1	“When ideas fail, words come in very handy.” Herman Melville Fostering Vocabulary Development ~Presented by Connie Campbell, Instructional Supervisor 7-12 and Jeannette Mulholland, Reading Specialist Jefferson County Schools
2	What’s your Vocabulary Savvy? (Handout) Score 6 Webster’s Word Wizard Score 5 Lexis Leader Score 4 Vocabulary Vicar Score 3 Dictionary Diva Score 2 Glossary Guru Score 1 Syllable Sensation Score 0 Wipe Out Wonder
3	Would you believe………….. In 1950’s, the average 6 year old had a vocabulary of about how many words? 26,000 In 1990’s, the average 6 year old had a vocabulary of about how many words? 5,000 Primary school children learn about how many new words each year? 3,000 or about 8 per day
4	Not rocket science……………… Studies show that high-achieving high school seniors know four times as many words as their low-achieving peers High-achieving third graders have vocabularies that are about equal to those of low-achieving twelfth graders Economically disadvantaged first graders know approximately 1,800 words whereas the middle-class students know approximately 3,000-5,000 words
5	What do we mean by vocabulary? One of 5 core areas of reading instruction Oral vocabulary (the words we use in speaking or recognize when listening) Reading vocabulary (the words we recognize or use in print) Essential for understanding
6	What does the research have to say about vocabulary instruction? Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. They do so by engaging daily in oral language, listening to adults read to them, and reading extensively on their own.
7	And yet………… Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly. This can be done through specific word instruction (teaching specific words, extended instruction that promotes active engagement with words, and repeated exposure to words in many contexts) and word learning strategies (using dictionaries and other reference aids, using word parts, and using context clues).
8	What should vocabulary instruction include in all content areas? Vocabulary instruction should focus on important words (key words to help readers make sense of the text), useful words (words they will encounter often), and difficult words (words with multiple meanings, idiomatic words, etc.).
9	Sounds good, but how is this done in the time that we have? It is generally accepted that students learn vocabulary more effectively when they are directly involved in constructing meaning rather than in memorizing definitions or synonyms. Word Sorts Word Maps Word Webs Analogies Word Choice Activities as part of 6 Traits Thermometers Ruddell’s Chart
10	Vocabulary Instruction- Before Reading Explicitly pre-teach unfamiliar words important to comprehension. Lowers frustration Pre-teach less as year progresses. Teach where vocabulary is located in the text. (Colored text, text boxes, captions, glossary) Do NOT read connected text first!
11	Guess the Covered Word The greater the pull of __________ the more something weighs on that planet. Balls of ice and dust which travel around some planets are called ______________. Clouds on Venus trap the sun’s heat, creating the _____________ _______________.
12	Analogies: Teacher And Student Directed Handout
13	Word Webs, and Word Maps, and Word Charts, Oh MY! (Handouts) Choose what works for your content area. Can be assigned for homework. Essential for understanding in any content area. Visual representations and student-made connections help students recall the words and apply the words in their own writing. Synthesize rather than rote memory helps students to “own” the words.
14	WORD SORTS
15	Ruddell’s Strategy Chart (Handout) WHEN YOU COME TO WORD YOU DO NOT KNOW CONTEXT - read to the end of the sentence. Are there meaning clues in the sentence? Are there meaning clues in other parts of the paragraph or story up to this point? Use these clues to figure out what the word means. Does the meaning make sense? If so, go right on reading. If it doesn't make sense, check…….. STRUCTURE - look at parts of the word for meaning clues. Do you recognize any roots or prefixes you know? Do any endings help? Combine this information with the context clues. Does the meaning make sense? If so, go right on reading. If it doesn't make sense check…….. SOUND - try to pronounce the word and check for meaning. You might recognize the meaning of a word when you hear it. Do you know this word? Use this information in the context of the sentence. Does it make sense? If so, go right on reading. If it doesn't make sense, check………… REFERENCE - use a reference source. Are there any margin notes to help explain the meaning? Does the glossary in the text define the word? Look it up in a dictionary. Ask someone. Combine that information with the information from the context. Does it make sense? Go right on reading. This system and the chart were developed by Martha H. Ruddell.
16	Degrees of meaning…….
17	It’s all in the Word Choice…. Are you saying what you mean?
18	A Closer Look at Word Choice Use powerful words that paint a mental picture for the reader. Add descriptive adjectives to enhance nouns. The lumpy brown toad hopped quickly through the squishy gooey mud. Verbs should be strong action words. The cows stampeded through the field. The cows sauntered through the field.
19	What else? Try to use specific, rather than general nouns. The car zoomed down the street. The 1957 Chevy zoomed down the street. Use language that is comfortable, not “flowery” or “stuffy.” I shall not follow you. Avoid slang and cliches. He was fixin’ to finish his homework.
20	Let’s Give it a Try! The toad ______through the mud.. The ______ toad ________through the _________mud. The _______ ________ toad __________ ________ through the _________ _________ mud. ~ For more ideas, see Connie’s Write On Sentence Stretchers.
21	…And There’s More Avoid repetition. She liked to dance and she liked to skate and she liked to sing. Make sure to use words correctly. There driving to they’re house and will arrive their by noon. Unless you are Hemmingway or Hawthorne, be concise.
22	Sample Strategies for Teaching Word Choice Use cartoon bubbles. Peer edits– circle 5 words in your partner’s paper that could be stronger. During teacher read-alouds point out concrete examples of strong language. Post word lists around the room. Use specific parts of speech. Encourage use of a Thesaurus. (How many words for “blue” are there?) Encourage students to use senses to describe an object. Use colored pencils to underline sensory words.
23	Using our common senses…(Handout) The old man grumbled a bit as he wiped his teary eye with the back of his gnarled hand. He could taste the salt as he rubbed his parched lips. He glanced at his silent wife standing a short distance away. She too was old, but he still saw in her wrinkled face the pretty young girl he had married. She still smelled like freshly mowed spring grass.
24	Using our common senses……. The old man grumbled a bit as he wiped his teary eye with the back of his gnarled hand. He could taste the salt as he rubbed his parched lips. He glanced at his silent wife standing a short distance away. She too was old, but he still saw in her wrinkled face the pretty young girl he had married. She still smelled like freshly mowed spring grass.
25	Some newspaper headlines... IRAQUI HEAD SEEKS ARMS FARMER BILL DIES IN HOUSE ROBBER HOLDS UP ALBERT’S HOISERY COUNTY OFFICIALS TO TALK RUBBISH TRAFFIC DEAD RISE SLOWLY GRANDMOTHER OF EIGHT MAKES HOLE IN ONE MANY ANTIQUES SEEN AT DAR MEETING
26	Remember……. “Man does not live by words alone, despite the fact that he sometimes has to eat them.” ~Adlai E. Stevenson, Jr.