moats 2000)(Moats 2000)(Moats 2000)(Moats 2000)

3333----yearyearyearyear----oldsoldsoldsolds’’’’ vocabulary gap measurable in reading vocabulary gap measurable in reading vocabulary gap measurable in reading vocabulary gap measurable in reading

performance in 3performance in 3performance in 3performance in 3rdrdrdrd grade grade grade grade (Hart & (Hart & (Hart & (Hart & RisleyRisleyRisleyRisley, 2003), 2003), 2003), 2003)

Academically high achieving 3rd graders had the Academically high achieving 3rd graders had the Academically high achieving 3rd graders had the Academically high achieving 3rd graders had the

same vocabulary level as academically struggling 12same vocabulary level as academically struggling 12same vocabulary level as academically struggling 12same vocabulary level as academically struggling 12thththth

graders graders graders graders (Smith, 1941)(Smith, 1941)(Smith, 1941)(Smith, 1941)

© 2010 Ken Pransky

http://reading.uoregon.edu/big_ideas/voc/voc_what.php

�Between grades 1 - 3, low SES students' vocabularies increase about 3,000 words @ year, middle-class students’ by about 5,000�Average student in grades 3 to 12 likely to learn approximately 3,000 new vocabulary words @ year, when reading between 500,000 and a million running words of text per year�About 12-15,000 words (7-9,000 word families) needed to transition to ‘read to learn’ from ‘learn to read’—around 3rd-4th grade (Roessingh, 2009)�middle income comm. = 13 venues, 358 titles

low income comm. = 4 venues, 55 titles(Newman & Celano, 2001)

© 2010 Ken Pransky

Basic Categories of English Users

SES (Standard English Speaker; literacy oriented)* * * * * * * * * *

ELL (English Language Learner; formally schooled/more formally educated parents)****************************************SEL (Standard English Learner)LTEL (Long Term English Learner)ELL (English Language Learner; no formal schooling/less formally educated parents)SIFE (Students w/Interrupted Formal Education)

© 2010 Ken Pransky

highvocabulary

level

highsyntax

knowledge

standard dialectskills

highnarrative

level

School-matched

cognitive &cultural skills

You have 1, You have 1, You have 1, You have 1,

you have you have you have you have ‘emememem all!all!all!all!

You need 1, You need 1, You need 1, You need 1,

you need you need you need you need ‘emememem all!all!all!all!© 2010 Ken Pransky

Social interaction language and academic language are really different animals!

Students who have communicative ability in English do not necessarily own the language of school and school learning!

© 2010 Ken Pransky

Germanic

1-2 syllables

all speakers

everyday L

Tier 1

slang

fear

French

2+ syllables

SES mostly

everyday/school/prof.

Tier 2 & 3

terror

Latin & Greek

multisyllabic

SES mostly

school/prof.

Tier 2 & 3

trepidation

social language academic language

© 2010 Ken Pransky

The “bricks & mortar” analogy:

the bricks are the specific content vocabulary of the bricks are the specific content vocabulary of the bricks are the specific content vocabulary of the bricks are the specific content vocabulary of

a subject (e.g.: radius; sedimentary rock) a subject (e.g.: radius; sedimentary rock) a subject (e.g.: radius; sedimentary rock) a subject (e.g.: radius; sedimentary rock)

the mortar is the general academic vocabulary the mortar is the general academic vocabulary the mortar is the general academic vocabulary the mortar is the general academic vocabulary

and ways of using language that span subjects and ways of using language that span subjects and ways of using language that span subjects and ways of using language that span subjects

(i.e.: concept; analyze; process; according to(i.e.: concept; analyze; process; according to(i.e.: concept; analyze; process; according to(i.e.: concept; analyze; process; according to…))))

We have to help students learn both the bricks

and the mortar: especially the mortar.

© 2010 Ken Pransky

3 TIERS of VOCABULARY(adapted from Beck, McKeown & Kucan)

Tier 1 = nice

Tier 3 = winsome

Tier 2 = pleasant, considerate

Everyday vocabulary, mostly monosyllabic; overused words; don’t need to teach these

1) Low frequency words, mostly multisyllabic; not functionally useful; don’t need to teach

2) Bricks; don’t need to teach separately

1) High frequency, very functionalsynonyms of tier 1 words, usually mutlisyllabic; must teach2) Instructional vocabulary (verbs); mortar; must teach

© 2010 Ken Pransky

© 2010 Ken Pransky

Words with Multiple MeaningsA bar—candy

�a block of soap�something made of sand�a cylindrical piece of iron on a window�stop someone from doing something�an organization for lawyers�a place to go to drink alcohol�a place in your house to keep alcohol�with none = nothing better or greater than�a lump of metal�a term in music

& more…© 2010 Ken Pransky

2-Word (phrasal) Verbs�I was put out when my friend called and said she couldn’t make it.�I put out food for my dog.�(Censored)�The old race horse was put out to pasture.�Thank God the extinguisher was nearby, and I could put out the fire before it spread. �That publisher puts out 2 journals and several new books each year.�I put out my maximum effort but couldn’t finish the race.�The fleet put out to sea on August 3rd.�In the second inning, there were 2 put outs.

© 2010 Ken Pransky

Vocabulary Instruction�Practice makes perfect: at least 10-12, &

recycle/revisit�Reward effort�Vocabulary teaching should match stages of

vocabulary learning�Memorizing isn’t very helpful�Model that words have value�Production over reception�“Meaningful” sticks more�Student self awareness is key!�Adding visual dimension helps�Keep it fun!�Have students learn adjective or verb forms if possible

© 2010 Ken Pransky

identify

ground

From Pransky, K and Zacarian, D. (fall, 2011)

Teacher’s Guide to Vocabulary Instruction

Northampton, MA: CESAll rights reserved

fine tune

© 2010 Ken Pransky

The Identify StageThere are several factors involved in successful instruction & learning in the “identify” stage:

� “paring away the clutter”� deciding on words� “pointing out” & “capturing”� making the process visual� hinting, not telling� guessing from context� word pieces� creating a vocabulary-appreciation

culture� rousing student interest, getting student

attention� creating skillful Word Walls © 2010 Ken Pransky

Pulling tier 2 words fromread-alouds

8-10 wordsper dayS will retain

2-3

explain,elaborate,discuss,compare

175 x 2-3 = 350 – 525 words/year!

more repetition = more retention© 2010

Ken Pransky

Living Word Vocabulary Living Word Vocabulary Living Word Vocabulary Living Word Vocabulary

((((BiemillerBiemillerBiemillerBiemiller & & & & SloninSloninSloninSlonin, 2001), 2001), 2001), 2001)

Think Think Think Think “ multisyllabic, useful wordsmultisyllabic, useful wordsmultisyllabic, useful wordsmultisyllabic, useful words”Pay attention to student language Pay attention to student language Pay attention to student language Pay attention to student language

useuseuseuse

Words that describe personal Words that describe personal Words that describe personal Words that describe personal

attributes attributes attributes attributes

Words that describe actionsWords that describe actionsWords that describe actionsWords that describe actions

Synonyms of text wordsSynonyms of text wordsSynonyms of text wordsSynonyms of text words

What Words?

© 2010 Ken Pransky

“Indirect” Vocabulary Instruction

�Meaningfully use new words in everyday contexts

�Discuss re students’ lives�Pose questions:

� right/wrong & why� better/worse & why� more exact/less exact & why

© 2010 Ken Pransky

Organizers

�4 square�Semantic webs�Clusters�Word association webs�Class charts�Word boxes

© 2010 Ken Pransky

Semantic Map

© 2010 Ken Pransky

•Applause, applause•I’ve got/who’s got?•Have you ever? •Would you/could you?•When/How/Why woodja, mytcha,

coodja

Class activities for engaging with indentified words

© 2010 Ken Pransky

Hook Background Thesis

Have you ever…? In the year… The evidence showsthat…

Why do you Many _______ say…think…? I believe that…

Reasons & Counter- ConclusionEvidence Argument

First… On the other hand… So, to summarize,...

For example… Be that as it may… In conclusion…

© 2010 Ken Pransky

Domain

Appropriate

verbs

Student

products

Verb Wheel Based

on Bloom's Taxonomy

http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html

© 2010 Ken Pransky

un-re-in-, im- (not)dis-en-, em-non-in-, im- (into)

over-mis-pre-

10 Most Frequently Appearing Prefixes

© 2010 Ken Pransky

Rousing Interest

Establishing Value© 2010 Ken Pransky

To learn new words, students need to discriminate between:

I know what this word means, &

I think I know this word,I think I know this word,I think I know this word,I think I know this word,

IIII’ve heard this word before,ve heard this word before,ve heard this word before,ve heard this word before,

I can read this wordI can read this wordI can read this wordI can read this word

Developing metacognitive awareness must come simultaneous with vocabulary learning.

…because they kill comprehension!

We called these

“death words”

© 2010 Ken Pransky

Guessing Meaning from Context

Direct: obvious, specific meaningAfter the main course, the mimzee was served. It was sweet and creamy!

General: not specific enough for a very accurate guess“I heard a lot of noise while I was out of the room,”I said nookily. “I expected better from you.”

Ambiguous: not possible to guess wellI grabbed the sporkle, and off I went!

?

**18-19 words known out of 20**

© 2010 Ken Pransky

Clozes� zip� synonym� maze

C(2)QU (Blechowicz, 1993) ① present word in context, S guess, justify② present more info, S reevaluate as needed③ ask probing Qs of meaning④ S write sentence w/word

Metacognitive Strategy Instructiono look (at, before, after)o reasono guesso take a stand

© 2010 Ken Pransky

Avoiding word walls that no one

looks at, &maximizing their

value© 2010 Ken Pransky

Word Walls D0s & Don’ts�Must be organized:

� by color, and/or� by category, and/or� by meaning, and/or� by letter size

�5-8 words at a time

�not alphabetized or random

�not just for sight words

�graphic organization is helpful© 2010 Ken Pransky

POLYGON

Quadrilateralsquarerectanglerhombusparallelogram

Triangleequilateralisoscelesscalene

lineangle

powerful adjectives & verbspowerful adjectives & verbspowerful adjectives & verbspowerful adjectives & verbs

wonderful/beautiful/peachy wordswonderful/beautiful/peachy wordswonderful/beautiful/peachy wordswonderful/beautiful/peachy words

antonyms, synonyms, words w/multiple antonyms, synonyms, words w/multiple antonyms, synonyms, words w/multiple antonyms, synonyms, words w/multiple meaningsmeaningsmeaningsmeanings

mortar words & phrasesmortar words & phrasesmortar words & phrasesmortar words & phrases

our instructional languageour instructional languageour instructional languageour instructional language

Bricks (content words) in math, science, Bricks (content words) in math, science, Bricks (content words) in math, science, Bricks (content words) in math, science, ssssssss

smaller smaller smaller smaller ““““portableportableportableportable”””” sections are bettersections are bettersections are bettersections are better

Shameless self-

promotional plug #2!

From the My

FANTASTICWord Book(winter, 2011)

The Grounding & Fine Tuning Stages

�practice should be scaffolded as needed

�practice should be sufficient�practice should be meaningful�practice should be cognitively

challenging�practice should be enjoyable�practice should be to apply knowledge�ask students to justify/explain/defend

their answers

According to the author…

From the perspective of…

Scientists have found that…

Add one comment each.

Paraphrase what has just been said.

Extend what was just said.

© 2010 Ken Pransky

�Bingo�Concentration (vary cards)�Card Games

� Go fish� Slap Jack

�Commercial games� Pictionary� Scattergories

�TV Game shows� 20,000 Pyramid� Password� Jeopardy� Wheel of Fortune (Dice of Fortune)

games

�Jumbles & Codes�Riddles�20 questions�Hink Pink�Charades�Categories

© 2010 Ken Pransky

Useful web siteshttp://www.duallanguageproject.comhttp://www.vocabulary.comhttp://www.randomhouse.com/features/rhwebsters/

game.htmlhttp://wordexplorations.com

Useful vocabulary resourcesVocabulary Instruction (2004) Bauman & Kame’enuiBringing Words to Life (2002) Beck, McKeown & KucanAccelerated Vocabulary Instruction (2007) Akhavan