Selecting Words for Vocabulary Instruction

Gaps in intermediate readers’ knowledge about word meanings can make

incidental learning acquiring vocabulary from reading inefficient and ineffective. To
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develop vocabulary knowledge at this level, direct and explicit instruction will
usually be the best route.
Teacher can begin by choosing academic (Tier 2) words that their students will
encounter frequently across a variety of content areas. The words should also be
ones that the students can connect to other words, meanings, and concepts as well
as their experiences. The words listed below are high frequency academic
vocabulary.

accelerate hypothesis structure empirical

contribute perspective authorize interpret
fluctuate sophisticated devote pursue
notion approximate indicate tense
sequence definite precise component
achieve identify subsequent ensure
convert pertinent automatic intuitive
focus species dimension random
obtain arbitrary individual theory
series demonstrate presume comprehend
adjacent ignore suffice entity
create phase chapter involve
formulate specify distinct range
obvious assert inhibit trace
shift denote prime conceive
affect illustrate sum environment
criterion phenomena compensate isolate
function stable distort react
occur assess initial tradition
signify derive principle concentrate
alternative impact summary equate
crucial portion complex magnetic
generate statistic element region
passive assign innovation transmit
similar design proceed concept
analyze implicit technique equivalent
data potential complicate magnitude
guarantee status emphasize require
period assume intense ultimate
simultaneous devise publish conclude
approach imply technology establish
define precede comply major
 evident vary segment
respective mathematics construct verify
undergo reverse expose context
consequent valid minimum feasible
evaluate constant section negative
manipulate expand verbal select
restrict method consult vertical
usage role external contrast
consist modify

The Interrelationship of the Reading Components

The chart below outlines the reading process relationships among the four
reading components.

Word Level

Text Level

Meaning-Based
Skills
(Understanding)

Comprehension is the end goal of reading. All readers read text in order to
gain information and understanding. The reading process entails a continual
interaction between the reader and the text as the reader takes in new ideas
and information and compares it mentally with the reader’s own knowledge
and ideas. Comprehension, though, can only be the outcome of reading if
other skills intrinsic to comprehension are in place.
The mastery of skills in one component is linked to the mastery of skills in
another component. For example, when learners are not familiar with the
meanings of the words in a text, comprehension is difficult. Similarly, the more
difficulty those learners have in comprehending, the fewer opportunities they
have for learning new word meanings through reading.
In other words, vocabulary difficulties can be both a cause and a
consequence of comprehension
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Vocabulary Instruction at the Intermediate ABE Level

Two aspects of knowledge of word meanings are related to vocabulary at the

intermediate level: breadth of vocabulary and depth of vocabulary.
Breadth of vocabulary refers to the number and kinds of word meanings
known.

Among typically developing readers, vocabulary size more than doubles between
the 6th and 12th grade levels. Consequently, if reading development has been
delayed, it is likely that growth in vocabulary has also. A useful framework for
thinking about the breadth of a learner’s vocabulary is the notion of word tiers.

Most intermediate level readers have a good grasp of the meanings of Tier 1 words
—the words that make up reading materials at the beginning reading levels. Tier 2
words begin to appear in reading materials at the intermediate level. And they
continue to serve an important function at more advanced levels, where they
connect the concepts represented by Tier 3 words (e.g., carbohydrates
are a consequence of
photosynthesis).

Because of their role in comprehension at the intermediate and advanced

levels, Tier 2 word meanings are the most important ones to teach to
intermediate level readers.
Depth of vocabulary refers to the flexibility and precision of a learner’s
knowledge about the meaning of words.
For many intermediate level learners definitions are tied to particular contexts
in which words have been experienced (e.g., “decline is when your credit card
is turned down”).
When those words are encountered in new contexts (e.g., the decline of the
Roman
Empire), confusion and misunderstanding can result.

Examples
Tier One Basic School
Concrete House
In oral vocabulary Walk
Tier Two Abstract Consistent
Academic (across content Expectation
areas) Nobility
In written language
Tier Three Content/subject specific Trapezoid
Low occurrences in text Tonsillectomy
Geosystem
Planning for Instruction
Instruction begins with assessment.
For a true measure of vocabulary, teachers should use tests that require no
reading. If students are required to read vocabulary items, any weaknesses they
have in alphabetics will affect the results. A commonly used method of vocabulary
testing is to ask students to give the meanings for words that a teacher presents to
them aurally.

Testing can begin with a word list at the student’s reading grade equivalency level
from the TABE or CASAS or ABLE reading test. Continue to the list at the highest
grade level at which at least 75-8O% of the words are defined correctly. This is the
student’s mastery level. The student’s instructional level will be the grade level
above the mastery level.
The Word Meaning Test shared in this conference session can be downloaded for
free from: http://www.nifl.govfreadinciprofiles/FT WMT.htm. The Word Meaning Test
is an individually administered oral word meaning test. It contains 10 levels of
graded meaning vocabulary words (through GLE 12).
A Framework for Explicit Instruction
Explanation Teacher tells the purpose of the instruction and describes key concepts
or procedure being taught
Modeling Teacher gives students examples of the concepts or demonstrates the
procedure for them.
Guided Teacher provides a variety of structured, supported practice
Practice activities for students to use the new skill. Teacher provides
with Feedback assistance and feedback. Gradually, these practices move from
those requiring more teacher support to those requiring less scaffolding.
Application Students use the new skill independently or with very little scaffolding.

Monitoring Teacher continually monitors students’ performance to gauge Progress

progress and to inform instruction.
STudent Achievement in Reading Presentation Vocabulary, COABE 07 5
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Explicit Vocabulary Instruction

Preparation:
• Teacher selects a list of words for vocabulary instruction.
• Teacher prepares notes for explanation and modeling.
Explanation
• Teacher tells the students the purpose of the instruction.
• Teacher pronounces the target word and leads a discussion with the students for each
word by providing the definition of each word. The teacher gives just the meaning that is to
be learned at this time.
Modeling through Direct Instruction
• Teacher gives examples of the word used in contexts that will illustrate the target
meaning.
• Teacher leads students in a discussion to elicit personal associations and additional
contexts that illustrate the target meaning of the words.
Scaffolded Practice with Feedback
• Teacher provides multiple (ten or more) encounters with the word and the concept being
taught.
• Extensive practice is both oral arid in writing.
• Practice focuses on helping students come up with contexts in which the word meaning
can be applied.
• Practice helps students explore similarities and differences in word meanings in order to
develop depth of vocabulary knowledge.
• Initially, tasks are more highly structured tasks and closely supported by the teacher.
• As students get more familiar with the target word, the tasks become less structured, with
reduced scaffolding.
• Tasks should range from simple to complex.
• Previously-studied words should be integrated with new words.
Application
• Students apply word meanings independently in a multitude of contexts.
• Teacher encourages word use through ongoing practice activities and discussions.
• Teacher continually has students apply words used in previous lessons as well as new
words.
Monitoring Progress
• Teacher formally or informally gauges students’ understanding and application of target
words during oral and written activities.
• Teacher can tell if additional modeling or practice is needed.
STudent Achievement in Reading Presentation Vocabulary, COABE 07 6
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j
Explanation and Modeling
Teachers need to prepare the following information for each word being taught
using direct instruction:
• Word, part of speech and meaning
• Synonyms fif any)
• Antonyms (if any)
• 2-4 sentences using the word in a personal context, possibly using another word
form (if meaning is not changed)
• Personal association
Teachers can use quadrant charts to introduce words during
direct instruction.
Example 1: principal
Teacher preparation for direct instruction using quadrant charts:
• principal (adjective) most important; of highest rank; topmost
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• Synonyms: chief; main

• Antonyms: least; not important
• Words used in context:
2. Drunk driving is the principal cause of teenage deaths.
2. The principal actor in the play made the show exciting to watch.
3. The president is the principal leader in the United States.
• Personal Association: my purse [it’s my princ,’;oal possession if I lose it, I’m in bl’
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trouble]

STudent Achievement in Reading Presentation — Vocabulary, COABE 07 7

Example: Transform
Meaning Synonyms

Personal
Antonyms
Association

Some Practice Activities

FILL IN THE BLANK

Just one can of spinach ________ Popeye from a weakling into a hero.

COMPLETION
An experience that transformed me was when

YES/NO
Write a sentence completion for one of the words listed on the overhead transparency.
Then ask a neighbor to complete your sentence.
STudent Achievement in Reading Presentation Vocabulaty. COABE 07 8
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Example: Does a nation’s principal leader have to transform himself/herself
because the people are upset by how things are going?

TRUE/FALSE and WHY?

_ tC I” -

Example 1: If a man said that his vacation in India transformed him, he found the
trip to be quite boring.
Example 2: If the governor is the principal leader of a state, then Illinois’ governor,
Rod Blagojevich is an important and powerful person in Illinois.

Write a True/False statement for one of the words listed on the overhead
transparency. Then ask a neighbor to answer true or\false and explain why.

An Application Activity
The following are Read and Respond questions developed for excerpts from
the novel, Up From Slavery by BookerT. Washington.
READ and RESPOND
.I had no schooling whatever while I was a slave, though I remember on several occasions I went as far as
“..

the schoolhouse door with one of my young mistresses to carry her books. The picture of several dozen boys
and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get
into a schoolhouse and study in this way would be about the same as getting into paradise....
RESPOND to the question:
How did he think education would transform his world?
* * * * *** * * * ** * * * **** * ** * *** ** * **** * * ** *** * ** * *
READ
Some minutes there was great rejoicing, and thanksgiving, and wild scenes of ecstasy. But there was no
feeling of bitterness. In fact, there was pity among the slaves for our former owners. The wild rejoicing on
the part of the emancipated coloured people lasted but for a brief period, for I noticed that by the time they
returned to their cabins there was a change in their feelings. The great responsibility of being free, of having
charge of themselves, of having to think and plan for themselves and their children, seemed to talce
possession of them. It was very much like suddenly turning a youth often or twelve years out into the world
to provide for himself In a few horns the great questions with which the Anglo-Saxon race had been
grappling for centuries had been thrown upon these people to be solved. These were the questions of a home,
a living, the rearing of children, education, citizenship, and the establishment and support of churches. Was it
any wonder that within a few hours the wild rejoicing ceased and a feeling of deep gloom seemed to pervade
the slave quarters? To some it seemed that, now that they were in actual possession of it, freedom was a more
serious thing than they had expected to find it. Some of the slaves were seventy or eighty years old; their best
days were gone. They had no strength with which to earn a living in a strange place and among strange
people, even if they had been sure where to find a new place of abode. To this class the problem seemed
especially hard. Besides, deep down in their hearts there was a strange and peculiar attachment to “old
Marster” and “old Missus,” and to their children, which they found it hard to think of breaking off With these
they had spent in some cases nearly a half-century, and it was no light thing to think of parting. Gradually,
one by one, stealthily at first, the older slaves began to wander from the slave quarters back to the “big
house” to have a whispered conversation with their former owners as to the future.
RESPOND to the question:
What was the principal reason slaves felt worried about their
new freedom?
STudent Achievement in Reading Presentation Vocabulaty, COABE ‘07 10
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