Vocabulary Instruction

Bringing Words to Life:

Teaching and Learning Vocabulary

Linda Kucan

2003

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

Grade 4 Vocabulary

What kinds of words are most important to teach?

Criteria for Identifying Possible Words (p. 26, 29)

·     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?

·     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?

·     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?

Robust Vocabulary Instruction

The key features of robust vocabulary instruction are:

·        Selection of Tier 2 words, words used by mature language users that students do not usually include in their everyday conversation and writing

·        Introduction of a set of 5-7 Tier 2 words each week with student-friendly definitions

·        Daily activities that engage and support students in thinking about and using the words in a variety of formats and contexts

·        Mid-week assessments/speed rounds

·        End-of-week assessment

·        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

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

Vocabulary Activities

Word Associations

·        Which words might go with war? Why?

Word Networks

·        What people, things, situations, or words come to mind when you think about the word spectator?

Have You Ever?

·        Describe a time when you might use the word consult.

·        When might you consult a teacher?

·        How might you consult a scientist?

·        Why might you want to consult a librarian?

Applause!  Applause!

·        Clap to show much (not at all, a little bit, a lot) you would like to be described by the word superior.

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:

·        The President called to consult with you?

·        Your teacher told you that your handwriting was superior?

·        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

·        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

Sentence Stems/Idea Completions

·        The King was filled with despair because _____________.

Cloze Passages

·        When the citizens saw the great _______ caused by the battle, they explained their __________ to make sure that it would never happen again.

Questions, Reasons, Examples

·        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?

Making Choices

·        If any of the things I say might be examples of places where spectators might be, say spectators.  If not, don’t say anything.

1.               the Super Bowl

2.               a boat race

Alike and Different

·        What is alike or different about these words: truce and peace?

Examples and Non-examples

·        Which would be remote:

A cabin in the woods or a theatre in the city?

Forms of a Word

Synonyms and Antonyms

Example 2

Vocabulary Activities

Word Associations

·        Which word goes with really smooth fur or feathers? Why? 

·        Which word goes with really cold weather? Why?

·        Which word goes with girls and boys who are in your class at school? Why?

Word Networks

·        What situations, things, or words come to mind when you think about the word frigid?

Have You Ever?

·        Describe a time when you might use the word sleek?

·        When might you say a dog’s fur was sleek?

·        How might a bird make its feathers sleek?

Applause!  Applause!

·        Clap to show much (not at all, a little bit, a lot) you would like to be described by the word calm.

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:

·        The President called to ask you to be one of his companions?

·        Your teacher told you that you needed to be more calm?

·        Your friend told you that he wanted you to resist watching so much television?

Least                                                                              Most

Surprised_____________________________________      Surprised

Sentence Stems/Idea Completions

·        The King was miserable because _____________.

·        The Queen was calm because _____________.

Questions, Reasons, Examples

·        If you were going on a long hike, why might you want companions?

·        If you were going to a frigid place, what might you want to bring with you or wear?

·        When are times when it’s important to stay calm?

Making Choices

·        If any of the things I say might be examples of places where it might be frigid, say “Brrrr.”   If not, don’t say anything.

1.               Antarctica

2.               Florida

3.               Boone in January

4.               Mexico

·        If any of the things I say might be things that are sleek, say “Smooth, man.”  If not, don’t say anything.

1.               a porcupine

2.               a duck

3.               a coat

4.               a leaf

5.               a car

Alike and Different

What is alike or different about these words:

·        calm and sleek?

·        resist and miserable?

·        calm and miserable?

Examples and Non-examples

Which would be something to resist:

·        Talking to a stranger or helping a companion?

·        Laughing at someone’s joke or laughing at someone’s mistake?

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 “Beat the Clock,” 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:

·        To ask someone for advice or information

·        To meet with someone in order to find out something

·        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.

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:

·        Ask students to explain what a word means

·        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 feel

   jubilant.

·        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

to news reporters.                                   tells who won an election.

·        Ask students to describe what is alike and/or different for pairs of words that have related meanings.

exotic/unique                            seize/embrace

·        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 audience’s attention

c.                 earn your audience’s 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

a.                  disagreeable

c.       unlikable