Trathen
Vocabulary Instruction
Adapted from:
Bringing Words to Life:
Teaching and Learning Vocabulary
The materials in this packet are based on:
Bringing Words to Life: Robust Vocabulary Instruction
(2002)
by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan,
Guilford Press
What kinds of words are students expected to learn?
Grade 5 Vocabulary
|
Science Chapter
1: From Single Cells to Body Systems |
Social Studies Chapter
1: The Search for Early Peoples |
Reading/Language Arts First
reading selection: The
Kid in the Red Jacket |
|
cell cell
membrane nucleus cytoplasm diffusion osmosis tissue organ system capillaries alveoli villi nephrons bone
marrow joints tendons ligaments neuron receptors |
migration glacier band nomad theory culture archaeologist artifact evidence origin
story |
Key words from story: automatically obvious persisted nauseous megaphone desperate Spelling Words: ask build dance dead does fact front health hop laughs love quit says shot thing want Words to Explore: desperate nauseous obvious persisted |
Grade 4 Vocabulary
|
Science Chapter
1: Classifying Living Things |
Reading/Language Arts First
reading selection: Mirette
on the High Wire |
|
classification kingdom moneran protist fungi genus species vertebrates mammals reptiles amphibians invertebrates arthropods mollusks vascular
plants nonvascular
plants |
Key words from story: retired agent acrobats balanced wavering boardinghouse protŽgŽe Spelling Words: catch class glad grade gray great mail place plan plant space stand state stay swam thank Words to Explore: acrobats agent balanced wavering |
What kinds of words are most important to teach?
|
Kind of Word |
Explanation |
Examples |
|
Tier One |
Basic words, well known, often used |
clock, baby, happy |
|
Tier Two |
High frequency words used by mature language users across
several content areas |
coincidence, absurd, hasty, perseverance |
|
Tier Three |
Low-frequency words, often limited to specific content areas |
nucleus, osmosis, archaeologist |
|
Criteria
for Identifying Possible Words (p. 26, 29) á How generally useful is the word? Is it a word that
students are likely to encounter in other texts? Will it be of use to
students in describing their own experiences? á How does the word relate to other words, to ideas that
students know or have been learning? Does it directly relate to some topic of
study in the classroom? Or might it add a dimension to ideas that have been
developed? á What does the word bring to a text or situation? What role
does the word play in communicating the meaning of the context in which it is
used? What role do the words play in relation to the mood and plot of the
story? |
What does it mean to know a word?
|
Word |
Know it well, can explain and use it |
Know something about it, can relate it to a situation |
Have seen or heard the word |
Do not know the word |
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desolate |
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jurisdiction |
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flashback |
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excavate |
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contrite |
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precarious |
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Robust Vocabulary Instruction
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The key features of robust vocabulary instruction are: á
Selection of Tier 2 words, words used by mature language users that students
do not usually include in their everyday conversation and writing á
Introduction of a set of 5-7 Tier 2 words each week with student-friendly
definitions á
Daily activities that engage and support students in thinking about and using
the words in a variety of formats and contexts á
Mid-week assessments/speed rounds á
End-of-week assessment á
Maintenance activities |
Options for Daily Vocabulary Activities
|
1.
Word associations 2.
Word networks 3.
Have You Ever? 4.
Applause! Applause! 5.
Word Lines 6.
Sentence Stems/Idea Completions 7.
Cloze Passages 8.
Questions, Reasons, Examples 9.
Making Choices 10. Alike and Different 11. Examples and Non-Examples 12. Forms of a word 13. Synonyms and antonyms |
Options for Speed Rounds, Vocabulary Logs,
and Final Assessments
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1. True/False 2. Multiple-Choice 3. Example/Non-Example 4. Alike/Different 5. Student
Explanations 6. Student
Examples |
Examples of Tier 2 Word Sets
and Related Activities
Example 1
|
Tier 2 words |
Student friendly definitions |
|
Despair |
a feeling of hopelessness, giving up |
|
Remote |
out of the way, far from other things |
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Intention |
something that you plan to do |
|
Spectators |
people who watch, observe |
|
Consult |
to ask someone for advice or information |
|
Superior |
exceptional, above the ordinary |
Vocabulary Activities
|
Making Choices á If any
of the things I say might be examples of places where spectators might be,
say spectators. If not, donÕt say
anything. 1.
the Super Bowl 2.
a boat race Examples and Non-examples á Which
would be remote: A cabin in the
woods or a theatre in the city? Have You Ever? á Describe
a time when you might use the word consult. á When
might you consult a teacher? á How
might you consult a scientist? á Why
might you want to consult a librarian? Applause! Applause! á Clap
to show much (not at all, a little bit, a lot) you would like to be described
by the word superior. Alike and Different á What
is alike or different about these words: truce and peace? Word Associations á Which
words might go with war? Why? Word Networks á What
people, things, situations, or words come to mind when you think about the
word spectator? Word Lines I Ask students to place word phrases on a word line that
represents a continuum and to explain their placement. How surprised would you be if: á The
President called to consult with you? á Your
teacher told you that your handwriting was superior? á Your
friend told you that he wanted you to go with him to be spectators at
a football game? Least
Most Surprised ____________________________
Surprised Word Lines II á You can
also provide students with a list of synonyms for a word and ask them to
place the words on a word line based on a specific characteristic. Least Most impressive______________________impressive superior
better
preferable terrific
first-class excellent Questions, Reasons, Examples á If you
were going to be driving in a remote area, you might want a cell phone.
Why? What are some remote areas that you know about? Sentence Stems/Idea Completions á The King
was filled with despair because _____________.
Cloze Passages á When the
citizens saw the great _______ caused by the battle, they explained their
__________ to make sure that it would never happen again. Forms of a Word
Synonyms and Antonyms
|
Example 2
|
Tier 2 words |
Student friendly definitions |
|
frigid |
very cold Frigid water is so cold that if you stayed in it too long you
would start to shake and shiver. |
|
sleek |
smooth or shiny You can use water and a comb to make your hair sleek. |
|
companions |
people who are often together If you belong to a scout troop, then the scouts are your
companions. |
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miserable |
very unhappy or uncomfortable If you had poison ivy, you would probably be miserable. |
|
calm |
quiet, peaceful, still If water is calm, then it does not have lots of waves.
It is peaceful and quiet. |
|
resist |
to be strong enough not to do something; to not give in Even if you really want to do something, you can still resist
and not do it. |
Vocabulary Activities
|
Have You Ever? á Describe
a time when you might use the word sleek? á When
might you say a dogÕs fur was sleek? á How
might a bird make its feathers sleek? Making Choices á If
any of the things I say might be examples of places where it might be frigid, say
ÒBrrrr.Ó If not, donÕt say anything. 1.
Antarctica 2.
Florida 3. Boone in January 4. Mexico á If
any of the things I say might be things that are sleek, say ÒSmooth,
man.Ó If not, donÕt say anything. 1.
a porcupine 2.
a duck 3.
a coat 4.
a leaf 5.
a car Examples and Non-examples Which would be something to resist: á Talking
to a stranger or helping a companion? á Laughing
at someoneÕs joke or laughing at someoneÕs mistake? Applause! Applause! á Clap to
show much (not at all, a little bit, a lot) you would like to be described by
the word calm. Alike and Different What is alike or different about these words: á calm and sleek? á resist
and miserable? á calm
and miserable? Word Associations á Which
word goes with really smooth fur or feathers? Why? á Which
word goes with really cold weather? Why? á Which
word goes with girls and boys who are in your class at school? Why? Word Networks á What
situations, things, or words come to mind when you think about the word frigid? Word Lines Ask students to place phrases on a word line that represents a
continuum and to explain their placement. How surprised would you be if: á The
President called to ask you to be one of his companions? á Your
teacher told you that you needed to be more calm? á Your
friend told you that he wanted you to resist watching so much television?
Least
Most
Surprised ____________________________ Surprised Sentence Stems/Idea Completions á
The King was miserable because _____________. á
The Queen was calm because _____________. Questions, Reasons, Examples á If you
were going on a long hike, why might you want companions? á If you
were going to a frigid place, what might you want to bring with you or wear? á When are
times when itÕs important to stay calm? |
Examples of Speed Rounds/Final Assessments
Speed Rounds
|
Speed rounds are timed activities that require students to
demonstrate their understanding of vocabulary words. In one type of
speed round called ÒBeat the Clock,Ó students answer 14 true/false questions
in 90 seconds. Their scores are the number of items completed minus the
number of incorrect responses. The items for speed rounds can be in a variety of formats,
including multiple choice, fill in the blank, and true and false. Below
are some examples. If you are a spectator at a football game, you do not
have to wear a helmet.
True False It might be difficult to consult with someone who lives
in a remote area.
True False Both a treaty and a truce end fighting.
True False Please circle the letter of the correct item or items to
complete the following sentences. A spectator is ____________. a.
someone who attends an event b.
someone who is in charge of an event c.
someone who participates in an event When you consult with someone, you are seeking ____________. a. advice b. information c. expertise Vocabulary logs are notebooks where students can record the
words they are learning with definitions and examples of how the words are
used. It is best to have students record the words after they
have had a few days to work with them in a variety of ways. It is also a good idea for students to encounter a number
of different definitions in instructional activities and on speed rounds, and
to note those definitions. For example, when students are learning the word consult,
some definitions might include: á To
ask someone for advice or information á To
meet with someone in order to find out something á To
talk with someone to explain your ideas and get their opinion Students can record their scores on speed rounds on a graph
in their vocabulary logs to show their progress throughout the week.
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Final Assessments
|
Assessment provides a way for teachers and for students
themselves to track progress in learning. If the goal of vocabulary instruction is for students to
know the meanings of words and be able to use them in a variety of contexts,
then the related assessments need to tap a deep level of understanding. Some assessments include: á Ask
students to explain what a word means á Have
students create examples, such as:
Describe how someone who was diligent would act. Tell
about a time when you were perplexed.
Describe some things that might make a person feell
jubilant. á Present
items that ask students to distinguish between an example and non-example of
a word.
Which of the two items is an example of the target word?
announce
A candidate refuses to talk A
newspaper reporter tells
to news
reporters. who
won an election. á Ask
students to describe what is alike and/or different for pairs of words that
have related meanings. exotic/unique
seize/embrace
á Create
multiple-choice items that require students to think about the choices.
Choose the correct meaning for each word.
1. diligent
a. fast
b. hard-working
c. lost
d. punished
2. diligent a. making
a lot of money b. working
at an interesting job c. always
trying your best d. remembering
everything (Which set of choices
requires more thinking?) Another example of
multiple-choice items Underline the best response or responses. 1. If you were conspiring, you would
need to: a. have a
weapon b. meet with
others c. make a plan 2. If you were an eloquent speaker,
you would be able to: a. pick the
right words for any occasion b. keep your
audienceÕs attention c. earn your
audienceÕs admiration 3. If you met
an impudent person, you would
not expect her or him to be: a. rude b. polite c. safe 4. If you were an aspiring actor,
you would not be: a. famous b. trying to
get your first break c. on
the cover of People magazine 5. If you met a docile person,
you would not
expect him or her to be: a. intelligent b. loud c. unreasonable 6. If a person had tenacity, you would
expect her or him to be: a. weary b. happy c. determined 7. If someone were described as abominable, you would
expect him or her to be: a. absentminded b. disagreeable c. unlikable |