Vocabulary: the Foundation of Literacy, Volume I

VOCABULARY

Sadlier School Professional Development Series

Vocabulary: The Foundation of Literacy, Volume I

Dr. Vicki A. Jacobs Lecturer on Education Harvard Graduate School of Education

SadlierSchool.com Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Related programs . About theAuthor. References . Vocabulary Practice through Expressive Language . The Use ofTechnology inDirect Instruction Choosing Vocabulary forDirect Instruction . Vocabulary Learning through Direct Instruction . Informal Vocabulary Learning . The Definition, Importance, and Development of Academic . Vocabulary Introduction . . Table ofconten

Back Cover 10 11 4 8 s 9 9 5 2 1 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series students intheUnited States fundamental role intheacademicachievement ofK–12 Research plays hasconsistently a found thatvocabulary students’ academicword knowledge quality, to andintensity ensure successfuldevelopment of in schoolsremains inadequate initsfrequency, consistency instruction continueto lamentthatthestatealike ofvocabulary academic vocabulary. andresearchers Even makers so, policy recommendations for effective ofbothgeneraland instruction design and implement effective vocabulary instruction. design andimplementeffective vocabulary andstrategiesa rangeofprinciples thatteachers canuseto alsoexplores incontent-learning. It of academicvocabulary teachers needto understandaboutthedefinitionand role ofProfessionalThis series eBooks, Development outlineswhat

Vocabulary: The Foundation ofLiteracy, Volume I 1 . The literature with isalsorich 3 . 2 , introduction 1 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series vocabulary differs fromvocabulary more common, everyday language disciplines andwithinspecific content areas (both spokenandwritten) commonly usedto across learn academic Academic language refers to thesentence (syntax) structures andvocabulary The Definition of Academic Vocabulary Vocabu an T D he • • • d D Tier 2words dog lookedat eachother.”). children andthenitbeganto rain.” builtafort, “The boy and “The reading” or “critical to analysis”) specificdisciplines particular of different andprocesses andstyles), periods (e.g., literary of “close quatrain),characterization, language(e.g., thesyntax andvocabulary Tier 3words represent thespecialized concepts (e.g., onomatopoeia, ofgraphing thelocation the act ofpoints.)describes oritcanbea develops thatthat howverb describes infiction, action ofspeechitrepresents. given thepart vary (E.g., “Plot” canbeanoun “plot,” “diagram,”and “image”) “synthesize”), by discipline(e.g., ortheycanvary “point ofview,” either consistent across disciplines(e.g., “compare,” “contrast,” and found onacademicword lists across ofvaried academicdisciplinesandcommonly theboundaries decoding, sight-reading, skills andfluency in readers thedevelopment whichare designed oftheir to support alsoincludesthewordsTier 1vocabulary that children encounter snow didyou get?” reading?”). you“Do thinkthebook isworth conversation (e.g., didyou doover“What theweekend?” “How much shared experiences andthosewe commonly useininformal Tier includesthewords 1vocabulary that represent day, every efi evel n l 7 ary includethemore general academicwords used on, Impor ition, opm

| e

Vocabulary: The Foundation ofLiteracy, Volume I n 9 8 . Further, aword’s definitionmight . The meaningsof Tier 2words are t o f A 4 . Tiers how describe academic t anc 6 (e.g., dogran.”“The ca de e, 5 . m ic A 10 . cademic Vocabulary 2 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series between native andnon-native Englishspeakers may explain knowledge differencesand vocabulary in reading achievement academic achievement andverbal ability,amount ofverbal isastrong ability; inturn, predictor ofK-12 ofschoollearning. the heart accountsVocabulary knowledge for asignificant who have not thanthose knowledge deeper vocabulary more likelyto arrive at schoolwithlarger and questions aboutwords they donotknow, are beyond theirimmediate environments, andask games (inoral andwritten language),goonoutings uncommon experiences orideas, engageinword to anddiscuss stories orinformational that texts explore listen to conversations abouttopics beyond theirdailylives, listen day livingaswellevery to asinprint. Children whohave theopportunity environments whichchallengechildren’s andexperience through knowledge beforeoral languageability theyenter grows school. It inlanguage-rich beginsAcademic to builduponthestrength vocabulary ofchildren’s The Development ofAcademic Vocabulary groupsbearing ofwords (e.g., prepositional phrases anddependent clauses) which theycan “chunk” into word awholeword parts orread across meaning- to recognizetheir ability words andtheeasespeed(or with “fluency”) isat the vocabulary If “foundation ofliteracy,” Vocabulary Learning The Importance ofAcademic of reading comprehension than thosewithwelfare backgrounds timesmore wordsand almostthree-and-a-half classbackgroundsas thosefrom working asmany almosttwice school knowing words children from professional familiesenter socioeconomic andwelfare status; that is, environmentsrich isrelated to their that children’s exposure to language- 16 . In turn, research turn, . In hasfound 12 . In addition, vocabulary knowledge explains 70-80% knowledge addition,vocabulary . In 13 . Children’s influences knowledge vocabulary

Vocabulary: The Foundation ofLiteracy, Volume I 17 . 11 then academic vocabulary isat thenacademicvocabulary 15 . A cademic Vocabulary 14 ; 3 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series of origin, conceptual complexity) load, andmorphemic abstraction, challenge(e.g.,include at leastonemeasure ofvocabulary aword’s language word is in measures, difficulty reflected andtext readability mostofwhich between word andmeaning structure reflect, independently, on the relation word to consciousness—the ability thedevelopment ofstudents’support alsocansimultaneously activities specialized topics andconcepts). Such multiple contexts, about and learning for usingnewwordsopportunities in meaning ofwords, having multiple the relation and between thestructure games that involve about reflection listening comprehension, playing word thatand discussingtexts challenge ofgenres,to avariety reading aloud sophisticated language, beingexposed (e.g., modelingtheuseofmore children’s development vocabulary that promotekinds ofactivities benefitsfrom pre-school learning thesame growth knowledge ofacademicvocabulary informal strategies, learning althoughthere isdebate aboutitseffectonthe Wide independent reading isoneofthemostcommonly recommended to encounter anduselanguagethat exceeds everyday useandexposure. environmentsand literacy-rich where students have multipleopportunities Researchers agree inlanguage flourishes learning that informal vocabulary occurs learning withinandoutsideschool. (orincidental)Informal vocabulary In grades and secondary thesuccesspredicts theywillhave withreading comprehension inthemiddle andgrade 1 children knowledge possessinkindergarten The vocabulary time are knowledge at adisadvantagelimited whichonlygrows vocabulary over conceptual, technical, andspecialized abstract, f 19 as the language of academic instruction andreading becomes asthelanguageofacademicinstruction more l orma Vocabu 18 . As aresult, children whobegin theirschoolingwith

Vocabulary: The Foundation ofLiteracy, Volume I 23 l . ary L 22 . In addition,informal word-. In Informal Vocabulary Learning 20 . The relationship between e arn i n g 21 . 4 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series D growth playslearning, instruction asignificant direct role in vocabulary growth informal word isinsufficient learning formaximal vocabulary of students’ academicword knowledge, research notes that While informal word cancontribute learning to thedevelopment Vocabu modeling ofusage and teachers’ repeated explanations ofdefinitionsandisolated and thenusethewords in sentences), theuseofcontext clues, write and/ormemorize thewords’ ofspeech, definitionsandparts use(e.g.,strategies having students asdictionary locate words, remains over-dependent instruction onsuchisolatedvocabulary word learning. Even andhigh-school so, muchofmiddle-school strategy, especiallywhenusedinisolation, issufficient fordeep effective teachers: thecomplexity ofwordacknowledges learning. Minimally, ismosteffective whenit instruction vocabulary Direct processan on-going Effective academic word isadifficult, learning complex, and struggling readers achievement—especially that and ofEnglishlanguagelearners weak vocabulary knowledge weak vocabulary i Treat asanactive, learning generative, vocabulary integrative, and • Are andsystematic explicitly offocal purposeful intheirselection • Demonstrate enthusiasm for andexhibit acommitted personal • classroom rich students Offer languageandliteracy • Provide students withmultipleexposures to focal words inmultiple • r cognitive process words andstrategy andinthedesign instruction. ofskill interest inword learning. environments. receptively, inoral aswell aswritten language, andinnovel contexts. for expressively students to usenewvocabulary opportunities and well asmultiple contexts over oftime—as period anextended e 26 24 c , inreading comprehension especiallyfor thosechildren whoarrive at schoolwith t In l 28 30 st ary L . . 29 . Research isclearthat noonemethodor 31 ruc . 25

e . In additionto informal. In word |

tion Vocabulary: The Foundation ofLiteracy, Volume I arn 27 , andinacademic i n g th rough

5 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series strategy. words Most are from learned teachers context. If wordsword-learningunknown isthemostimportant Using context cluesto infer themeaningsof increase thenumberofwords theylearn. strategiesor transactional willenablestudents to dramatically instruction, learners. Word explanation strategy whetherdirect ofstrategies instruction, isessential to helpstudents developIt asindependent proficiency word passage. itdoesnot, students shouldreread If thesentence andlookfor word.unknown that makessense, If theyshouldproceed withreading the First, students shouldsubstitute aword that theybelieve isasynonym for the strategy words. for themeaningofunknown usingcontext cluesto ascertain wordsin whichtheunknown are embedded. Teachers shouldmodelthe To teach thisword-learning strategy, teachers shouldbegin withapassage strategies are: unknown words.unknown need to understandthat there won’t becontext cluesto themeaningsofall and students shouldreread iftheirguessdoes notmakesense. Students also wordthe unknown to determine ifitmakes sense. The process isiterative thecontextmean, theyshouldunderline clueandsubstitute that guessfor clues. When students believe theyhave figured outwhat the word might antonyms, definitions, explanations, comparisons, or contrasts as context wordunknown could students mean.Remind to lookfor synonyms, word orphrase willhelpdetermine that what orindirectly directly the word. Students may needto reread thepreceding sentence to lookfor a sources ofinformation abouttheword that willhelpthemunderstandthe they willgreatly increase thenumberofwords students’ learn. can improve students’ from inlearning proficiency context, From third grade on,students needto over learn 3,000words annually. Using context to determine themeanings • Choosingapersonalapproach to • Developing astrategy for addressing • Using reference tools, includingthe • the Using to word ascertain parts • Vocabulary Learningthrough Direct Insrucion building theirvocabularies wordsunknown dictionary wordsmeanings ofunknown wordsof unknown

Vocabulary: The Foundation ofLiteracy, Volume I 33 The mosteffective word-learning

6 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series and ideasto oneanother. to revisit wordsto planopportunities andto relate words exposures over to newvocabulary time, itisimportant is for teachers to ensure that theirstudents have multiple instruction akeyelementBecause ofeffective vocabulary word they develop phonological, orthographic, rich ofthe andsemantic knowledge diverse, andengaging through variousandinteresting ways to ensure that can helpstudents achieve multipleexposures that are to significant, vocabulary ofcontexts,variety shouldnotbe “mere repetition oftheword.” ordrill Teachers reminded provided usthat theseopportunities, ina vocabularies and understanding unknown words.vocabularies andunderstandingunknown their repertoire ofstrategies for buildingtheirown the strategy andwillincludeitin asahabit-of-mind for usingthestrategy. Through students willdevelop thislong-term effort, assessments, andsupport additionalmini-lessons, andongoingopportunities to have anabundance ofindependent practice, constructive reviews, feedback, this strategy. across theweeks, isimportant months, It andyears for students to developing students’as independent isimportant practice with proficiency Learning to Ample usecontext scaffolded cluestakeswork. orguided, as well words Embednewvocabulary into ordiscussionprompts, writing • experimentation andreward known Support use ofeven partially • Have students usegraphic organizers, suchasconcept circles, word • Allow students to applytheword usinggamesandword puzzles. • Use synonym andantonym to deepenunderstandingof activities • words Deliver ofvocabulary practice withincontext-rich sentences. • for students Present withopportunities audioandvisualsupport • Provide sentence examples withcontexts that makethemeaningof • Lead discussionsofstudent-friendly definitions. • 37 Vocabulary Learningthrough Direct Insrucion homework assignments, quizzes, andclassroom instruction. words, instudent writing.vocabulary particularly webs, andword squares. word meaningsandhow theyrelate to otherwords. application. to hearand seeaword, itssyllables, sounds, definition,andits wordeach newvocabulary transparent. , suchas: 36 Researcher, Stahl (2005)

Vocabulary: The Foundation ofLiteracy, Volume I 35

independently. how to use those strategies and explicitly teach students variety of word-learning strategies Model andengagestudentswitha 7 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series

Vocabulary Workshop, Level Blue across disciplines. academic Focal words shouldhave highutility school can grow to asmuch25,000words by theendofhigh experience cangrow asmuch3,000–4,000peryear and students encounter that are outsidetheireveryday As become texts more content-specific, thenew words those that are familiar andusedineveryday language. decoding, fluency, andautomaticity) use Tier 1 words— children useto (suchas beginning practice reading skills grades theearliest (throughIn grades that 2or3),thetexts D Ch struggling readers orEnglishlanguagelearners wordsthree-to-five at atime, especially for thosewhoare Further, shouldintroduce effective instruction nomore than 400 words-per-year) better to teach fewer academicwords well (e.g., around i r oo e 38 . Researchers uniformly agree, however, that itis c t In si n g st 39 thanmore manner. words inacursory Vocabu ruc

tion Vocabulary: The Foundation ofLiteracy, Volume I l ary f 40 . or or discipline of key concepts andprocesses withina instructional goals instructional to students’ achievement ofacademic, vocabulary instruction vocabulary processes ofanacademicsubject) to thespecific conceptsimportant and statement”—words whosemeaningsare words suchas “alliteration” or “thematic within academicdisciplines(e.g., Tier 3 one content-area to another)and ornotfrom whose meaningscanvary “contrast,” “analyze,”and “argue”— disciplines (e.g., Tier 2words suchas have across highutility academic consider: teachers should instruction, vocabulary When choosingwords for direct reading orwriting) enough to useitindependently intheir a word’s well meaningandstructure the word independently, to understanding or useofaword, butnotbeingableto use to somethingaboutthecontext knowing (e.g., from having ofaword, noknowledge students’ withthosewords familiarity based onanunderstandingoftheir Teachers shouldchoosefocal vocabulary Student po Instruc A word’sutiliy. tenial. 44 tional purpose and s’f , and/orexplicit purposesfor Focal words should becritical amilirity with words. 43 42 , theirunderstanding . Focal words should 45 . 41 .

8 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series in novel contexts learning ofvocabulary andprinciples vocabulary and meaningofwords, applyingnew andpractice their word consciousness, examine thestructure tostudents multiple, broaden engaging opportunities affords classroom withdirect conjunction instruction, the literature agrees that technology, whenusedin expressive language. andutilize technologyinclude thekeyelements instruction and ofdirect through research-based ismosteffective when instruction direct teachers can bethetool for gap. closingtheliteracy Buildingacademicvocabulary school learning. beingapredictor ofstudent Besides achievement, vocabulary of isat learning theheart ofacademicvocabulary iscleartheimportance It Conclusion when responding to inwriting prompts that are text-dependent. addition, students canhonetheirreading comprehension skills andtest-taking withprevious the meaningofnewconceptual knowledge. In vocabulary promptsuse writing to assess, formatively, how well students have synthesized have aboutthewords’ learned pronunciation andsyllabication. Teachers can experiment usingvaried meaningsoffocal words aswell asapplywhat they oral andwritten language(expressively). classdiscussion,students can During only to read andhearfocal words (receptively), butalsoapplythemintheir not should provide students withopportunities theyare learning,of thevocabulary instruction To ensure students acquire adeepunderstanding Vocabu isongoing instruction ofonlinevocabulary kinds Even asresearch into theeffectiveness of various T Expressive use to theirword-learning practice skills. word searches, “hangman,” orsentence completions) that students can ofsites offerbut avariety (usingflashcards,word-games crossword puzzles, references andthesauruses, suchasonlinedictionaries i n D Usehe o i r e c t In 47 l . Notonlydoestheweb boast ary P f T Lan st e c ruc

rac | h

g Vocabulary: The Foundation ofLiteracy, Volume I no ua tion ti ge l c o e g th y 46 , rough

Vocabulary Workshop on SadlierConnect.com

9 References

1. Flynt and Brozo, (2008); Blachowicz, Fisher, Ogle, and Watts-Taffe, 28. Graves, (2008), 58; cf., Curtis and Longo, (2001) (2006) 29. Bromley, (2007) 2. National Governors Association Center for Best Practices, Council 30. Blachowicz et al., (2006), 524; Bromley, (2007), 536; Nagy, (1988), of Chief State School Officers, (2010), Appendix A, 32 4-8; National Governors Association Center for Best Practices, 3. Nagy and Townsend, (2012), 92 Council of Chief State School Officers, (2010), Appendix A, 32 4. cf., Nagy and Townsend, (2012) 31. Blachowicz et al., (2006); Bravo & Cervetti, (2008); Bromley, (2007); Curtis & Longo, (2001); Graves, (2008); Nagy, (1988) 5. Beck, McKeown, and Kucan, L., (2002) 32. Biemiller; Nagy & Anderson; Beck, McKeown & Kucan, (2002); 6. Chall, Jacobs, and Baldwin, (1990) Moats, (2003) 7. Hiebert and Lubliner, (2008), 108 33. Nagy and Anderson, (1994); Sales & Graves, (2005); Hall, (2016); 8. Coxhead, (2000) Duffy, (2002); Duffy et al., (1987); Duke & Pearson, (2002); Graves, 9. Hiebert and Lubliner, (2008), 108 Juel, & Graves, (2004); National Reading Panel, (2000); Pearson, Roehler, Dole, & Duffy; (1992), RAND Reading Study Group, (2002); 10. cf. Hiebert and Lubliner, (2008), 108 Sweet & Snow, (2003) 11. Johnson and Johnson, (2011) 34. Graves, (2008) 12. Bromley, 2007; Graves, (2008), 57 35. Graves, (2008) 13. Bromley, (2007), 528 36. Nagy, Herman, & Anderson, (1985); National Reading Panel, (2000); 14. Bromley, (2007); Chall and Jacobs, (2003); Curtis, (2009) Biemiller, (2001); Hirsch, (2003); Stahl, (2004); Lawrence, (2009); Kuncan, Beck, and McKeown, (2010); Lawrence, White and Snow, 15. Blachowicz et al., (2006), 526 (2010); Higgins, 2015) 16. Hart and Risley, (2003), 9 37. Perfetti & Hart, (2002) 17. Blachowicz et al., (2006); Chall and Jacobs, (2003); National 38. Graves, (2008), 58 Reading Technical Assistance Center, (2010) 39. Beck, McKeown, and Kucan, (2002); Bromley, (2007) 18. Blachowicz et al., (2006), 526 40. Bromley, (2007); Lawrence, Maher, & Snow, (2013); Snow, 19. Blachowicz et al., (2006), 526; Bromley, (2007), 528 Lawrence, & White, (2009) 20. Bravo and Cervetti, (2008); Chall and Jacobs, (2003) 41. Beck, McKeown, & Kucan, (2002); Bravo and Cervetti, (2008); 21. Chall and Dale, (2000); Fry, (1990) Curtis, (2009) 22. cf., Blachowicz et al., (2006), 527; National Institute of Child Health 42. cf., Beck, McKeown, and Kucan, (2002), 11 and Human Development, NIH, DHHS, (2000) 43. cf., Bromley, (2007), 535 23. cf., Blachowicz & Fisher, (2008), 43-44; Blachowicz et al., (2006), 527 44. Bravo & Cervetti, (2008), 142 24. Nagy, (1988), 7 45. Blachowicz et al., 530; Bromley, (2007); Bravo & Cervetti, (2008), 25. Hart and Risley, (2003), 9 142; Harmon, Wood, and Hedrick, (2008); Hiebert & Lubliner, (2008); Manzo and Manzo, (2008) 26. Harmon, Wood, and Hedrick, (2006), 2; National Reading Technical Assistance Center, (2010), 1 46. Blachowicz et al., (2006) 27. Bromley, (2007), 533 47. cf., Blachowicz et al., (2006), 533 Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Inc. Sadlier, H. William by ©2017 Copyright

Sadlier School Professional Development Series | Vocabulary: The Foundation of Literacy, Volume I Copyright ©2017 by William H. Sadlier, Inc. All rights reserved. Sadlier School Professional Development Series Vocabulary: • Vocabulary: • Vocabulary: • fromeBooks Dr. Vicki A.Jacobs: Professional Development more Vocabulary Read Vol. III The Foundation ofLiteracy, Vol. II The Foundation ofLiteracy, Vol. I The Foundation ofLiteracy,

(William H.Sadlier,Workshop (William Inc.,2012,2017). Educators,University Reading consultant andasseniorseries for Vocabulary of Teacher Educators Association andtheMassachusetts ofCollege and aspresident Associationnationally oftheMassachusetts andhasserved andteaching,learning development. andcurriculum Shehasconsulted publications) development, have andliteracy literacy focused onsecondary teacher. Herundergraduate andgraduate teaching (aswell asresearch and Programs. Shebeganherprofessional experience asahigh-schoolEnglish Education, LanguageandLiteracy, andSpecialized Studies Master’s ofEducationSchool where shehasbeenaffiliated withthe Teacher Vicki A.Jacobs, Ed.D. Graduate oneducation isalecturer at theHarvard Vocabulary: The Foundation ofLiteracy, Volume I About he uthor 11 You might also be interested in:

Vocabulary Workshop Achieve, Gr. 6-12+ CLICK HERE May be reproduced for education use (not commercial use). commercial (not use education for reproduced be May Vocabulary Workshop, Enriched Edition, Gr. 1-5 CLICK HERE

Vocabulary for Success, Gr. 6-10 CLICK HERE registered trademarks of William H. Sadlier, Inc. Sadlier, H. William trademarks of registered are ® and Sadlier

Sadlier School Professional Development Series

A Publication of