C O R E

L I T E R A C Y

L I B R A R Y

Vocabulary Handbook
Linda Diamond Linda Gutlohn

B E R K E L E Y

C A L I F O R N I A

Copyright 2006 by Consortium on Reading Excellence, Inc. (CORE). All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior written permission of the publisher, unless otherwise indicated. Purchasers are granted permission to photocopy the pages in the Resources section for educational purposes. None of the forms may be reproduced to generate revenue for any program or individual. Photocopies may only be made from an original book. CORE (Consortium on Reading Excellence) 2560 Ninth Street, Suite 220 Berkeley, California 94710 isbn: o-9774057-0-2 10 09 08 07 06 05 04 03 02 01

CREDITS

Editorial Director: Linda Gutlohn Book Design and Production: Lucy Nielsen Editorial: Susan Blackaby, Lawrence DiStasi, Shelle Epton, Tom Hassett, Michael Seifert, David Sweet Manufacturing Consultant: Kyrill Schabert Special acknowledgment is given to James Baumann, Isabel Beck, Andrew Biemiller, and Michael Graves for their contributions to vocabulary research.

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C O N T E N T S

Vocabulary Handbook

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Forms of Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Extent of Word Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Vocabulary Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Vocabulary Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Links Between Vocabulary and Comprehension . . . . . . . . . . . . . . . 10 Components of Vocabulary Instruction . . . . . . . . . . . . . . . . . . . . . . . 11 Instruction for English-Language Learners (ELLs) . . . . . . . . . . . . . 14
Chapter 1: Specific Word Instruction

what? Specic Word Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Selecting Words to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Rich and Robust Instruction . . . . . . . . . . . . . . . . . . . . . . . . 23 why? Specic Word Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 when? Specic Word Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 how? Specic Word Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 u Lesson Models for Contextualized Vocabulary Text Talk: Read-Aloud Method . . . . . . . . . . . . . . . . . . . . 32 Method for Independently Read Text . . . . . . . . . . . . . . . 39 u Lesson Model for Basic Vocabulary Introducing Function Words . . . . . . . . . . . . . . . . . . . . . . 48 u Lesson Models for Word Relationships Concept Picture Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Semantic Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Semantic Feature Analysis . . . . . . . . . . . . . . . . . . . . . . . . 60 Possible Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Word Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 u Lesson Model for Word-Meaning Recall Keyword Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

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Vocabulary Handbook

Chapter 2: Word-Learning Strategies

what? Word-Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Dictionary Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Morphemic Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Cognate Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Contextual Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Combined Morphemic and Contextual Analysis . . . . . . . . 89 why? Word-Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 when? Word-Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 how? Word-Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 u Lesson Models for Dictionary Use Using the Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 PAVE Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Concept of Denition Map . . . . . . . . . . . . . . . . . . . . . . 104 u Lesson Models for Morphemic Analysis Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Word-Part Clues: Prexes . . . . . . . . . . . . . . . . . . . . . . . . 115 Word-Part Clues: Sufxes . . . . . . . . . . . . . . . . . . . . . . . . 121 Word-Part Clues: Roots . . . . . . . . . . . . . . . . . . . . . . . . . . 125 u Lesson Models for Contextual Analysis Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Introducing Types of Context Clues . . . . . . . . . . . . . . . 133 Applying Types of Context Clues . . . . . . . . . . . . . . . . . 139 u Lesson Models for Combined Morphemic & Contextual Analysis Introducing The Vocabulary Strategy . . . . . . . . . . . . . . 143 Practicing The Vocabulary Strategy . . . . . . . . . . . . . . . . 150

Vocabulary Handbook

Chapter 3: Word Consciousness

vii

what? Word Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Adept Diction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Word Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Word Histories and Origins . . . . . . . . . . . . . . . . . . . . . . . . 164 why? Word Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 how? Word Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 u Lesson Models for Word Consciousness Animal Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Latin and Greek Number Words . . . . . . . . . . . . . . . . . . 172 Antonym Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Web Word Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Five-Senses Simile Web . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Poetry as Word Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Vocabulary Hotshot Notebook . . . . . . . . . . . . . . . . . . . 189 References
Resources
..............................................

195

Sample Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Activity Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Teaching Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Index
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218

ABOUT THE VOCABULARY HANDBOOK

For educators at every level, the Vocabulary Handbook is a comprehensive reference about vocabulary instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the handbook includes both a research-informed knowledge base and practical sample lesson models.

The Vocabulary Handbook combines the best features of an academic text and a practical hands-on teachers guide. Starting with the introduction, each chapter of the handbook examines a component of effective vocabulary instruction.
WHAT? WHY? WHEN? HOW?

what?
content and practices

a thorough but concise graphic explanation of research-based

how? when? why? E what?T

94
L E S S O N M O D E L F O R

Word-Learning Strategies

how?

Word-Learning Strategies
Guidelines for Using the Dictionary

Dictionary Use
Benchmark

Using the Dictionary

74

why?

a readable summary of scientically based research, selected quotes from

G
N
E

L A N

U
A
G

Since students frequently have difculty using the dictionary The National Reading read part of the entry.Panel (2000) suggests that a sound Contextual Analysis to nd denitions of unknown words, they need to be taught evaluation is based on data from more than a single vocabulary ability to effectively use the Context clues in read-alouds how to work effectively with a tool that they will use throughChoose the The more closely the assessment matches the instrucdictionary to dene words in assessment. dictionary meaning that best matches the context out their school years and that many adults use almost daily context intional context, the more appropriate the conclusionsmake sense, or fit which the word is used. One meaning will about the Context clues in independently (Graves et al. 2004; Miller and Gildea 1987). This sample lesson better, thanwill be. Assessment that is tied to instruction will read text instruction any other. Word-Learning Strategies why? Grade Level model can be adapted and used to enhance dictionary-use 92 93 provide better information about students specic learning. Teaching word-learning aboveWhen to Teach Types of context clues: definition, Grade 2 and instruction in any commercial reading program. synonym, antonym, example, strategiesPrerequisite will ffective word-learning strategy instruction should More than 60% According to Blachowicz and Fisher (2002), what is central to of the new words that readers encounter have general Display Guidelines for Using provide students with sufcient opportunities to take a lot of time during relatively transparentassessment of word-learning strategies is bethe Dictionary, such as the ones the morphological structurethat is, they can a process, such as Morphemic Analysis knowing how to locate words shown aloud, explaining each one internalize the strategies and receive the support broken down into [meaningful] parts. above. Discuss the guidelinesstudents thinking aloud or self-evaluation, that reveals the initial instruction. Direct Explanation in a dictionary of the points. Make sure that students understand the kinds of required to apply them across multiple contexts Compound words metacognitive thinking. For & S T A L L M A N , 1 9 8 Weekend N D E R S N A G Y , ACampout O N , S C H O M M E R , S C O T T example, teachers9can ask students Tell students that they are going to be learning how to use a G R AV E S , 2 0 0 0 information they can derive from a dictionary denition. over time (Baumann et al. 2005). On the other Grouping to Say out loud the thinking you were doing as you gured dictionary to dene, clarify, and conrm the meaning of unfaPrefixes and derivational suffixes hand, it is important not to dedicate inordinate amounts of T Word-Learning words what? whole class For every child learns, we estimate that there are an average miliar words. Explain that it is worthwhile to learn how to with Anglo-Saxon root words word a out the meanings of theStrategies (Baumann et al. 2002). Simple time to such lessons. Graves (2000) suggests that middle-grade Teach/Model small group or pairs alternative, authentic assessment formats also of one to three additional related words that should also be under- can be useful, nd the correct denition in the dictionary and 90 91 here are many more to four to be learned in initial word-learn- that using the Students learn students spend two words hours a week than Greek roots Display format of most Weekend Campout. Underline the of and the multiple-choice a transparency well the standable to the child, the exact number depending on how standardized tests also dictionary isnt always ambican be directly taught in even the mostas simple as it may seem. Sample Texts ing strategy instructionabout three weeks out of the year. The word pitch in words independently provides a global measure of the fourth sentence. Tell students that you are Latin roots child is able to utilize context and morphology tovocabulary and may be used as induce meaning. tious program ofof instructional time for the whole school yearStudent Dictionaries average amount vocabulary instruction. Even going to show them how to use a dictionary to determine the Weekend Campout (Resources) a baseline. when they are Say: You dont just is a robust when instruction in specic wordsuseas dictionary to look up a word youve never NA Y & A Greek and Latin roots plus affixes would Percussion Instruments be about 20 minutes per week. meaning Gof the N D E R Spitch.1 Explain that they might have a feel word O N , 9 8 4 Collins COBUILD seen or heard to learn much of taught strategies as possible, students still needof before. Often you look up a word that you think New Students Dictionary, 2nd ed. (Glasgow, UK: HarperCollins, 2002) (Resources) for what the word pitch means without being exactly sure. Then you already 2004). A their vocabulary Based on word(Graves et al.knowsomewhose deal meaning you want to discover. independently frequency data, but great actual recommend Teaching people to learn better from context can be a highly effecfor determining the researchers read aloud the Heinles Basic Newbury House Dictionary of American English , 2nd ed. (Boston: Thomson/Heinle, 2004) following sentence: Materials of research nowthat instruction Sometimes you know what a word means butfor want to get a supports direct in morphemic analysis may be appropriate you instruction in word-learning tive way of enhancing vocabulary development. meanings of Vocabulary Source more a comprehensive vocabstrategies as onestudents from about exact denition. Sometimes you are not exactly sure what House DictionaryStandardizedEnglish with Test of the components offourth grade on (Nagy, Diakidoy, and Heinles Newbury dictionaries of American Integrated Thesaurus , DICTIONARY USE STERNBERG, 1987 words by analyzing you want are using it cor transparency Weekend ularythe sizeofof (National 1993; a word means andWhile theto conrm that you4th ed. (Boston: Thomson/Heinle, 2004) 75 Anderson Reading Panel 2000). White, readers iven program vocabularies they need, Power, and White 1989). However, as Diagnostic Assessments of Reading (DAR), Riverside Publishing She will even pitch her tent in the backyard If students have themorphemic Campout rectly. of these word-learning when research must improve their the grade,Wondering about words is a good startcom- it comes to using yet as efcacy Word Meaning subtest Target Word teachers can and has notearlyproven vocabularies inde- may begin instruction in just to sleep outside. transparency of Percussion second task of learning contextual clues. a dictionary. Anytime strategies in all pound words,long periods, it and simpleuse a word and think, Does that word cases or over word families, has you that and pendently. Independent word-learning strategies shown prexes and sufxes. Longman Dictionary of American English , .3rd ed. (Upper Saddle River, NJ: Pearson Education, Bringing Scientic Research Instruments Suggested Reading . . Teaching and Learning Vocabulary: 2005) pitch mean what I think it students suchhelp transparency markers effectivemeanings helpmeans? you can reach for a dictionary and tens of thousands W A R D S E T A L . 2 0 0 4 of Stanford Diagnostic Reading Test, Fourth Edition (SDRT 4), Harcourt Assessment, Inc. overhead students to determine the in that they can strategies are generally ED to Practice (2005) edited by Elfrieda H. Hiebert & Michael nd out. Vocabulary the meaning of many unfamiliar words encountered determine Hotshot Notebookshave not beenacquired through the skillful use of con-The Oxford Picture Dictionary (New York: Oxford University Press, 2000) Vocabulary subtest words and we can only New vocabulary can be explicof unfamiliar words that Kamil. Mahwah, NJ: Erlbaum. in their Knowledge of these reading and listening. Beginning in Kindergarten, (Baumann types of strategies itly introduced to them.reading text clues inet al. 2002, 2003). teach them a few Teaching Reading in the 21st Century, 3rd Edition (2004) by when reading aloud, the teacher can model the use of context is generative; it transfers to the learning of new words (Nagy hundred words a year, Two widely usedclues to determine the meaning methods of helping students learn to deal with Michael (1997) contend that such instruc2005). Directly teaching word-learning strategies, coupled with of unfamiliar words or concepts. Instruction related sentences. Scott and Nagy F. Graves, Connie Juel & Bonnie B. Graves. Boston, VOCABULARY HANDBOOK then they have to do unfamiliar words on their 2 students not only and morphemic MA: Allyn & Bacon. In Grades own 3, contextual explicit instruction in specic words, can helpandare students learn how to use context clues in tion does not provide students with the guidance they need to to dictionary denitions a lot of word learning 1. P E I F efcient, 2. WORD-LEA 3. WORD CONSCIOUSNESS independently read text. In is no to increase theiranalysis. According to to become independent doubt that students learn vocabularies, but also Nagy (1988), there Grades 4 and above, make dictionaryS useC anI C W O R D independent word-learningR N I N G S T R A T E G I E S I N S T R U C TVocabulary in All Classrooms, 2nd Edition (2002) by Teaching I O N skilled word 2003). use context the theirclues should be simple and about the types of context knowledge of uses. word learners (Baumann et al.learnersAccording to andNational and their prestrategy. on their own. Camille Blachowicz & Peter J. Fisher. Upper Saddle River, xes, effective word-learning strategies include: direct and involve Reading Panel (2000),roots, and sufxes to deal effectively with new words. G R AV E S , 2 0 0 0 NJ: Merrill/Prentice-Hall. Therefore, readers who are skillful in applying morphemic and Nonetheless, when used correctly, dictionaries are powerful aids children in analyzing how to use dictionaries to conrm and deepen knowledge contextual analysis have the potential to independently acquire to word understanding. Students can learn greatlyStevenlookVocabulary Development (1999) by from A. Stahl. Cambridge, dictionary denitions of word meanings; the meanings of many unfamiliar words. ing up a word andMA: Brookline Books. fully processing its denition (Jenkins and in the course of how to use morphemic (word-part) analysis to derive the Dixon 1983). In fact, McKeown and her colleagues have found vocabulary instruction. meanings of words in text; Vocabulary exposed to denitions, the better that the more students are Instruction: Research to Practice (2004) edited by James V O C A B U L A R Y H A N D B O O K Research Findings . . . Instruction in morphemic and contextual analysis provides an S TA H L , 2 0 0 5 1 . they learn W O R D (McKeown, Beck, Omanson,N I N G Pople TNew S S P E C I F I C words F. Baumann & Edward EJ. R and S T R A 1985). York: Guilford. W O R D C O N S C I O U S N E S S 2 . W O R D - L A Kameenui. E G I E 3. how to use contextual analysis to infer the meanings of INSTRUCTION important complement to a vocabulary program that includes words in text. instruction in specic words as well as independent reading and Word Power: What Every receive Needs to Know The crucial point is that students shouldEducatorinstruction in About Teaching Vocabulary dictionary entry. Stahl & Barbara Kapinus. word play and word consciousness activities. how to use what they nd in a (2001) by StevenThey are then Washington, DC: National Education Association. better able to translate the cryptic and conventionalized conDictionary Use

Word-Learning Strategies

Sequence of Instruction

The first entry that you find for a word might not be the one Word-Learning Strategies all the you are looking for. Make sure you have found and read when? entries for a word. When you Assess and Intervene When to find the right entry, read all the different meanings, or definitions, that the dictionary gives for the word. Do not just

95

Word-Learning Strategies

Word-Learning Strategies

he franco family loves to be outdoors. They spend almost every weekend camping. Fay Franco adores camping more than anything. She will even pitch her tent in the backyard just to sleep outside. Fay has been to lots of campgrounds. Mar Vista Shores is her favorite. The campsites are in the tall trees. Each spot has a beach view. At Mar Vista Shores, noisy birdcalls wake Fay early. She hears loud squawking and jumps up for breakfast. Then she packs a picnic. Fay and her dad drive to the trailhead. It is the place where the hiking trails start. They choose a path to take. Dad carries a daypack. It holds a rst aid kit, sweatshirts, food, and water. The path leads sharply uphill to a waterfall. It is a steep climb! They hungrily devour their lunch by the riverbank. From the rocks, Fay can watch the water plummet over the cliff. In the afternoon, Fay and her mom go to the seashore. Mom is a rock hound. She hunts for neat-looking stones. Fay makes sandcastles. Using wet sand, she builds high walls and towers. Sometimes she pokes around the tidepools. She looks for crabs and starsh in the rocks along the beach. At dinnertime, the Franco family usually has a sunset cookout. They light a campre. They roast hotdogs. The sky turns pink over the water. Nighttime falls. Fay gets into her sleeping bag. She looks up to see the stars twinkle overhead. Fay thinks that weekend campouts are almost perfect. The only aw comes when it is time to go home.

CO R E VO C A B U L A RY H A N D B O O K W E E K E N D C A M P O U T

R.10

BAUMANN ET AL. 2003

researchers, and a bibliography

E

LESSON MODELS

English Languag

Using the Dictionary, p. xx PAVE Procedure, p. xx Concept of Definition Map, p. xx

of suggested reading

H I S

Dictionary use is not as simple as it seems; students frequently e Learner have difculty using the dictionary to dene unfamiliar words (Miller and Gildea 1987). Traditionally, instruction in dictionary use has focused on mechanicshow to nd an entry alphabetically, how to use guide words, how to separate words into syllables, how to use pronunciation keysand on having students use information from dictionary denitions to write

1. SPECIFIC WORD INSTRUCTION

tent of dictionary denitions into word knowledge they can use (Stahl and Nagy 2000). Teachers should model how to look up the meaning of an unfamiliar word, and how to choose V O C A B U L A R Y H A N D B O O K the appropriate denition from an entry to make sure it ts a 2. WORD-LEARNING STR ATEGIES 3. WORD CONSCIOUSNESS particular context. Students should be taught to use the dictionary not only when they come across a word they have never seen before, but also to further their knowledge of a word.

U A G E

VOCABULARY HANDBOOK

s ng Strategie Word-Learni

what?

when? how?
instruction easy

information about instructional

G
N

sequence, assessment and intervention strategies, and standardized vocabulary tests

EL
H I S
L
E

English-Languag

sample lesson models providing a bridge between research and practice, and making explicit

A R N E R
A
R

1. SPECIFIC WORD INSTRUCTION

E
N

2. WORD-LEARNING STR ATEGIES

3. WORD CONSCIOUSNESS

G L I S H L

uage Lang ish Engl

ner Lear

G
G E U A

what?

s ng Strategie Word-Learni

Cat ego ries

Cate gor y

of Cog nat

es in Eng

lish and Spa

Def init ion

nish
Eng lish

Spa nish

e Learner

84

ge lish-langua among Eng to vocabulary h English is of building cognates wit al. One method (August et guage shares s whose lan ge knowledge learner -langua re a similar students rst uages that sha r Learne capitalize on in two lang n can guage lish-Lan es are words Students ofte Eng nat ng. 2005). Cog , and meani language to nunciation their native r spelling, pro of words in ause of thei ir knowledge English. Bec s draw on the cognates in e connection meanings of well as the clos AT E S gure out the COGN lish and ek roots, as in and Gre guages, Eng languages common Lat words in two Romance lan , and the ilar spelling pairs. ween English share a sim of cognate bet that ber ning re a large num ion, and mea Spanish sha pronunciat recognize and omatically s do not aut 8). Recent guage learner 3; Nagy 198 Second-lan TES gy et al. 199 supports OGNA g cognates LSE C cognates (Na FA s tly identifyin make use of are spelled aking student words that that explici icate pairs of Spanish-spe same en studies ind uisition for 2005). Wh or nearly the guage acq the same and Pearson not English-lan es but do vo, Hiebert, to focus on uag 2004; Bra in two lang is important their (Carlo et al. ruction, it meaning e from nates for inst ly to know share the sam selecting cog akers are like 2005). These t Spanish spe , and Pearson ds cognates tha avo, Hiebert equency wor nish use (Br t are high-fr everyday Spa and pairs ude pairs tha mal/animal) cognates incl types of nish (e.g., ani -frequency lish and Spa d and a low t in both Eng y Spanish wor 00) found tha high-frequenc . Dressler (20 s that have a rmo/inrm) e connection d (e.g., enfe ents to mak English wor . . -speaking stud s, students LSO . SEE A e for Spanish nd alone. Thu it is possibl basis of sou nt in the nates on the orally procie ence Book s ess, as between cog nish but are Refer awaren ish Cogna tes literate in Spa in cognate nary of Span who are not instruction NTCs Dictio Rose Nash benet from . Organ ized by language can Them atical ly rate in Spanish ook s who are lite IL: Natio nal Textb can student (Lincolnwood, t categories: ral differen ) seve Comp any, 1997 es fall into t are spelled ish False anish cognat cognates tha nary of Span e, English/Sp NTCs Dictio identically, nearly the sam (Lincolnwood, t are spelled Marcial Prado pronounced are cognates tha Cognates by nates that are 1996 ) words that e, cog pairs of ook Comp any, nearly the sam IL: Natio nal Textb cognates are uages but do nates. False e in two lang and false cog rly the sam tically or nea spelled iden g. same meanin not share the

Cognate Aw

areness

spel
u Cog nate s

lly led identica

have

meaning the same spelled same nearly the

chocolate* doc tor hotel class family music garden machine peace exit rope soap pan

chocolate doc tor hotel clase familia msica jardn mquina paz cess) xito (suc g) ropa (clothin p) sopa (sou pan (bread) pie (foot) red (net)

85

N E R

pronoun

the sam ced nearly

u Fals e Cog

nate s

spelled

same nearly the

have diffe

s rent meaning spelled iden tically

pie red

Based on Rodrig

sh word uez 2001. *Engli

borrowed from

Spanish

T E C N N C O

T O

R Y E O T H

nates can /Spanish cog many English identify list below, surprised how n. Using the You may be text selectio (p. 204); for d in a typical Mammals rine be foun nish ple text Ma English/Spa s in the sam consult an cognate ales. Then cognate has als and anim of the Spanish example, anim wer the meaning text. (See Ans to make sure word in the dictionary as the English ning the same mea ) osible, Key, p. 198. ocano, imp ales, marino, , impulso, rds : anim , comparacin os, spa nis h wo , aire, criatura grupo, ltr regularmente ito, nmero, indenido, miles, inn , unido n, proteger reaccionar, ido, laci ininterrump planeta, pob abundante, ntes, material, giga
K DBOO Y HAN BULAR VOCA

S USNES NSCIO RD CO 3. WO ES ATEGI G STR ARNIN RD-LE 2. WO WORD CIFIC 1. SPE N UCTIO INSTR

User-friendly text Plentiful charts and tables

Connect to Theory Interactive activities for the reader Opportunities to review and interpret content

HOW? SAMPLE LESSON MODELS

how?
94
L E S S O N M O D E L F O R

Word-Learning Strategies

Word-Learning Strategies
Guidelines for Using the Dictionary

Dictionary Use
Benchmark

Using the Dictionary

Since students frequently have difculty using the dictionary to nd denitions of unknown words, they need to be taught how to work effectively with a tool that they will use throughout their school years and that many adults use almost daily (Graves et al. 2004; Miller and Gildea 1987). This sample lesson model can be adapted and used to enhance dictionary-use instruction in any commercial reading program.

The first entry that you find for a word might not be the one you are looking for. Make sure you have found and read all the entries for a word.

H
how?

Explicit vocabulary instruction made easy!

95

When you find the right entry, read all the different meanings, or definitions, that the dictionary gives for the word. Do not just read part of the entry. Choose the dictionary meaning that best matches the context in which the word is used. One meaning will make sense, or fit better, than any other.

The Handbook can be used by . . .

elementary teachers to enhance vocabulary instruction in core reading programs middle and high school teachers to enhance language arts and content-area instruction

ability to effectively use the dictionary to dene words in context

Grade Level

Grade 2 and above

Prerequisite

knowing how to locate words in a dictionary

Grouping

Direct Explanation
Tell students that they are going to be learning how to use a dictionary to dene, clarify, and conrm the meaning of unfamiliar words. Explain that it is worthwhile to learn how to nd the correct denition in the dictionary and that using the dictionary isnt always as simple as it may seem. Say: You dont just use a dictionary to look up a word youve never seen or heard of before. Often you look up a word that you think you already know but whose actual meaning you want to discover. Sometimes you know what a word means but you want to get a more exact denition. Sometimes you are not exactly sure what a word means and you want to conrm that you are using it correctly. Wondering about words is a good start when it comes to using a dictionary. Anytime you use a word and think, Does that word mean what I think it means? you can reach for a dictionary and nd out.
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Weekend Campout
he franco family loves to be outdoors. They spend almost every weekend camping. Fay Franco adores camping more than anything. She will even pitch her tent in the backyard just to sleep outside. Fay has been to lots of campgrounds. Mar Vista Shores is her favorite. The campsites are in the tall trees. Each spot has a beach view. At Mar Vista Shores, noisy birdcalls wake Fay early. She hears loud squawking and jumps up for breakfast. Then she packs a picnic. Fay and her dad drive to the trailhead. It is the place where the hiking trails start. They choose a path to take. Dad carries a daypack. It holds a rst aid kit, sweatshirts, food, and water. The path leads sharply uphill to a waterfall. It is a steep climb! They hungrily devour their lunch by the riverbank. From the rocks, Fay can watch the water plummet over the cliff. In the afternoon, Fay and her mom go to the seashore. Mom is a rock hound. She hunts for neat-looking stones. Fay makes sandcastles. Using wet sand, she builds high walls and towers. Sometimes she pokes around the tidepools. She looks for crabs and starsh in the rocks along the beach. At dinnertime, the Franco family usually has a sunset cookout. They light a campre. They roast hotdogs. The sky turns pink over the water. Nighttime falls. Fay gets into her sleeping bag. She looks up to see the stars twinkle overhead. Fay thinks that weekend campouts are almost perfect. The only aw comes when it is time to go home.

Display Guidelines for Using the Dictionary, such as the ones shown above. Discuss the guidelines aloud, explaining each one of the points. Make sure that students understand the kinds of information they can derive from a dictionary denition.

whole class small group or pairs

Sample Texts

Teach/Model
Display a transparency of Weekend Campout. Underline the word pitch in the fourth sentence. Tell students that you are going to show them how to use a dictionary to determine the meaning of the word pitch. Explain that they might have a feel for what the word pitch means without being exactly sure. Then read aloud the following sentence:
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Weekend Campout (Resources) Percussion Instruments (Resources)

Materials

CO R E VO C A B U L A RY H A N D B O O K W E E K E N D C A M P O U T

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dictionaries transparency of Weekend Campout

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transparency of Percussion Instruments overhead transparency markers Vocabulary Hotshot Notebooks

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Target Word pitch

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She will even pitch her tent in the backyard

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just to sleep outside.

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1. SPECIFIC WORD INSTRUCTION

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me how this literal meanin g of the wor real-life fun d telephone ction of a tele relates to the phone? (Possib is equipment le response: that is used A telephone to talk to som distant, plac eone in ano e.) ther, usually tel e + vis Next, print e Learner English Languag ion = the word tele vision on the word televisi tel evi sio n board. Exp on is made lain that the up of the roo Underline t tele and the tele in televiso word vision. n. Then prin matical sen t the followi tence on the ng matheboard and = television. read it alou d: tele + visi on Say: Vision is not a wor d of Greek orig the meanin in. You may g of the wor already kno d visionit English-Language Learner to see somethi w has to do wit ng. So if tele h the ability Poin t out means distan literally mea to Spa nish ns distant t the word -spe akin g vision. Ask ELLs that television this literal mea tele visio n : Can anyone and ning of the tell me how tele viso n word televisi function of are iden tica on relates to television? (Po lly the real-life spel led cog ssible respons sending pict nate s. e: Television ures, and soun is a system of ds, over a dist on a televisi ance so peop on set.) le can see them Using an ove rhead project or, display Word-Part a transparen Web. Say: I cy am going to tele. Print the begin a Word-P of the word part tele art Web for telephone and in the middle oval. Say: The television both these words words contain the in the web, root tele. The as shown on the facing pag n print e. Stud
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English-Language Learner

ying the

Sky

stronomy is the study of the People have been watching planets, stars, and galaxies. moon, planets, the movement of the sun, omy is a very, and stars since ancient times. So astronvery old science. From early For many years, times, people tried to make models no one wanted of the solar of the universe. to believe that system. It took the sun was centric model, a long time the center for people with the earth planets. orbiting around to accept this heliothe sun with It is interesting the other to study the centuries ago. night sky You can see alone. And even the most like the astronomers from you stars. Constellatimay be able to identify distant stars with your eyes constellatio (the Great Dog) ons make pictures in ns, or groups the sky, of or Ursa Minor (the Little Bear). such as Canis Major A telescope With a telescope, can be used to see faraway things you can see other features more clearly. details like of the craters of the moon rings of Saturn. the lunar landscape, the moons and of Jupiter, Astronomy and the is like taking can look at the same planets a trip back in time. This evening observed so and stars that long ago. you ancient astronomer s

e Using an ove rhead project or, display a the Sky, hig transparenc hlighting the y of Studyin following sen the word tele g tence and und scope. erlining
A telesc ope can be used more cle to see far arly. away thi ngs

Guided Practic

VO C A B U L A RY

HANDBOOK

S T U DY I N G THE SKY

206

1. SPE CIFIC WORD INSTR UCTIO N

Lesson Model Features Focus and materials sidebar Explicit instruction Clear explanation Teacher modeling

Useful background information Identification of research base Support for English-language learners Easy-to-follow teachers guide format

Encounters

RESOURCES
mpout Weekend Ca

The Resources section provides reproducible sample texts, activity masters, and teaching charts designed to be used in conjunction with sample lesson models. Sample texts include narrative and informational texts that provide a context for explicit instruction.

rs. They spend almost loves to be outdoo more adores camping he franco family camping. Fay Franco tent in the backyard every weekend her She will even pitch than anything. . is her just to sleep outside . Mar Vista Shores lots of campgrounds has a beach view. Fay has been to tall trees. Each spot She hears tes are in the wake Fay early. favorite. The campsi , noisy birdcalls a picnic. At Mar Vista Shores up for breakfast. Then she packs and jumps where the hiking loud squawking d. It is the place drive to the trailhea Dad carries a daypack. It holds Fay and her dad take. leads sharply choose a path to water. The path trails start. They hirts, food, and ly devour their a rst aid kit, sweats It is a steep climb! They hungri water plumall. Fay can watch the uphill to a waterf nk. From the rocks, lunch by the riverba is a cliff. the seashore. Mom go to met over the Fay and her mom makes sandcastles. In the afternoon, oking stones. Fay pokes hunts for neat-lo Sometimes she rock hound. She walls and towers. the rocks along she builds high starsh in Using wet sand, looks for crabs and the tidepools. She around cookout. usually has a sunset the beach. the Franco family At dinnertime, s. The sky re. They roast hotdog Fay They light a camp ime falls. the water. Nightt up to turns pink over g bag. She looks gets into her sleepin twinkle overhead. uts see the stars weekend campo Fay thinks that . The only aw comes are almost perfect to go home. when it is time

Vocabulary
HOTSHOT

Notebook
First Time

Date:

Encounters

Second Time

Date:

Third Time

Date:

KEND CAMPOUT ANDBOOK WEE VO C A B U L A RY H

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how?

Word-Learni ng Strategie s

VOCABULARY HANDBOOK

2. WORD-LEARNING STR ATEGIES

3. WORD CONSCIOUSNESS

college professors and students as a textbook for pre-service

how?

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tel e + sco pe = tel esc ope

Word-Learni ng Strategie s

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Eng lish /Spa nish Cog nate s teleg ram tele gram a tele pho ne telfono teles cope tele scop io

SEE A LSO . . .

Comm on Greek Engli sh, p. xx

and Latin Roots

in

W O R D - P WO RD -P A R T AR T WEW E B B telephone television

e Print the wor Learner English Languag d telescope on the board, to tele and underlining ask: What is tele. Point the meanin far away). Cov g of the root er up tele and tele? (distan (scope) Ask ask: If I cove t or : Who can prin r up tele, wha t is left? t on the boa tence for the rd a mathem word telesco atical senpe? Then ask mathematic a volunteer al sentence to read the aloud: tele + scope = tele scope. Say: Scope is another Gre ek root. It mea Ask: So if tele ns to view means distan or to look at. t or far awa view or look y and scope at, what is the literal mea means to (Possible resp ning of the wor onse: to view d telescope? or look at from anyone tell me how the liter a distance) Ask: Can al meaning to the real-life of the word function of telescope rela a telescope? scope is an inst tes (Possible resp rument tha onse: A tele t makes dist nearer when ant things seem you look thro larger and ugh it.) Display the partially com pleted Word-P and say: I am art Web tran going to add sparency the word tele Web. Ask: Can scope to our anyone thin Word-Part k of another root tele tha word having t we could add the word to the web? cast, telegram (Possible resp , telesales) Add onses: telestudents sug gestions to the web.

teacher education providers of professional

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development as an educational tool school or district administrators to support and facilitate effective instruction

telecast

tel e

telegram

tele sales

telescope

literacy coaches as a resource for implementation

2. WO RD-LE ARNIN G STR ATEGI ES

3. WO RD CO NSCIO USNES S

VOCA BULAR Y HAN DBOO K

teachers of English-language learners (ELLs) to support in-depth vocabulary acquisition teachers of struggling readers

Vocabulary
HOTSHOT

VOCA BULAR Y WORD

Word or Word in Family

to help build word knowledge in

How It Was Used (senten
ce or phrase)

Notebook
First Time

Place and Source I Saw, Heard, or Used It

classroom school home conversation book TV other

It Means . . .
(as used in this specic context)

Date:

students with impoverished vocabularies

Second Time

Date:

Third Time

Date:

216
Hotshot Points

VOCA BULAR Y WORD

Word or Word in Family

T H E
How It Was Used (senten
ce or phrase)

V O C A B U L A R Y

S T R A T E G Y

Place and Source I Saw, Heard, or Used It

classroom school home conversation book TV other

To figure out the meaning of an unfamiliar word that you come across while reading:
(as used in this specic context)

1. Look for Context Clues in the Words, Phrases, and Sentences Surrounding the Unfamiliar Word 2. Look for Word-Part Clues Within the Unfamiliar Word A. Try to Break the Word into Parts. (If you cant, skip to Step 3.) B. Look at the Root Word. What does it mean? C. Look at the Prefix. What does it mean? D. Look at the Suffix. What does it mean? E. Put the Meanings of the Word Parts Together. What is the meaning of the whole word?
Hotshot 3. Guess the Words Meaning (Use Steps 1 and 2.) Points

It Means . . .

4. Try Out Your Meaning in the Original Sentence to Check 211 Whether or Not It Makes Sense in Context 5. Use the Dictionary, if Necessary, to Confirm Your Meaning