Reading Strategies: Vocabulary

Reading Strategies for Teaching Content Area Vocabulary

MYC-04 (12/14/17) Notes Questions to Consider

 Is the vocabulary of this discipline necessary for students to fully understand the concepts?  Is the vocabulary unique to the discipline?  Do the standards and text require vocabulary knowledge for comprehension of these concepts?  Do lessons use vocabulary specific to the discipline?  Will the assessment require vocabulary knowledge in order to pass?  Will students encounter this vocabulary elsewhere in future assignments?  Do students already have the vocabulary knowledge necessary to succeed in the course?  Is it necessary for students to have a body of vocabulary knowledge in this course?  Can students efficiently learn the essential vocabulary on their own?

MYC-04 (12/14/17) Page 2 Notes Choosing Vocabulary for Instruction

When selecting vocabulary, ask the following questions:

1. Which vocabulary words/terminology are essential to understanding the key concepts? If these vocabulary words are omitted, will students still gain comprehension?

2. Do these vocabulary words represent common knowledge for the discipline? Will they be used in reading, listening, writing and speaking the language of the discipline?

3. Will direct instruction of these vocabulary words assist students in becoming independently skillful in learning new concepts/vocabulary?

4. Are these words contextual or grade level appropriate?

5. Frequency of the word in the reading selection.

MYC-04 (12/14/17) Page 3 Notes 6. Word that is central to the comprehension of the passage.

7. Words that have various definitions in different contexts (the general and specialized meanings of matter: What’s the matter? Gray matter; matter is the “stuff” that all things are made of; mass is how much matter an object has)

MYC-04 (12/14/17) Page 4 Notes Vocabulary and Concept Development

 Concept development is a basic component of effective vocabulary instruction.

 The content teacher must determine what vocabulary words are central to the area of study and integral to the students’ develop-ment of the overall concept.

 Words directly related to this concept should be the focus of the vocabulary instruction.

 “Conceptual learning is based on understanding relationships among ideas rather than on lists of independent facts.” (Roe, Stoodt, Burns, 1998, p.57)

 Teachers must be well-versed in the subject area and text-reading for which the students will be responsible.

 Teachers select three to five words depending on the length of the assignment (so as not to overload the students.

MYC-04 (12/14/17) Page 5 Notes

Content Area Vocabulary

Receptive Expressive

Listening Reading Speaking Writing

MYC-04 (12/14/17) Page 6 Notes Types of Content Area Vocabulary

Listening Vocabulary  Earliest to develop  Largest vocabulary knowledge  What we hear  Serves as a foundation for learning other vocabulary  Receptive

Reading Vocabulary  Words the reader recognizes or figures out from print  Print recognition is different from listening recognition  Occurs in context with other terminology  More difficult to grasp than listening vocabulary  Receptive

Speaking Vocabulary  Words used in speech  Expressive

Writing Vocabulary  What is used in written communication  Expressive

All build on each other by reinforcing each other through continuous acquisition and use.

MYC-04 (12/14/17) Page 7 Notes Categories of Vocabulary Knowledge

Unknown Terms  New and unfamiliar terminology  The student does not recognize the words

Acquainted Terms  Knows it, heard of it, but cannot identify or use it properly  Meaning may be recognized after some deliberate attention

Knows Familiar

Heard of Recognizes

Established Terms  Knows it, can and does use it effectively  Meaning is rapidly, easily, or automatically recognized

Encounter Interactions

Unknown Acquainted Established Vocabulary Vocabulary Vocabulary

The number and degree of encounters and interactions will determine the rate at which vocabulary knowledge is acquired.

Content Area Vocabulary

Unknown Established Encounter / Time

Vocabulary Terms

Technical Specialized

 Usually found in  Usually found in one subject area many subject areas  Usually have only  Usually have a one meaning different meaning in each subject area

MYC-04 (12/14/17) Page 10 Notes Content Area Vocabulary Words

Technical Vocabulary Words Have one meaning and usually found in only one subject area.

Example: English – pronoun Social Studies – capitalist Science – chromosome Math – rhombus

Specialized Vocabulary Words Used in different subject areas and have a different meaning in each subject area.

Example: product

Math – result of multiplication Science – result of chemical reactions Social Studies – a tangible good

conductor

Science – usually made of metals; conducts heat or electricity Music – the leader of an orchestra

MYC-04 (12/14/17) Page 11 Notes Why Teach Vocabulary Skills in the Content Area

 The content area specialist provides the most effective instruction for content vocabulary.  Content area instruction reinforces basic reading skills by providing an opportunity for the application of vocabulary knowledge.  Content terminology is richest when taught in context. Instruction, text, experience, relationships, and repeated interactions with content vocabulary produce meaningful learning.  Construction of conceptual meaning through appropriate and monitored use of vocabulary is greatly enhanced in the content area.  Comprehension is enhanced when vocabulary is taught in the content area.  A skill of any discipline is to be able to read the literature, speak the language and develop knowledge within the discipline.  It is not so much about teaching reading skills, but about using reading as a tool for thinking and learning in the discipline.

MYC-04 (12/14/17) Page 12 Notes Learning Vocabulary in the Content Area Involves:

 Hearing and seeing the terms  Having symbolic and pictorial representation of the terms  Rehearsing the word with associations to reinforce understanding  Using prior knowledge to associate the word with past experiences, synonyms, antonyms, metaphors and analogies  Employing vocabulary skills to learn the word (context clues, definitions, semantic analysis, word mapping, structural analysis, etc.)  Attending to the word during the lesson  Interaction with the word in a variety of contexts: orally, written, mapping, relationships, etc.  Using metacognitive abilities to understand the meaning

All these techniques work together, using multiple encounters to achieve an extensive vocabulary knowledge.

MYC-04 (12/14/17) Page 13 Notes

MYC-04 (12/14/17) Page 14 Notes

Achievement

Vocabulary Knowledge

MYC-04 (12/14/17) Page 15 Notes Vocabulary Knowledge and Academic Achievement

 Knowledge of words and the ability to use them is essential to content area success.  The difference between high and low achievers is the difference in the vocabulary gap.  Understanding words enables the readers to understand the passage / text.  Verbal aptitude underlies both word and text comprehension.  Vocabulary knowledge may be connected to how a person stores information (schema).  Vocabulary knowledge is connected to concept development and retention.  Vocabulary knowledge influences the degree of learning.

MYC-04 (12/14/17) Page 16 Notes

MYC-04 (12/14/17) Page 17 Notes Teaching Vocabulary in the Content Area

 Use a selection criteria to choose terms/words. Limit the number of words for each unit and focus on what is essential for the key concepts.  Activate students’ prior knowledge to form associations with other vocabulary and experiences.  Provide numerous opportunities for students to interact with the vocabulary.  Encourage students to read, speak, listen and write with the new vocabulary.  Use vocabulary learning strategies to guide students in becoming independent vocabulary learners.  Model learning new vocabulary in context with students to encourage reading comprehension.  Encourage practice with vocabulary development strategies to develop vocabulary interaction habits.  Use dictionaries and glossaries appropriately.  Remember the content area specialist provides the richest experience and context.  Provide opportunities for extensive reading and direct instruction of word meaning.  Teach words in related clusters. – show relationships to other words

MYC-04 (12/14/17) Page 18 Notes

– synonyms, antonyms and roots – graphic organizers

MYC-04 (12/14/17) Page 19 Notes Vocabulary Development Strategies for Content Area Teachers

Concept Definition Mapping

Description

 Graphic Organizers used to help students with characteristics, attributes and examples of a concept or word.  Provides a more thorough definition than dictionaries.  The mapping process aids recall.  Organizes prior knowledge and constructs new associations and meaning.  A spatial representation of a cognitive network.  A manageable format that shows relationships. Relationship links is an example of is a part of is caused by is a characteristic of is located at is used for

MYC-04 (12/14/17) Page 20 Notes

Concept Mapping

Steps 1. Introduce the words/terms selected for the unit or lesson. 2. Introduce the concept map by explaining it as a technique for vocabulary development. 3. Provide an example of a completed concept map. 4. Brainstorm where the information to fill in the boxes came from. Identify the sources: prior knowledge context clues from text definitions inferences from text 5. Develop a content area functional definition of the term with the class. 6. Place a blank concept map diagram on the overhead, and model with the students how to construct it. 7. Provide one for students in guided practice. Have them select a term and construct their own map. Provide feedback. 8. Allow for continuous practice with selected terms. 9. Be consistent in design, practice, feedback, and use. 10. Encourage students to use as revision tools and where possible on tests. 11. Have students construct there own definitions, relationships and conceptual understandings. 12. Use visuals where necessary. 13. Provide opportunities for students to reflect and refine concept definition maps as they go along.

MYC-04 (12/14/17) Page 21 Notes

Concept Map – 1

MYC-04 (12/14/17) Page 22 Notes

Concept Map – 2

MYC-04 (12/14/17) Page 23 Notes

Word Web

MYC-04 (12/14/17) Page 24 Notes Frayer Model

Description

 A word categorization activity.

 It shows essential and nonessential attributes, examples and non-examples.

 It shows what the term is and what it isn’t.

 The term is surrounded by information.

MYC-04 (12/14/17) Page 25 Notes Frayer Model

Steps 1. Introduce the terms selected for the unit or lesson. 2. Introduce the Frayer Model by explaining its attributes as a technique for vocabulary development. 3. Provide an example of a completed diagram. 4. Emphasize the categories and their connections to the word. 5. Identify where the information comes from – prior knowledge – context clues – glossary / dictionary / text – examples from text, literature, visuals 6. Provide related words and tell whether they are examples or non-examples based on the model. Have students state why and provide them with feedback. 7. Select a new term and complete blank Frayer Model chart with the class. 8. Provide opportunities for guided practice and feedback. 9. Encourage students to develop their own definition and practice continuous revision. 10. Use visuals where necessary.

MYC-04 (12/14/17) Page 26 Notes

Vocabulary Development Examples of Visual Representations: Frayer Model

FRAYER MODEL

Definition (in own words) Characteristics

Examples (from own life) Non-examples (from own life)

MYC-04 (12/14/17) Page 27 Notes Semantic Feature Analysis

Description

 Compares one term to others in established categories.

 A matrix is used to compare terms.

 It shows how terms are alike or different.

 Categories are broad to cover an array of features but focuses on the context.

 The left side of the matrix has the key vocabulary terms. Across the top, list the features these words might share.

 Use features that differentiate between those words as well.

 Use a (+) or (-) to indicate whether or not the feature is common.

 Provides physical attributes and images to the word.

MYC-04 (12/14/17) Page 28 Notes

Semantic Feature Analysis

1. Select a group of terms for the unit. 2. Construct a chart (Semantic Feature Analysis Chart). 3. Identify the concept. 4. List the terms on the left-sided column. 5. Along the top, select broad features for the key terms that will distinguish likes and dislikes. 6. Fill in the matrix with the class, using (+) or (-). 7. Words that fall in the same category, students should add one or more features to the top to make a clear distinction. 8. Students should be encouraged to add additional terms to the matrix. 9. Encourage students to summarize the definition of the terms. 10. Encourage the use of the matrix as a revision tool and use where appropriate on assessments. 11. Provide opportunities for guided practice and feedback. 12. Encourage students to develop their own and share with the class. 13. Have students identify the terms and the features to be used.

MYC-04 (12/14/17) Page 29 Notes

Concept: polygons l e l l a r r a l a p a l

r d d s u e e e e t g d d a d n i i l i a s s i s i - -

u u 4 3 e q t q i e e

Polygons s o p p o square x x x x

rectangle x x x

triangle x

rhombus x x x

trapezoid x

MYC-04 (12/14/17) Page 30 Notes Semantic Mapping

Description

 A visual that uses prior knowledge.  Recognizes important components and how they relate to the term.  The term is written in the middle.  Clusters of words are grouped into broad categories.  Relationships are developed with the central term and its clusters.  Circles and lines are used to show how terms are related.  Encourages critical thinking, since students must create a map showing relationships with terms.  A graphic display of terms/concepts, subcategories, supporting details and their relationships.

MYC-04 (12/14/17) Page 31 Notes Semantic Mapping

1. Teacher introduces the term and writes it in the center of the page / overhead. 2. Students are asked to brainstorm as many related words to the central term and generate a list. 3. These words are then grouped into categories around the central term. 4. Students are asked to read the text or literature to find related words. 5. Visuals may be used when applicable Categories may include: – where found – examples – used in/by – types – looks like – made up of 6. Students construct a content area functional definition for the term.

MYC-04 (12/14/17) Page 32 Notes

Semantic Mapping

MYC-04 (12/14/17) Page 33 Notes Star Definition

 Concept, term or vocabulary word in the center of the star.  Five descriptors at each point of the star. − an example − a descriptive phrase − a visual or symbol − an important clue word / synonym − a relationship

MYC-04 (12/14/17) Page 34 Notes

MYC-04 (12/14/17) Page 35 Notes

Description

Text that creates a visual representation of a topic.

Example of text: “A spider can be identified by the presence of eight legs on a three-sectioned body. This body includes the head, thorax – from which the legs extend – and a large abdomen.”

Embedded questions:  What is being described?  What are the main characteristics of this item?  How is it being described? Structure? Function? Key Terms above below near across between from which behind in back of under over looks like to the right

Graphic Organizer:

MYC-04 (12/14/17) Page 36 Notes Content area vocabulary should be defined through multiple:  visuals  symbols  language (written or spoken)  relationships to other words / concepts  body language / demonstrations

MYC-04 (12/14/17) Page 37 Notes

Vocabulary Development

 is essential to conceptual learning and understanding.  is more than writing definitions.  involves using words in context to develop relationships and concepts.  is an important contribution to comprehension.  distinguishes the knowledge of the content area.  helps students to see connections between concepts.  cannot be separated from conceptual development.  involves using prior knowledge to understand concepts and relate them to each other.  involves the transfer of terms and concepts from short term memory to long term memory.  relies on continuous interaction of terms and techniques to understand their meaning.

MYC-04 (12/14/17) Page 38 Notes Vocabulary Development

Ineffective Practices in the Content Area:

 Only looking up definitions in the dictionary or glossary  Only writing each word in a sentence  Memorizing word meanings from glossaries or dictionaries  Attempting to learn every word in the context  Looking at print words in isolation  Not relating words in context  Focusing only on proper spelling as vocabulary knowledge  Avoiding visuals or associations through prior knowledge  Focusing only on pronunciation as vocabulary knowledge  Writing the word 10 times  Vocalizing the definitions to the students during instruction

MYC-04 (12/14/17) Page 39 Notes

Knowledge of words and the ability to use them in language are essential to success in the content area.

MYC-04 (12/14/17) Page 40 Notes

Key influence in learning content area vocabulary is the teacher’s attitude toward learning the terminology of the discipline.

MYC-04 (12/14/17) Page 41 Notes

“The proportion of difficult words in text is the single most powerful prediction of text difficulty.

A reader’s vocabulary knowledge is the single best predictor of how well that reader understands the text.”

MYC-04 (12/14/17) Page 42 Notes

Using a dictionary or glossary and committing the definition to memory does not lead to improved comprehension.

A single definition does not contain enough information to go beyond superficial understanding, which leads to rapid forgetting of meaning.

MYC-04 (12/14/17) Page 43 Notes

Content vocabulary is essential to the language of the discipline.

Words are the tools used for mastering the reading, writing, listening and speaking of disciplines.

MYC-04 (12/14/17) Page 44 Notes

Words are the labels assigned to represent ideas.

To know a subject is to know its vocabulary.

MYC-04 (12/14/17) Page 45 Notes Vocabulary Knowledge and Development

Reading is a foundational skill integrated in the success of every discipline.

 Content area teachers employ reading skills and techniques to enable students to read specific materials written by content area experts.

 Content area reading instruction is intended to expand the student’s reading, writing, listening and speaking vocabulary to increase comprehension of the essential knowledge in the discipline.

 Content area reading instruction encourages independence in learning new vocabulary through strategies and opportunities to derive meaning from interaction with the context.

MYC-04 (12/14/17) Page 46 Notes Assessing Vocabulary Knowledge in the Content Area

Suggestions:

 Provide a brief paragraph and ask for a contextual definition rich in context.  An illustration, diagram or example using the term in relationship may also be used to develop a definition of the term.  Use a word map with information on the term, but with the term excluded.  Using context clues, fill in a blank statement with the term.  Label a diagram using the term.  Identify the term through inference from context.  Write a statement using the term appropriately from context.  Provide a synonym for the term, used in context.  Choose the definition of the term from multiple-choice items.

MYC-04 (12/14/17) Page 47 Notes

Learning Vocabulary from Context “The meaning of a word is determined by the context in which it is used.”

Context Clues  learning the meaning of the word from words that come before or after the term in context  comes in many forms  Linked synonyms – the term is linked with similar terms in a series Some acids have a pungent, smelly, obnoxious odor.

 Definition or Restatement Definition – the word may be defined in the context itself. The best cleaning material was pumice, which is a rock made from lava.

The lines should be perpendicular; that means they should cross at right angles.

Restatement (appositive) – additional information is provided to clarify the term Carbon monoxide is a noxious (poisonous) gas.

 Examples Examples of the term are given and usually follow the key words: like such as especially for instance

MYC-04 (12/14/17) Page 48 Notes

Context Clues (cont’d)

this, these and other The tropical rain forest was made up of foliage such as mangrove, palm and ferns.

 Comparison – the unfamiliar term is compared to other familiar terms Key words: like as in the same way similar to just as Key words help to unlock the meaning of the unfamiliar term The balloon is as buoyant in the air as a rock in water.

 Contrast – the unfamiliar term is contrasted to familiar terms. This brings about differences, or in some instances, the single most distinguishing factor. Similar things, ideas or people are contrasted to show an important way in which they are different. Key words: but although on the contrary on the other hand unlike inconsistent with Some people think that Paul is irrational, but he has always seemed reasonable to me.

MYC-04 (12/14/17) Page 49 Notes Morphology (Structural Analysis)

 Understanding of the term comes from their prefixes, roots and suffixes.

 Words/terms are chunked into smaller parts to understand their meaning.

 More effective when used in conjunction with strategies for activating prior knowledge.

 Students derive definitions and meaning from context by dissecting the word and putting together the meaning of its parts.

MYC-04 (12/14/17) Page 50 Notes

Morphology (Structural Analysis) (cont’d)

 Root – part of the term that contains its basic meaning. – A word family is a group of words that have a common root.  Prefix – one or more syllables placed in front of a root to change the meaning of the root. – Help to unlock the meaning.  Suffix – one or more syllables placed after the root word to form a new word.

 Noun Suffixes

Biologist -ist: one who studies life or living organisms one who does something

-dom freedom

make abstract words

 Adjective Suffixes make full of -ous furious: full of fury relating or pertaining to

MYC-04 (12/14/17) Page 51 Notes

-ical economical: pertaining to the economy -ic biotic: pertaining to life, living part

MYC-04 (12/14/17) Page 52 Notes

Morphology (Structural Analysis) (cont’d)

Prefixes

Examples

Equidistant Equi = equal equally distant

Antibiotic Anti = against biotic = pertaining to living against living things

Dehydrogenase De = remove, away, without hydrogen = root word = element hydrogen ase = pertaining to enzymes An enzyme which removes hydrogen

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