engaging learners in vocabulary learning: practical, research-based approaches katherine stahl new...

Engaging Learners in Vocabulary Learning:

Practical, Research-based Approaches

Katherine Stahl New York University

Margaret Ann Richek Roosevelt University

Georgia Earnest Garcia

University of Illinois at Urbana-Champaign

Susan Bohman

Talcott Elementary School, Chicago Public Schools

Ellen Finnegan

Walker Elementary, Evanston Public SchoolsInternational Reading Association Annual Convention

May 8, 2008

The Importance of Vocabulary

Katherine Stahl

New York University

[email protected]

Vocabulary is an important predictor of future success:

General learning and knowledge Learning to read Comprehension Future economic success

Vocabulary and Knowledge

In science instruction, the challenge for science educators is teaching hundreds of terms rather than the “intellectual rush of hands-on inquiry.” (Armstrong & Collier, 1990).

Reading and Comprehension

Vocabulary knowledge predicts comprehension performance with positive correlations between .6 and .8.

(Pearson, Kamil, & Hiebert, 2007)

Relationship between vocabulary and reading comprehension

General Aptitude Hypothesis

General Knowledge Hypothesis

Instrumentalist Hypothesis

General Aptitude Hypothesis(Sternberg, 1987; Terman, 1916)

Vocabulary knowledge is the strongest predictor of general IQ.

General Knowledge Hypothesis(Anderson & Freebody, 1981)

Vocabulary reflects knowledge of the world. Jib, tack, yawl Linguine, marmalade,

brine eucalyptus, hibiscus,

aspen

General Knowledge Hypothesis

Knowing more words gives you more control over your domain.

Saucier, Dutch oven, stockpot, sauté pan Magenta, amber, teal

Instrumentalist Hypothesis(Anderson & Freebody, 1981; Stahl & Fairbanks, 1986)

Knowing more words facilitates comprehension.

How do children learn words? Direct Instruction

Estimates are that teachers can directly teach between 300 and 600 words per year.

Indirect Instruction Estimates are that children can learn about 3000-3500 words

per year from listening and reading in context. The teacher still plays a role in creating experiences and

guiding discovery. You need both instruction and context, but context provides

many more word meanings.

Vocabulary Principles to Practice

Garcia, G., Pearson, P. D., Taylor, B., Stahl, K., Bauer, E.

Comprehension Instruction: Cognitive strategies or cognitive

engagement.

The Role of Vocabulary Instruction

Improve reading comprehension by emphasizing:

Knowledge of word meanings. Conceptual relations among words. A few select strategies for unlocking

word meanings during reading.

Vary Vocabulary Instruction

Consider: The nature of the words to be learned. The roles of those words in text. The students’ prior knowledge.

The Role of the Teacher

Choose appropriate words for instruction. Vary instruction according to the nature of the

words. Provide active engagement. Provide multiple exposures.

The Role of the Teacher

Provide instruction before reading, at point-of-contact, after reading.

Provide definitional, contextual, conceptual, and relational emphases.

The Role of the Student

Learn and refine meanings for unfamiliar words.

Actively engage in discussions about words in text.

Develop an appreciation for novel words.

The Role of the Student

Use strategies to figure out word meanings, when appropriate. Identify word parts. Use context clues. Use the dictionary effectively and efficiently.

RESEARCH-BASED STRATEGIES FOR

• INTRODUCING VOCABULARY• CONSOLIDATING VOCABLARY

MARGARET ANN RICHEK Roosevelt University, Chicago IL [email protected]

All strategies are referenced in Richek, M.A. (2005). Words are wonderful: Interactive, time-efficient strategies to teach meaning vocabulary. The Reading Teacher, 58,414-23.

THREE INTRODUCTION STRATEGIES Semantic Impressions Word Expert Cards Words Alive

SEMANTIC IMPRESSIONS

Use a narrative text (a story) before reading (or listening). List important words in the order of occurrence. (One or two

words can be changed in order.) Discuss word meanings. Have students orally compose a story. The words must (1) be used in order, (2) can be reused, and

(3) may be used in derived form. The teacher should write the story down. Revise the story (optional). Read (or listen to) the original text.

Originally from McGinley, W. J. & Denner, P. R. (1987). Story impressions: A prereading/writing activity. Journal of Reading, 31, 248-253.

The Semantic Impressions strategy

• teaches words effectively.• helps students to anticipate the text.• helps students to “read like writers.” • encourages students to think creatively.• gives experience in writing a narrative. • fosters the revision process.

A sample narrative

twilight young man stranded lady assist money needy café

waitress pregnant change slipped out the door climbed wearily into

bed love

Semantic Impressions on “Pompeii”

enormouspebblesashespoisonouscropsburieduncovermosaicmuseum

peacefulvolcanopeddlersshepherds weaverslawmakerstrembling blast erupt

Volcano Disaster (edited version, note the paragraphs!)

One day a peaceful volcano was sitting in the middle of nowhere. Peddlers, shepherds, weavers, and lawmakers were traveling the road near the volcano. All of a sudden, they felt trembling under their feet. Out of nowhere there was a big, loud, blast and the volcano erupted. Enormous pebbles, ashes, and poisonous gas destroyed the crops by burning them. The lava buried the grass, trees, wagons, and roads. A peddler was able to run off to the next village with his hats. Four shepherds shooed their sheep and raced to a high, nearby meadow. The weavers saved themselves by following the shepherds, but they lost their cloth. When the lawmaker told the governor, he told them to uncover the buried things. They found beautiful mosaics sold by a peddler and they put them in a museum.

princessprincedragon

carried offchaseforests

bagfiery breath

meatballsleepmessbum

marriedFrom Paperbag Princess, Munsch

Harriet

George

amusement park

roller coaster

scared

chicken out

great

all day long

From Harriet and the Roller Coaster, Carlson

one inning more to playdespairsingle

a-hugging thirdten thousand eyes

strike onestrike two

air is shatteredFrom Casey at the Bat, Thayer

EXPERT WORD CARDS

The teacher makes a list of important words before a novel or unit of study begins.

Each student is assigned a few words. Each gets different words.

They make expert cards. (Each student makes only his/her own cards.)

They teach words to each other.

The Expert Word Card strategy

• teaches words effectively.• does not threaten students.• allows students to cooperate.• allows students artistic expression.• is excellent for teaching technical words.

WORDS ALIVE Students are divided into small groups. Each

group is given a few words. The teacher discusses the meanings of the words. Each group comes up with an action or "tableaux"

(still life, involving students) that illustrates the meaning of each assigned words for other students.

The Words Alive strategy

• teaches words effectively.• allows students to process words deeply.• allows students to cooperate.• differentiates small distinctions.• is excellent for teaching technical words.

Let’s try these:

volcano peddlers

shepherds weavers

trembling mosaics

crops

A few done in the past:

intertidal organism

bacteria sulfides

kelp salt marsh

hydrothermal

THREE REVIEW STRATEGIES

Anything Goes Connect Two Two In One

ANYTHING GOES

The Anything Goes strategy increases automaticity. provides review. deepens processing. takes five to ten minutes.

The teacher lists words on board or overhead, then “anything goes.” That is, the teacher can ask any questions he or she wants.

Sample “Anything Goes” questions include:

What does __________ mean?Find me two adjectives (or other parts of speech).Find a word with a positive meaning.How are ________ and __________ related?Find two words with prefixes (suffixes).Give me another form of _________.Find me a word that can be both a noun and a verb.Find me a word that has to do with _________.Find me a word with two (or three) meanings.

Show how you ____________.

admire captor anticipate lanky bayonet infantry bondage marvel cavalry musket captive pine charge plot clamor pondered recoil ravine insignificant magazine

CONNECT TWO

Words from two lists are connected by students because they have something in common. Students think of connections.

The Connect Two strategy provides review. may be used in independent managed learning. deepens processing. encourages students to think creatively.

From: Blachowicz, C.L.Z. & Lee, J. (1991). Vocabulary development in the whole literacy classroom. The Reading Teacher, 45, 188-195.

TWO IN ONE

Working together students combine two or more words into one sentence.

The Two in One strategy• provides review.

• may be used in independent managed learning

• deepens processing.

• encourages students to think creatively.

• encourages use of derivatives.

• encourages students to cooperate.

Practical Strategies for Consolidating

Vocabulary

Susan BohmanTalcott Elementary School-Chicago, IL

Ellen FinneganWalker Elementary School- Evanston, IL

Word Study Centers Fostering Independent

Learning

Susan Bohman,NBCT

4th Grade Teacher

Chicago Public Schools

Process of Creating Independence

Model Center Activities Guided Whole Class Practice Independent Whole Class Practice & Provide

Feedback Create P.O.P. chart Release to center & review P.O.P. chart

Accountability & Independence

Daily Documentation of Word Study on chart Weekly assessment of chart Self-reflection after guided reading centers Tests throughout the year

Organization

Organize center activities by word and take one word per day.

Students take folder to center with chart. Dictionaries and supplies kept at center.

Word Acquisition Through Context Clues Students use chart to study how one word is used in a

sentence (or couple of sentences) each day. Sentence with underlined word is posted. Students write

underlined word, code word, and write what they think it means.

Students copy sentence, underline word, and then find clue and circle it (explanation clues, synonym clues, antonym clues, general context clues).

Students then go back and define word and check if they found the correct clue.

Write sentence on back using word. Words also are part of guided reading text and different types

of clues are reinforced.

Name__________________________________________ Context Clues Word Study Chart

WORDCODE! = Know it+ = Heard itX = Never heard it

THINK IT MEANS(Must take a guess – can’t write “don’t know.”)

DEFINITION

simultaneously

Day Sentence – underline vocabulary word and circle clue word(s)/phrase.

Mon. 9/21

Types of CluesExplanation clues (definition)

Synonym clues (restatement)

Antonym clues (contrast)General context clues

(inference)




DEFINITION

simultaneously +


Mon. 9/21




(inference)




DEFINITION

simultaneously + similar .


Mon. 9/21




(inference)

When the two actors in the musical sang simultaneously their voices became one.




DEFINITION

simultaneously + similar


Mon. 9/21

When the two actors in the musical sang simultaneously their voices became one.




(inference)




DEFINITION

simultaneously + similar


Mon. 9/21

When the two actors in the musical sang simultaneously their voices became one. Inference




(inference)




DEFINITION

simultaneously + similar To happen at the same time.


Mon. 9/21

When the two actors in the musical sang simultaneously their voices became one. Inference




(inference)

Sentences on back

Our class stands up from our chairs simultaneously before we line up for recess.

Roots & Affixes Word Center Chart used to organize word study of one affix or root each day. Word part & definition posted and filled into chart Students brainstorm sample word or look up in dictionary

(Encouraged to pick sample word in which meaning of word part was easy to interpret).

Illustrate sample word List other sample words offered by group Write sentence correctly using word part.

Work part and definition posted

tri- three

Name_________________________________ Week of ______________________ Focus ________________________Roots and Affixes Chart

Word PartDefinition Example word –

Definition (underline word part).

Illustration of Example Word

Additional Sample Words with word part (underline word part).

Tri- Three

WRITE CENTERS ON THE BACK OF THIS CHART

1. My two year old niece is able to ride a tricycle because it has three wheels.






Tri- Three Tricycle – a bike with three wheels.









Tripod; triangle


Maintaining Word Learning

Flashcards Review activities: Bingo, Memory, Hot Shot,

crossword puzzles Assessment: Quiz every 2-3 weeks (any

word or word part from any point in year may be on quiz).

Using Vocabulary Journals for Vocabulary

Instruction

Ellen Finnegan

Walker School

Evanston, IL

Where Did This Idea Come From?

Working with students who have limited vocabularies and background knowledge

Looking for a new and positive way to engage learners during vocabulary instruction time

What Does It Include?

Direct instruction, exposure in context Definitional knowledge (synonyms,

antonyms, paraphrasing definitions) Semantic mapping, semantic feature analysis Concept maps, word labeling For older students, let individuals decide which approach is most

helpful; use metacognitive thinking

Themes in Research: Recycling Words

Students should revisit words in vocabulary journals

Add new information (beyond the definition) until word is learned (Schmitt & Schmitt, 1995)

Provide additional reading selections to allow students to read words in different contexts (Spencer & Guillaume, 2006)

Themes in Research: Teach Affixes, Roots, Morphemes,and Word Origins

Instruct students to “attack” new words, breaking them into meaningful parts and predicting meaning for largest parts (Anderson & Nagy, 1992)

Students can use high-frequency root word to access low-frequency word (e.g. rubber~rubberneck) (Kieffer& Lesaux, 2007)

Provide a memorable structure for students to remember commonly used prefix and suffix families that can be posted on classroom walls (White et al., 1989)

How?

Currently in use with 5th grade students Words collected from various readings: basal

readers, short nonfiction texts, content area texts Unknown words written on post-its after reading

selection is surveyed Students make predictions about word’s meaning or

if they know meaning, jot it down

How?

While reading, students naturally stop to compare contextual clues to their predictions

After reading, words are revisited. Definition is written on post-it, along with any other information that helps students to remember definition. Students can use dictionary or glossary

One word/post-it, one post-it/page. Post-its allow for further manipulation and classification of vocabulary words.

Further Implications

Once word has been mastered, it is moved to the back of the journal. Word should still be revisited.

Question? How will I know when students have mastered a vocabulary word?

Two research articles specifically on vocabulary journals suggest: colecting notebooks and “marking” them (Schmitt & Schmitt, 1995; Fowle, 2002)

Assessment Ideas

Multiple-choice Cloze (Blachowicz & Fisher, 1996) James was on a _____ to find the buried treasure once they reached the cay on a

desert island.

quest major biome

Ask student what a word means (oral performance assessment)

Use an earlier strategy (word map, SFA)

BibliographyAnderson, R.C., Nagy, W.E. (1992). The vocabulary conundrum. American Educator, 16(4), 14-18.

Blachowicz, C. & Fisher, P. (1996). Teaching Vocabulary in All Classroooms. Saddle River, New Jersey: Prentice Hall.

Fowle, C. (2002). Vocabulary notebooks: Implementation and outcomes. ELT Journal. 56(4), 380-388.

Kieffer, M.J., Lesaux, N.K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher 61(2), 134-144.

Spencer, B.H., Guilluame, A.M. (2006). Integrating curriculum through the learning cycle: Content-based reading and vocabulary instruction. The Reading Teacher 60(3), 206-219.

Schmitt, N., Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal 49(2), 133-143.

White, T.G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302-308.

Translating Vocabulary Research Into Practice With English Language

Learners

Georgia Garcia

[email protected]

University of Illinois

at Urbana-Champaign

Overview

1. Brief research review

2. Instructional Implications

3. Instructional programs for ELLs

4. Selection of vocab for ELLs

5. How to teach & improve L2 reading vocabulary

Brief Research Review

1. English reading vocabulary significant predictor of ELL reading in Eng (García, 1991; Jiménez, et al.,1996; Proctor, et al., 2006; Saville-Troike, 1984)

2. Evaluate/develop vocabulary programs based on bilingualism & L2 learners

a. When another language in ELLs’ homes, think and use two languages (García, 1991; Lopez-Velasquez, 2008)

b. May know some words in one language; other words in other language (Fernandez, et al., 1992 )

Research Review continued

c. Differ in receptive and productive competence in L2 (so may comprehend more than can say)(García, 2003)

The atmosphere of Venus is another sci, science, sickness, sig nificant. I know that word but I can’t say it. I can’t pronounce it.

d. Predictor of English academic achievement was use of L1 in class to figure out instruction (Saville-Troike, 1984)

Research Review continued

e. Successful ELL readers make use of cross-linguistic transfer & bilingual strategies (García, 1998; Jiménez, et al., 1995, 1996)

Paraphrase, translate, code-mix, code-switch, use cognates

Cognates are words with ancestral roots that are spelled the same, or almost the same, and that have almost the same meaning:

animal animal infirm enfermo

Text: These clouds are a part of the planet's blanket of air, its atmosphere..

Student 1: Las nubes eran una parte especial del planeta, cobija, blanket, cobija de aire, de atmosphere.

[The clouds were a special part of the planet, blanket, blanket, blanket of air, of atmosphere.]

Research Review cont.

f. Underutilize cognate knowledge, but can be taught (Carlo, et al., 2004; García & Nagy, 1993; Nagy, et al.,1993)

g. Successful ELL readers identify and resolve unknown vocab (strategic readers)(García, 1998; Jiménez, et al., 1995, 1996)

The photographs taken by Venus Orbiter revealed information about the cloud layers and the pattern of winds that are blowing the clouds round the planet.

M: Can I read this over? I didn’t understand….

M: I don’t know this word.

R: Which one?

M: Reveal.

R: Reveal, does that cause problems?

M: Uh-hum. Hmm, I think maybe it means that it’s telling information about…the clouds….Yep, that’s what we were

talking about last Friday.

Research Review cont.

h. Due to L2 status, students will not recognize all words they can decode

(García, 2003)

i. Due to limited English oral proficiency, they will not understand all oral explanations in English of new vocabulary (García, 2003)

Instructional Implications

1. Need to evaluate vocabulary across languages

2. Encourage students to think in L1 and to use L1 to discuss instruction and reading

3. Teach students how to use cross-linguistic strategies, including cognates

4. Teach students how to be strategic readers

Instructional Implications cont.

5. ELLs have to learn to tolerate a certain number of unknown words and how to figure out meanings of key words

6. Combine vocabulary instruction with decoding (so comprehension occurs)

7. Use ESL techniques to make vocabulary and reading instruction comprehensible

a. Sheltered English: modify speech, slow it down, use same phrasing, pause more until understood

Instructional Implications continued

Sheltered English continued:

Multiple modalities: accompany oral talk and book reading with realia, hands-on learning, dramatization, gestures, visuals

b. Integrate reading, writing, listening, speaking (hear it, see it, write it, say it)

c. Thematic instruction across several domains

Instructional Programs

Scripted programs for young and older ELLs (Carlo, et al., 2004; Silverman, 2007)

Multifaceted: involves storybook reading, 5-10 words, 3 days/week for 30-45 min., pronounce word, word spelling, compare & contrast to other words, act out meanings, how words used in other contexts

Instructional Programs continued

2. Unscripted programs

a. Book Flood: Shared reading of illustrated story books daily for 20-30 min. (Elley & Mangubhai, 1983)

b. Synthesized approach: combined strategy, responsive engagement, and vocab instruction (from Stahl & Beck, McKeown, & Kucan, 2002) for book reading instruction for 3 days for 30 min. (García, et al., 2006)

Bilingual site: sheltered English, L1 for discussion and lit responses, cognates

Instructional Programs cont.

1 Teacher chooses appropriate words for instruction

2 Teacher varies instruction depending on whether a word is a tier 1, 2, or 3 word

3 Teacher provides multiple exposures and active involvement in word learning.

4 Instruction occurs before, during and after reading activities

5 Students learn and refine meaning for unfamiliar words through active involvement


6 Instruction focuses on knowledge of word meanings, conceptual relations among words, and specific strategies for figuring out unknown words during reading

7 Students use strategies to figure out the meaning of unknown words reading

8 Teachers go beyond emphasizing definitions to include both contextual and conceptual aspects of word learning (can include definitions, but needs to include contextual, and conceptual)


Second Grade Transitional Classroom (Text in English but could use Spanish)

“I got better at introducing vocabulary. I downsized to about 6 words.

You don’t overwhelm them with the information or the words. So, you stay a lot more focused. Twelve words are a lot, even for an adult. So, if you cut to 6 words, at least they will get the 6 instead of having 12 words and they would only get 2 or 3.

It was too short [3 days], especially for the hard words….they need to see the words multiple times.”

Selection of Vocabulary

1. Need to know the text (pre-read it)2. Can use Tier 1, Tier 2, Tier 3 categorizations

(Beck, McKeown & Lucan, 2002)

3. Check to see if know words in L14. Another scheme (modified from Nagy):

a. Related to central theme or major points?b. Important for overall comprehension of text

(its gist)?(Story map or text structure analysis)


c. Defined in text?d. Some contextual support?e. No contextual support?

Explicitly teach meaning when Central to theme/major pointsCrucial for understanding gistNot defined and no contextual supportNot known in L1


When defined or some contextual support:

Assess if understood

If not, show how to identify definition

Show how to use contextual support

1. Do they know equivalents in L1?If so, explicitly teach English labels

Tell them the L1 word and meaning (even for Tier 1)Hear you say the English word as they read it Practice saying it as they read itWrite bilingual labels in own notebooks or personal dictionariesPost labels on L1 & L2 word walls

Teaching and Improving English Reading Vocabulary

Teaching and Improving Eng Reading Vocabulary cont.

Multiple opportunities to use new L1 labels

2. If not in L1, vary instruction according to tier 2 or 3, but shelter instruction so comprehensible

Note: will have to teach Tier 1 if not in L1

For Tier 2, child friendly “comprehensible” definitions in L1 and English

Tier 3 words are best when themed instruction and experiential hands-on precedes reading of the text

Teaching and Improving English Reading Vocabulary

3. Use monolingual English ideas but add L1 and sheltering of instruction

a. Increase the amount of reading that children do (in L1 and L2)

b. Read to children (in L1 and L2)

c. Teach new vocabulary meanings in L1 & L2 by focusing on definitions,

contexts, and conceptual relationships

Semantic maps, semantic features analysis, graphic organizers, concept maps

Teaching and Improving Eng Reading Vocabulary cont.

4. Teach students how to transfer background knowledge and vocabulary knowledge from L1 to L2

5. Teach them how to use cognates (García, in preparation)

distancia distanceestudiante studentdescubierto discoveredrevelar to reveal

Which words are cognates?

During the past few years, people have been investigating some animals that live in the oceans. These animals are dolphins. They are small members of the whale family.

Good News

1. Large number of cognates in English expository texts (science & technical texts)

2. Cognates are low-frequency words in English but high-frequency words in Spanish

3. If recognize possible cognate, know Spanish word, can figure out English word

Good news cont.

4. Using cognates successfully emphasizes comprehension

5. Not that many false cognates

6. Make a mistake with a false cognate, will remember it!

pie pie

exíto exit

embarazada embarrassed

How to teach cognates

1. Present students with a definition of cognates and show them examples

2. Have them go through an English text and circle all the cognates

3. Show them the same text with all the cognates circled

How to teach cognates

4. Work in pairs to see if they know the Spanish word

5. Check to see if the Spanish word will work

6. Repeat with other examples and guided practice

7. Show them you may have to change how the cognate works in the sentence to attain comprehension

8. If the Spanish word or the functional change does not fit the meaning of the text, then forget it

For more info

Contact:

Professor Georgia García

[email protected]

217 265-7553

University of Illinois

Room 311 Education

1310 S. Sixth Street

Champaign, IL 61820

Translating Research Into Practical Assessment

Strategies for Enabling Differentiated Instruction

Katherine Stahl

New York University

[email protected]

The Challenge of Vocabulary Assessment

Measures of vocabulary and comprehension do correlate.

Vocabulary instruction strongly and positively influences comprehension of texts containing those words, but there is minimal transfer to more general vocabulary or comprehension tasks.

Challenges

Are our vocabulary measures sensitive enough to document the relationship between word learning and comprehension?

Do our vocabulary measures enable us to refine our vocabulary instruction?

How do you assess:

Vocabulary knowledge?

Vocabulary growth?

What does it mean to know a word?

Listening, reading- receptive Speaking, writing- generative

Assessment format- multiple choice, write a passage, share verbally, define

Begin with a survey of student knowledge

Word I know this word and can tell about it.

I have seen this word before.

I have never seen this word before.

Native American Homes

3 2 1

wigwam

apartment

longhouse

Tipi/tepee

brush lodge

asi

Vocabulary Recognition Task (Stahl, 2003)

Create a list of words related to the unit concepts.

Add a proportion of foils. Students circle words that they can read and

are certain have something to do with the unit. Pretest and posttest the list.

At posttest, students also web the words.

VRT Scoring Procedures

Score 1 point for each word correctly circled, deduct 1 point for each foil selected.

OR Use a proportional scoring method. For

example, 18/25 correct- 1/8= score.

This month we will be reading books about Australia. Below yousee a list of words. Put a circle around the words that you are ableto read and are sure have something to do with Australia. Do notguess, because wrong answers will lower your score.

marsupial outback biscuit koala

Aborigines dingo Sydney didgeridoo

tiger France wombat boomerang

Atlantic Ocean bat Melbourne island

ice block lollies Boston elephant

Pacific Ocean kangaroo Silver Bay bushranger

platypus convicts taco Botany Bay

kiwi snowy Britain echidna

Tasmanian devil

VRT Web

Animals Places Food People

Australia

Plains wampum moccasin

Woodland Sun Feast buffalo

villa longhouse corn

arrow bow squash

tipi asi wigwam

Queenie horn Cherokee

tent drum Iroquois

walkabout earth lodge Paris

travois canoe Sioux

reservation buckskin coffee

Hiawatha Yanni Pocohantas

K. Stahl, 2003

VRT Web- Native Americans

Tribes Homes Food Clothing People

Native Americans

Student word-generation assessments

Word Wizard Charts 3-minute meetings (Blachowicz & Fisher,

2005) Vocabulary analysis of written

comprehension reponses (Bravo, Cervetti, Hiebert, Pearson, 2007)

Word Wizard 1 Approximately 10-20 words from

read-alouds or WOW are placed on an incentive chart.

Students receive a check by their name each time they use word in speaking or writing.

At the end of the week, the students that have the most checks become the Word Wizards.

Word Wizard 2 Teacher or children pick

“school” words When children hear or see

words, they tell teacher Teacher puts a Post-It™

note after child’s name When children get 5 Post-

its, they are Word Wizard

Evaluating Vocabulary Measures(Pearson et al., 2007)

Discrete - embedded Selective - comprehensive Contextualized - decontextualized

Some Final Thoughts If utilizing a multiple choice test, be sensitive

to the level of the distractors. Be aware of the conceptual load differences

by genre. Use caution and open-mindedness with

ELLs. Be a learner. Get comfortable with technology. Document vocabulary development in your

class.

Thank you!

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