Vocabulary RF

Vocabulary:
Defining Best Practice in

Reading First Schools
Michael C. McKenna
University of Virginia
Todays Goals
Learn about how children acquire

word meanings
Examine research findings on
vocabulary instruction
Discuss scientifically-based
instructional approaches
Form an action plan for your schools
What are some ways elementary-
school children learn new vocabulary?
What are some ways elementary-

school teachers typically teach new
vocabulary?
Is the word vocabulary
in your vocabulary?
word-hoard
estuary
argon
id
What is vocabulary?
Speaking vocabulary
Listening vocabulary
Modality
Reading vocabulary
Writing vocabulary
Domain General vocabulary
Technical vocabulary
Meaning vocabulary
What is vocabulary?
Speaking vocabulary
Modality
Reading vocabulary
Writing vocabulary
Meaning vocabulary
What is vocabulary?
Speaking vocabulary
Modality
Reading vocabulary
Writing vocabulary
Meaning vocabulary
What is vocabulary?
Speaking vocabulary
Modality
Reading vocabulary
Writing vocabulary
Meaning vocabulary
What is vocabulary?
Speaking vocabulary
Modality
Reading vocabulary
Writing vocabulary
Meaning vocabulary
1755 Dictionary of the
English Language
English Language
114,000 words
English Language
114,000 words
impertransibility
queck
nould
English Language
114,000 words
2005 Oxford English

Dictionary (3rd ed.)
English Language
114,000 words
2005 Oxford English

660,000+ words
webcam
cyberphobic
doh
2005 Oxford English

660,000+ words
Doh!
English users follow set rules for
coining new words, thus adding
greatly to the number of potential
words in the language.
English users follow set rules for
coining new words, thus adding
greatly to the number of potential
words in the language.
The postman likes our street

because it is dogless.
Are you a logophile?
Are you a logophile?
words
A Vocabulary
Challenge
To comprehend what we read, at least
95% of the words must be recognized
automatically.
How is this possible given the number of

words in English?
50K
40K
30K
20K
10K
5,000
1,500
0
K 12
50K
45,000
40K
30K
20K 17,000
10K
5,000
1,500
0
K 12
Vocabulary levels diverge
greatly during the primary
years, and virtually nothing
effective is done about this
in schools. (p. 29)
Andy
Biemiller
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kameenui (Eds.), Vocabulary instruction: Research to practice (pp. 28-
40). New York: Guilford.
Oral vocabulary at the end of first
grade is a significant predictor of
comprehension ten years later.
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading

acquisition and its relation to experience and ability 10
years later. Developmental Psychology, 33, 934-945.
Why is a large vocabulary
associated with good
comprehension?
The Instrumental Hypothesis
Vocabulary aids comprehension by

providing the reader with a tool, or
instrument.
The Knowledge Hypothesis
Its not so much the words themselves

that help, but the knowledge they
represent.
The Aptitude Hypothesis
Comprehension and vocabulary are

correlated not because one causes
the other, but because both reflect a
more general underlying verbal
aptitude. Stahl & Nagy (2005)
The Access Hypothesis
A larger vocabulary means

a deeper understanding of words
(including nuances of meaning)
quicker access to words in the
lexicon
flexibility in deciding among
multiple meanings
The Reciprocal Hypothesis
Having a bigger
vocabulary makes
you a better reader.
Reading more Being a better reader

gives you a bigger makes it possible for
vocabulary you to read more
Four Obstacles to Acquiring a
Large Vocabulary
1. The number of words in English is very

large.
2. Academic English differs from the kind
of English used at home.
3. Word knowledge involves far more than
learning definitions.
4. Sources of information about words are
often hard to use or unhelpful.
Stahl & Nagy (2005)
How do we learn words
from experiences?
gavagai
An aborigine points to a running rabbit

and says Gavagai. Can you infer the
words meaning?
Each encounter with a word helps
a child narrow its meaning. For
example, if he next hears the word
gavagai used to refer to a sitting
rabbit, the child will infer that
running is not connected with the
meaning.
Young children learn word meanings
from one-on-one interactions with
parents and siblings. These
interactions may be rich or poor.
Consider two examples based on
Hart and Risleys (1995) comparison
of families of different socioeconomic
levels.
Yeah.
Do I have to
eat these?
Motherese
Yes, because
they have
vitamins that
will help you
grow and get
stronger.
Do I have to
eat these?
What does it mean
to know a word?
A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,

connected to other word meanings
A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,

connected to other word meanings
The Reading System (Adams)
Context
Processor
Meaning
Processor
Orthographic Phonological
Processor Processor
Reading Writing Speech

The Reading System (Adams)
Context
Processor
Lexicon
Meaning
Processor
Orthographic Phonological
Processor Processor
Reading Writing Speech

lexicon
That part of long-term memory
devoted to word knowledge
How is a word stored
in the lexicon?
cat
cat c-a-t
/kat/
meow
cat c-a-t
4 legs /kat/
pet
animal
meow
cat c-a-t
4 legs /kat/
pet
lion
animal
mammal
meow
cat c-a-t
4 legs /kat/
pet
lion
animal
mammal
meow
cat c-a-t
4 legs /kat/
pet
lion
animal
mammal
meow
dog cat c-a-t
4 legs /kat/
pet
lion
animal
mammal
meow
dog cat c-a-t
4 legs /kat/
pet
lion
animal
mammal
meow
dog cat c-a-t
4 legs /kat/
pet
lion
Dual Coding Theory
Two systems are involved in learning words.
One contains verbal information, the other non-
verbal (images). When we learn a word, real-
world images that we associate with the concept
are also stored. Accessing a word in the lexicon
therefore involves both the verbal system and
non-verbal (imagery) system.
~ Moral ~
When teaching new words, use pictures and
other images where possible.
animal
mammal
meow
dog cat c-a-t
4 legs /kat/
pet
lion
The Nonverbal
(Imagery) System
New meanings and even new
pronunciations of a word may be
added to a childs lexicon over time.
prduce prodce
produce
Raw veggies to make
lean
To rest To rely on
one another
object person
against for
another support
K 1 2 3 4 5 6 7 8
Is wide reading enough?
Why Wide Reading Why Wide Reading
Is Enough Is Not Enough
Vocabulary size and Context is generally
the amount a child unreliable as a means
reads are correlated. of inferring word
meanings.
Direct instruction
cannot possibly Most words occur too
account for the number infrequently to provide
of word meanings the number of
children acquire. exposures needed to
learn them.
Marzano, R.J. (2004). The developing vision of vocabulary instruction. In J.F.
Baumann & E.J. Kameenui (Eds.), Vocabulary instruction: Research to
practice (pp. 100-117). New York: Guilford.
There is no obvious reason why
direct vocabulary instruction and
wide reading cannot work in
tandem.
Marzano (2004, p. 112)
Robert
Marzano
The Vocabulary
Catch-22
Children need to learn more words to
read well, but they need to read well to
learn more words.
Perhaps one of the most important
reasons why teachers need to pay
attention to vocabulary is that
vocabulary knowledge is cumulative.
The more words you know, the easier
it is to learn yet more words.
Stahl & Nagy (2005)
What about context
clues?
Four Types of Contexts
1. Directive (provides powerful clues)
Sue was talkative but Bill was taciturn.
2. General (helps categorize a word)
Shed had measles, mumps, and varicella.
3. Nondirective (offers very little help)
The dress was taupe.
4. Misdirective (can be misleading)
He was huge, muscular, and adroit.
Beck & McKeown (2004)
Teaching Students about Context
Remind them that context does

not always provide strong clues.
Remember that many students
may have difficulty making
inferences about words from
context.
Model the process when possible.

Three Broad Categories of Clues
1. Pictorial and Typographic
The crescent moon shone

on the lawn.
My dad calls that a
fingernail moon, said Ed.
2. Syntactic
A zerp was jumming the zum.

3. Semantic
She peeled a juicy, red zum.

Some Types of Semantic Clues
Definition The vole, a small rodent, has a short tail.
Antonym Sue was adroit but Bill was clumsy.
Synonym The soup was hot scalding, in fact.
Example Periwinkle was her favorite color.
General The room was disheveled. Clothes and dirty
dishes were everywhere. Chairs were
overturned, and trash littered the floor.
Series Would you like cake, peach pie, or a flan?
Mood The day was dull and dark. Clouds hung low
and a feeling of melancholy was everywhere.
Experience A pair of crows cawed raucously.
Expression He was as famished as a bear.
Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word
meanings: Strategies and guidelines for teaching morphemic and contextual
analysis. In J.F. Baumann & E.J. Kameenui (Eds.), Vocabulary instruction:
Research to practice (pp. 159-176). New York: Guilford.
Some Types of Semantic Clues
Definition The vole, a small rodent, has a short tail.
Antonym Sue was adroit but Bill was clumsy.
Synonym The soup was hot scalding, in fact.
Example Periwinkle was her favorite color.
General The room was disheveled. Clothes and dirty
dishes were everywhere. Chairs were
overturned, and trash littered the floor.
Series Would you like cake, peach pie, or a flan?
Mood The day was dull and dark. Clouds hung low
and a feeling of melancholy was everywhere.
Experience A pair of crows cawed raucously.
Expression He was as famished as a bear.
Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word
meanings: Strategies and guidelines for teaching morphemic and contextual
analysis. In J.F. Baumann & E.J. Kameenui (Eds.), Vocabulary instruction:
Research to practice (pp. 159-176). New York: Guilford.
But remember . . .
Teaching context clues through

contrived contexts is unlikely to
transfer to natural contexts.
Beck, McKeown, & Kucan (2002)
How do I know which
words to teach?
Two characteristics that make a word
inappropriate for teaching:
1. We cant define it in terms that the

students know.
2. The students are not likely to find the

word useful or interesting.

word family
A group of words formed from a
single root word
history
historic
prehistoric
historical
historian
Beck and McKeowns Three Tiers
Tier 3 Rare words
73,500 word families K-12
Usually content-area related
Examples: isotope, estuary
Tier 2 Important to academic success
7,000 word families
Not limited to one content area
Examples: fortunate, ridiculous
Tier 1 The most familiar words
8,000 word families
Known by average 3rd grader
Examples: happy, go
Tier 3 Rare words
7,000 word families
8,000 word families
Examples: happy, go
Tier 3 Rare words
7,000 word families
8,000 word families
Examples: happy, go
Tier 3 Rare words
Often content-area related
7,000 word families
8,000 word families
Examples: happy, go
Tier 3 Rare words
7,000 word families
8,000 word families
Examples: happy, go
Tier 3 Rare words
7,000 word families
8,000 word families
Goldilocks Words
Examples: happy, go
Stahl & Stahl, 2004
How intensive should
vocabulary instruction be?
Three Types of Words
To Teach
Graves, M.F. (1986). Vocabulary learning and instruction, In

E.Z.Rothkopf (Ed.), Review of research in education
(Vol. 13, pp. 49-91). Washington, DC: AERA.
1. Words already in the students oral
vocabulary, which he or she needs to
learn to recognize in print.
These are words that a child needs to learn to

decode or recognize by sight. (Stahl & Nagy,
2005)
2. Words not in the students oral
vocabulary, but which are labels for
concepts already familiar to the student.
The student may need to learn that apologize
means to say one is sorry, or that elaborate means
pretty much the same as complicated. These
words may represent different shades of meaning
from their synonym, but knowledge of the more
frequent synonym will usually get a reader through
a text containing that word. The different shades
will be learned through continued exposure. Less
intensive instruction may suffice. (Stahl & Nagy, 2005)
3. Words not in the students oral
vocabulary that refer to concepts new to
the student.
For example, the student may not know the word
osmosis, or feudalism, or exponential. In such a
case, it is not simply a matter of not knowing the
word: The student is likely to be totally unfamiliar
with the concept. In this case, a definition or other
brief explanation is unlikely to help. Rather, a
teacher would need to spend a great deal of time
examining such concepts. (Stahl & Nagy, 2005)
Known Concepts not Yet
Associated with New Words
Words in Oral
Vocabulary
W3 W2 W1
Words in Oral
Vocabulary
W3 W2 W1
Words in Oral
Vocabulary
W3 W2 W1
Words in Oral
Vocabulary
W3 W2 W1
What are some of the
guiding principles of
teaching vocabulary?
Guiding Principle
Preteach key words to

improve comprehension.
In 1367, Marain and the settlements
ended a seven-year war with the
Langurians and Pitoks. As a result of this
war, Languria was driven out of East
Bacol. Marain would now rule Laman and
the other lands that once belonged to
Languria. This brought peace to the
Bacolean settlements. The settlers no
longer had to worry about attacks from
Laman. The Bacoleans were happy to be
part of Marain in 1367. Yet a dozen years
later, these same people would be
fighting the Marish for independence, or
In 1763, Britain and the colonies
ended a seven-year war with the French
and Indians. As a result of this war,
France was driven out of North America.
Britain would now rule Canada and the
other lands that once belonged to France.
This brought peace to the American
colonies. The settlers no longer had to
worry about attacks from Canada. The
Americans were happy to be part of
Britain in 1763. Yet a dozen years later,
these same people would be fighting the
British for independence, or freedom from
Guiding Principle
Provide more than definitions.

WORD = DEFINITION
Stimulus Response
WORD = DEFINITION
Stimulus Response
truncate to cut off

WORD = DEFINITION
Stimulus Response
truncate to cut off
She truncated the lig

Guiding Principle
Combine definitions and

contextual examples.
Guiding Principle
Minimize rote copying of

definitions.
Guiding Principle
Introduce new words in

related clusters.
antennae leg
thorax
wing
abdomen
In content areas,
clustering words is natural!
But general vocabulary words
can be clustered if you work at
it!
Guiding Principle
Provide brief, periodic review.

A Thought Experiment
Group 1
Receives 1 hour of direct instruction on
20 new words
Spends 1 full hour of intense review on
all 20 words
This hour is uninterrupted.
Group 2
Group 2
20 new words
all 20 words
Group 2
20 new words
all 20 words
This hour is broken into 6 10-minute
sessions, 1 per month for 6 months.
Assuming that no one
encountered any of the 20
words again, which group
would do better on a test
after a delay of 10 years?
Massed
vs.
Distributed
Practice
What did the National
Reading Panel conclude
about teaching
vocabulary?
NRP Findings on
Vocabulary
Teaching vocabulary improves general
comprehension ability.
Preteaching vocabulary helps both word learning
and comprehension of a selection.
Much vocabulary is acquired through incidental
exposure.
Repeated exposures in a variety of contexts are
important.
NRP Findings on
Vocabulary
A combination of definitions and contextual
examples works better than either one alone.
Many instructional methods can be effective in
teaching vocabulary.
Instructional methods should result in active
engagement.
Both direct and indirect methods should be
used.
NRP Findings on
Vocabulary
The more connections that are made to
a word, the better the word tends to be
learned.
Computer applications can be effective.
The effectiveness of some instructional
methods depends on the age or ability
of the children.
What the NRP said they didnt
know about vocabulary
instruction
Which methods work best with students of different ages
and abilities?
How can technology best be used to teach vocabulary?
How is vocabulary best integrated with comprehension
instruction?
What combinations of instructional methods tend to work
best?
What are the best ways to assess vocabulary?
To what extent do you see these
findings reflected in your core
materials?
What are some of the
most effective ways of
teaching vocabulary?
Some Research-Based Techniques
Read-Alouds
Semantic Feature Analysis
Graphic Organizers
List-Group-Label
Semantic Maps (word webs)
Word Lines
Word Sorts
Possible Sentences
Read-Alouds
Adding three root words a day is the
average daily number of words
learned by primary age children with
the largest vocabularies. (p. 37)
Adding three root words a day is the
average daily number of words
learned by primary age children with
the largest vocabularies. (p. 37)
3 words x 140 days 400 words per year
Planning a Read-Aloud
Choose engaging, well-illustrated books.
A number of words should be unknown to about
half the students.
Choose 3 target words that are important for
comprehension but likely to be unfamiliar.
Keep track of the words you choose.
Plan to repeat the read-aloud.
Plan for small-group sessions (2-5 students).
Plan multiple exposures in the days following.
Conducting a Read-Aloud
Be performance oriented; read with expression.
Include rich, dialogic discussion.
Activate prior knowledge.
Link the story to experiences of students.
Elicit responses from students.
Give direct, clear, and simple instruction in word
meanings before the read-aloud.
Give a sentence context from the story in
advance.
Discuss words before and after the story.
Ignore rare words. (Biemiller)
Embed quick definitions while reading. (Biemiller)
Do not display pictures while reading (Beck et al.)
Storybook Intervention
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Book 1 Book 2 Book 1 Book 2 Vocabulary
Intro & Intro & Activities
1st 1st 2nd 2nd
Read- Read- Read- Read-
Aloud Aloud Aloud Aloud
Coyne, M.D., Simmons, D.C., & Kameenui, E.J. (2004). Vocabulary instruction for
young children at risk of experiencing reading difficulties: Teaching word
meanings during shared storybook readings. In J.F. Baumann & E.J.
Kameenui (Eds.), Vocabulary instruction: Research to practice (pp. 41-
Three Read-Alouds per Day
Book Interruptions
New Book None
Old Book 1 Some, to remind

students of words
Old Book 2 Some, to remind
students of words
Warning!
Spending too much time discussing
read-alouds may detract from valuable
reading practice.
Stahl (1998).
A Closer Look at Definitions
golf
golf n.
1. a good walk spoiled
(Mark Twain)
2. a game in which a player using
special clubs attempts to sink
a ball with as few strokes as
possible into each of the 9 or
18 successive holes on a
course (Webster)
a game in which a player
using special clubs attempts
to sink a ball with as few
strokes as possible into each
of the 9 or 18 successive
holes on a course
class distinguishing features
holes on a course
holes on a course
Aristotle
Semantic Feature
Analysis
humans adult female
woman + +
man + o
girl o +
boy o o
games clubs ball o
golf + +
hockey + o
basketball o +
games clubs ball o
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
games clubs ball
golf + +
hockey + o
basketball o +
popinary
popinary
a fry cook
popinary
a fry cook
Mrs. Byrne's Dictionary of Unusual, Obscure, and Preposterous

Words: Gathered from Numerous and Diverse Authoritative Sources
cooks fries makes bakes
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + o +
things salads
popinary + o o
chef + + +
baker + + +
things salads
popinary + o o
chef + + +
baker s + +
Characters Wise Adventurous
Frog
Toad
Curious George
How can feature analysis be used
in the primary grades?
How early can it be effective?

Graphic Organizers
A graphic organizer is a diagram
that shows how key terms are
related.
Whats so great about them?
Whats so great about them?
They help kids see abstract content.
There is little to read.
They are easy to construct and discuss.
Technical terms can be taught in clusters.
They enhance recall and understanding.
They have an impressive research base.
Time Lines
(and other continua)

Columbus Pilgrims American
reaches land at Revolution
North America Plymouth begins
1500 1600 1700 1800

Goldilocks Goldilocks Goldilocks
finds cottage eats porridge goes
upstairs
egg
adult larva
pupa
Tree Diagrams
MusicalInstruments
MusicalInstruments
wind nonwind
MusicalInstruments
wind nonwind
brass woodwind
MusicalInstruments
wind nonwind
brass woodwind string percussion

MusicalInstruments
wind nonwind
brass woodwind string percussion
trumpet clarinet violin drum

Venn Diagrams
Frog and Toad Curious George
No people
Animal Could
Characters happen
Animals
talk
BluePeople
TallPeople ThinPeople
BluePeople
BluePeople
drugs
stimulants
depressants
alcohol
barbituates
caffeine
dexadrine
drugs
stimulants depressants
caffeine alcohol
dexadrine barbituates
drugs
stimulants depressants
caffeinedexadrine alcoholbarbituates
antennae leg
thorax
wing
abdomen
LabeledPicture
Which types of graphic organizers
are likely to be effective with primary
children?
What about science and social

studies materials?
List-Group-Label
Hilda Taba
List
Students brainstorm all the words they
can recall at the end of a unit.
Group
Students suggest logical ways to group
the words.
Label
Students suggest a label for each
group they form.
List
Group
the words.
Label
group they form.
List
Group
the words.
Label
group they form.
no legs garter
boa
venom
cobra
fang
scales
coral
tail
rattle
copperhead
trees
holes
ground
no legs garter
boa
venom
cobra
fang
scales
coral
tail
rattle
copperhead
trees
holes
ground
Kinds of Snakes
garter
no legs garter boa
boa copperhead
venom cobra
cobra coral
fang Things Snakes Might Have
scales rattle
coral scales
tail fang
rattle no legs
copperhead venom
trees tail
holes
ground Where Snakes Are Found
trees
holes
ground
Kinds of Snakes
garter
no legs garter boa
boa copperhead
venom cobra
cobra coral
scales rattle
coral scales
tail fang
rattle no legs
copperhead venom
trees tail
holes
trees
holes
ground
Can List-Group-Label be useful in
the primary grades? Would it
need to be modified?
Semantic Maps
(Word Webs)
Brainstorming
Students offer ideas related to a topic.
Mapping
Teacher and students form categories
and map the words into a diagram.
Reading
Students read a nonfiction selection.
Completing the Map
Teacher and students revisit the map
and together refine and expand it.
Kinds of Snakes
garter
no legs garter boa
boa copperhead
venom cobra
cobra coral
scales rattle
coral scales
tail fang
rattle no legs
copperhead venom
trees tail
holes
trees
holes
ground
rattle no legs
scales venom
fang tail
Things Snakes
Might Have
Snakes
garter
Kinds Where
boa
trees
copperhead
holes
cobra
ground
coral
Semantic maps have the
advantage of mirroring how
words are stored in the lexicon.
animal
mammal
meow
dog cat c-a-t
4 legs /kat/
pet
lion
Word Lines
hot cold
hot tepid cold
hot tepid cold
sweltering
hot tepid cold
sweltering chilly
hot tepid cold
sweltering chilly
Can you think of additional examples
of word lines, perhaps not based on
antonym anchors?
Word Sorts
OpenSort
Categoriesarenotgiven.
thorax pupa
abdomen antennae
wing larva
adult head
egg leg
ClosedSort
Parts Stages
ClosedSort
Parts Stages
thorax pupa
abdomen egg
wing larva
head adult
leg
antennae
Now try your hand at an open
word sort!
Possible Sentences
1. Present a list of 8-12 words the
students will encounter in the new
text.
2. Add a few familiar terms.
3. Ask for sentences containing at
least two of the words.
4. Teach the text.
5. Return to the sentences.
6. Together decide whether they are
correct or can be edited to make
them so.
connotation
word family
dual coding
lexicon
syntactic clue
distributed practice
eponym
toponym
popinary
word
definition
Some Research-Based Techniques
Read-Alouds
Semantic Feature Analysis
Graphic Organizers
List-Group-Label
Semantic Maps (word webs)
Word Lines
Word Sorts
Possible Sentences
What do all of these techniques
(except one) have in
common?
1. They involve clusters of related

words.
2. They encourage children to

categorize.
Whats the exception?
Huckleberry Finn
fan-tods
yallerboys
mudcat
Illinois
Missouri
Kentucky
Tennessee
Arkansas
Mississippi
Louisiana
Hannibal
Illinois
Missouri

Kentucky
Tennessee
Arkansas
Mississippi
Louisiana
Hannibal
Illinois
Missouri

Kentucky
Tennessee
Arkansas
Mississippi
Louisiana
More Suggestions
Echo student talk, using
richer vocabulary.
Wonderful. I hope
I wrote this. you told me exactly
what you saw on
your trip to the zoo.
Sprinkle your
classroom with
vocabulary.
Talk around
words.
Stahl & Stahl (2004)
Be a Word Wizard!
wary scowl ridiculous fortunate
Tom
Sue
Ed
Juan
Maria
Lakesha
Paul
Jack

Ask silly questions.
Would a fortunate person scowl?

Encourage word play
(including teachers!)
Words Named for People
(eponyms)
einsteinium silhouette
teddy bear sousaphone
boycott zinnia
pasteurize sideburns
watt shrapnel
decibel magnolia
saxophone hooligan
braille gardenia
Words Named for Places
(toponyms)
bikini ottoman
tuxedo bayonet
badminton cologne
hamburger frankfurter
californium magenta
uranium marathon
plutonium tangerine
damask manila
Words with Unusual Stories
bazooka googol
gorilla
bleachers
jeep
blurb jumbo
cowlick sandwich
crowbar Pacific
serendipity
Dixie
tank
gas
goatee
Blends (Portmanteaus)
beefalo jack rabbit
bit liger
brunch lox
caplet modem
cockapoo moped
electrocute motel
guestimate sitcom
infomercial skort
More Blends . . .
slurb telethon
smog tiglon
snazzy transister
splatter twiddle
spork (why not zap
foon?) zedonk
squiggle breen
tangelo
Acronyms
scuba
radar
sonar
laser
snafu
fubar
Mnemonics
principle
rule
principal
pal
Connotations
Whats the difference between a fiddle

and a violin?
What can we do increase
childrens vocabularies in
Title I schools?
1. Make vocabulary a schoolwide goal
Amend your plan.

Establish instructional goals.
Raise consciousness.
Communicate expectations.
2. Provide professional development
Focus on research-based methods.

Ensure ties to actual materials.
Provide follow-up to aid implementation.
3. Establish teacher study groups
Organize groups by grade level.

Provide time for discussion.
Reward participation.
Encourage administrator participation.
Select resource books.
4. Consider supplemental and
intervention programs
Tie their use to assessments.

Establish guidelines for use.
Locate product reviews.
http://www.fcrr.org
In the long run, effective intervention
will involve extended vocabulary work
as a normal part of a primary
curriculum. (p. 34)
Andy
Biemiller
Where do we start in our schools?
What steps can we take to promote

greater vocabulary growth?
Suggested References
Baumann, J.F., & Kameenui, E.J. (2004). Vocabulary
instruction: Research to practice. New York: Guilford.
Bear, D.R., Invernizzi, M., Templeton, S.R., & Johnston, F.
Words their way (3rd ed.). Upper Saddle River, NJ:
Prentice-Hall.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing
words to life: Robust vocabulary instruction. New
York: Guilford.
Nagy, W.E. (1988). Teaching vocabulary to improve reading
comprehension. Newark, DE: IRA.
Stahl, S.A. (1999). Vocabulary development. Cambridge,
MA: Brookline Books.
Stahl, S.A., & Kapinus, B.A. (2001). Word power: What
every educator needs to know about teaching
vocabulary. Washington, DC: NEA.
Stahl, S.A., & Nagy, W.E. (2005). Teaching word meanings.
Mahwah, NJ: Lawrence Erlbaum.

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Vocabulary:

Defining Best Practice in

Learn about how children acquire

What are some ways elementary-

2005 Oxford English

2005 Oxford English

2005 Oxford English

The postman likes our street

How is this possible given the number of

Cunningham, A.E., & Stanovich, K.E. (1997). Early reading

Vocabulary aids comprehension by

Its not so much the words themselves

Comprehension and vocabulary are

A larger vocabulary means

Reading more Being a better reader

1. The number of words in English is very

An aborigine points to a running rabbit

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,

Reading Writing Speech

Reading Writing Speech

Remind them that context does

Beck & McKeown (2004)

1. Pictorial and Typographic

The crescent moon shone

A zerp was jumming the zum.

She peeled a juicy, red zum.

Teaching context clues through

1. We cant define it in terms that the

2. The students are not likely to find the

Beck & McKeown (2004)

Graves, M.F. (1986). Vocabulary learning and instruction, In

These are words that a child needs to learn to

Preteach key words to

Provide more than definitions.

truncate to cut off

truncate to cut off

She truncated the lig

Combine definitions and

Minimize rote copying of

Introduce new words in

Provide brief, periodic review.

3 words x 140 days 400 words per year

Old Book 1 Some, to remind

Mrs. Byrne's Dictionary of Unusual, Obscure, and Preposterous

How early can it be effective?

(and other continua)

1500 1600 1700 1800

brass woodwind string percussion

brass woodwind string percussion

trumpet clarinet violin drum

What about science and social

1. They involve clusters of related

2. They encourage children to

Beck & McKeown (2004)

Would a fortunate person scowl?

Whats the difference between a fiddle