Vocubulary Instruction for Spanish Readers

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Vocubulary Instruction for Spanish Readers

• Presented by
• Bethany Robinson
• bethanyr_at_esd105.wednet.edu
• [phone]

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A Case for Word Learning

• We use words to think the more words we know,
  the finer our understanding is about the world.
• (Stahl, 1999)

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Why Vocabulary Building is Essential in Bilingual
Programs

• A cognatively and academically beneficial form
  of bilingualism can be achieved only on the basis
  of adequately developed first language skills.
• (Cummins, 1979)

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Teachers Should Provide

• Direct instruction with teacher-selected words
• Modeling and guided practice on strategies for
  independently learning words
• An environment that celebrates word consciousness
• Opportunities for wide reading

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Objectives

• To become skilled at selecting the words to teach
• To acquire strategies for teaching and
  interacting with new vocabulary
• To discover how to support students with
  independent word learning through morphological
  analysis
• To learn how to reinforce new vocabulary words
  throughout the school day

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Directly Teaching Words

• How to Select Words

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Directly Teaching Vocabulary

• Students who were given direct instruction in
  word meanings are better able to discern meanings
  of untaught words.
• (Beck, Perfetti, McKeown, 1981)

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Where to Find the Words to Teach

• Cognatively Appropriate Literature
• Read Aloud Texts
• Anthology Stories
• Other Content Area Readings

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Deciding Which Words to Teach
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The Zone of Proximal Development

• The area between a students actual
  developmental level and their potential
  developmental level.
• (Vygotsky)
• Learning should always be
• one step ahead of development.
• - Richard-Amato

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How can I be sure I have selected Tier 2 words?

• think about whether the students already have
  ways to express the concepts represented by the
  words. Would students be able to explain these
  words using words that are already well known to
  them?
• -Beck

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Example

• Cómo ser un esp?a de la naturaleza
• Observar la naturaleza es como un deporte
  cuanto
• más aprendes y practicas, mejor eres y más te
• diviertes.
• Mira aqu?, mira all?
• Una de las cosas mas chéveres de espiar la
  naturaleza
• es que puedes hacerlo casi en todas partes.
  Hasta
• cuando vas a carro puedes sacar la cabeza por la
• ventana y tratar de ver algún halcón planeando
  por el
• cielo o venados corriendo de la carretera.

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Activity

• Read the text Una vuelta a la laguna Quién ha
  estado aqu??
• Highlight words that you believe are Tier 2
• Frequently used by mature language users
• Connect to known concepts
• Have instructional potential

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How Many Words Should I Teach?

• In 1st and 2nd grade, children need to learn 800
  words per year, about 2 per day.
• From 3rd grade on, children need to learn
  2,000-3,000 new words a year, about 6-8 per day.

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How Do I Narrow My List of Words?

• Will learning this word help my students apply
  meaning to English words?
• Estabilidad / Stability Cognates
• Activity
• Review your highlighted words. Circle those that
  are Spanish / English cognates.

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Explicitly Teaching Cognates

• Studies reveal that those students whose first
  language has many cognates with English have an
  advantage in English vocabulary recognition, but
  often do not fully exploit cognate relationships
  to optimize English vocabulary comprehension
  without targeted instruction.
• (August, Calderón, Carlo, 2002)

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How Do I Narrow My List of Words?

• Does it come from a large base word family?
• Estabilidad (estable, inestable, preestablecido,
  estabilización, desestabilización,
  establecimiento, establecer, establecerse,
  estabilizar, desestabilizar)
• Activity
• Review your highlighted words. Draw a star above
  any words that are a part of a large
• base word family.

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How Do I Narrow My List of Words?

• Which words are frequently used in a variety of
  situations?
• Estabilidad (science, health, relationships, etc)
  
• Activity
• Review your highlighted words. Underline words
  that are frequently used in
• a variety of situations.

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Narrowing the List of Words

• Based on your work, which 2-6 words would you
  directly teach?

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Reflection

• How does the information presented on selecting
  words make you think differently about vocabulary
  instruction? Write a reflection on how you will
  carefully select words for direct instruction in
  the future.

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A Case Against Pre-Teaching Vocabulary

• The assumption to this point has been that
  words are introduced before the text is read, and
  certainly if students are most often reading text
  independently, introducing word meanings that are
  important to comprehension before reading is a
  reasonable choice. But if the word is likely to
  affect comprehension of the story, then the most
  effective place to introduce word meaning may be
  at the moment the word is met in the text. The
  meaning can then be integrated into the context
  of use immediately, which provides strong support
  for comprehension.
• - Beck

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Pre-Reading Planning

• Select a text.
• Choose 2-6 Tier 2 words from the text.
• Create student friendly definitions.
• Write the definitions on stickies and place them
  in the book.
• Build background knowledge around the story
  concept.

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Why Create New Definitions When We Can Use the
Dictionary?

• Dictionary definitions can be
• Weak
• Vague
• Misleading
• Overwhelming

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Dictionary Definitions

• Weak
• disfraz n. ropa que sirve para cubrir la cara o
  el cuerpo
• Vague
• arrugadas adj. con muchas arrugas
• Misleading
• amontonar v. juntar, reunir
• Overwhelming
• húmeda adj. que está ligeramente impregnado de
  agua u otro l?quido

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What is a Student Friendly Definition?

• Student Friendly Definitions
• start students off with a strong focused
  concept of what a word means rather than draw
  attention to multiple senses of meaning.
• Explain the meaning in everyday language.
• Use the words es algo, es alguien, o
  describe (a). These terms anchor the meaning
  for students so they begin to get an idea of how
  to use the word.

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Student Friendly Definitions
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Activity

• Work with a partner to create a student friendly
  definition for at least two of the words you
  selected to teach.
• Try using the phrases es algo, es alguien, o
  describe (a).

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Video Presentation

• Classroom example of defining vocabulary words
  with student friendly definitions during the
  context of a read aloud.
• Video

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Lesson PlanningPost Reading

• State the word and have students repeat it.
• Read the part of the story where the word was
  used.
• Give a student friendly definition.
• Give an example in a different context.
• Have students repeat the segmented syllables.
  Then write the word and read the word.
• Say and have students repeat the word
  deliberately accenting the appropriate syllable.
• Engage the students in interacting with the word.
  
• Continue to review and use the new words
  throughout the day and in consecutive lessons.

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Example decorar/decorarla/decoración

• La palabra es decorarla. Cuál es la palabra?
• Voy a leer el parte del cuento donde encontramos
  esa palabra. Levantan sus manos cuando oyen la
  palabra decorarla. (Y cuando la casita esté
  terminada, querrá decorarla.)
• Decorar es cuando alguien hace algo más bonito.
• En el cuento la niña y la cerdita usaban papel
  pintado para hacer más bonita la casita.
  Decoraban la casita. Cuando era navidad decoraba
  mi casa con un arból y lucecitas. La hac?an más
  bonita.
• Say Segment Read Accent
• Partner Talk - Comó decoras la casa para
  navidad? (Voy a decorar la casa con _______.)
  Una ______ es una decoración.
• Comó deocoras la casa para un cumpleaños? (Voy a
  decorar la casa con _______.) Una ______ es una
  decoración.

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Video Presentation

• Classroom example of teaching and interacting
  with vocabulary words after reading.
• Video

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Ideas for Interacting with Words

• Give students examples and non-examples. Have
  them determine if it is an example of the
  vocabulary word or not.
• Pintando un mural. (Projecto!)
• Escribiendo su nombre. (No es un projecto.)

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Ideas for Interacting with Words

• Have the students come up with their own
  examples.
• Hablar de cosas en la comunidad.
• _____ están en nuestro comunidad.

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Ideas for Interacting with Words

• Have students make a choice between two words.
• Si a tu gato le gusta dormir en la sofa, es
  activa or inactiva?

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Ideas for Interacting with Words

• Have students act it out.
• Muestrame como exploras la hierba alta, una cueva
  oscura

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Ideas for Interacting with Words

• Have students explain how.
• Explica como estas cosas pueden protegerte un
  cinturón de seguridad, un casco, guantes.

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Ideas for Interacting with Words

• Have students tell how they would feel.
• Cómo te sentir?as si estubieras sentado
  entremediodos actores famosos, dos dinosaurios
  grandes, dos tartas de cumpleaños?

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Partner Activity

• Work with a partner to plan a post reading
  lesson.
• Use the lesson planning form provided.
• Lesson Planning Form

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Continual Use of Words

• Research has shown that students need to
  encounter a word about 12 times before they know
  it well enough to improve their comprehension.
• (McKeown, Beck, Omanson, and Pople 1985)

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How could these words be reinforced throughout
the day/week?
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Reflection

• How does the information presented on teaching
  and interacting with words make you think
  differently about vocabulary instruction? Write
  a reflection on how your learning will impact
  your teaching.

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Teaching Word Learning Strategies

• Structural Analysis

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Growing Student Vocabularies at an Accelerated
Rate

• As students learn new words, their opportunities
  for learning additional words increase
  exponentially.
• (Cunningham Allington, 2007)

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Example barco y embarcar

• If students know the words barco and embarcar as
  well as the meanings of common prefixes and
  suffixes, they will be able to figure out the
  meanings of many other words including
  desembarco, desembarcar, embarcador,
  desembarcadero, and embarcación.
• They also should be able to apply these word
  meanings in Spanish to new words in English
  including embark, embarkment, and embarkation.

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Teaching Students Prefixes and Suffixes

• Help students decode and recognize common
  prefixes and suffixes quickly
• Use Template 3
• Once students are accurate use flashcards

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Teaching Students Prefixes and Suffixes

• Directly teach prefix and suffix meanings
• See prefix / suffix packet
• Post prefixes and suffixes with their meanings in
  the classroom for later reference
• Word Wall
• Apply the meanings to the creation of new words
• Si calentar es cuando algo tiene calor y sabemos
  que el prefijo re__ significa hacerlo otra vez,
  Cómo dicimos calentarlo otra vez? (recalentarlo)

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Structural / Morphological Analysis

• Identify the unknown word.
• Break down the word into its parts such as root
  word, prefix, and suffix.
• Identify the meanings of the parts.
• Predict the possible meaning of the whole word.
• Check the students predictions.

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Lets Try It!

• Identify the unknown word.
• entremeter
• 2. Break down the word into its parts such as
  root word, prefix, and suffix.
• entre meter
• 3. Identify the meanings of the parts.
• root meter (to insert)
• prefix entre (between)
• 4. Predict the possible meaning of the whole
  word.
• When someone inserts something between two
  things.
• 5. Check the students predictions.

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Reflection

• How does the information presented on
  morphological analysis make you think differently
  about vocabulary instruction? Write a reflection
  on how you plan to focus on prefixes and suffixes
  in your classroom.

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Developing Word Consciousness in the Classroom

• Word Rich Environment

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The ClassroomA Vocabulary Rich Environment

• If we are to increase childrens ability to
  profit from education, we will have to enrich
  their oral langauge development during the early
  years of schooling.
• (Biemiller, American Educator, Spring 2003)

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Receptive vs. Expressive

• Receptive Vocabulary
• Listening
• Reading
• Expressive Vocabulary
• Speaking
• Writing

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Varying Our StudentsListening Vocabulary
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Work with a Partner to Create Your Own
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Giving Students Access to Words

• Create collections of words that teach and
  encourage further word learning vocabulary word
  wall
• Organize a large classroom library by levels and
  include various genres

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Encouraging Students to be Expressive

• Celebrate the use of new vocabulary words both in
  students speaking vocabulary an in their written
  vocabulary.
• Award students points for using new vocabulary
  words and citing them in other texts
• Give students multiple opportunities to use
  academic vocabulary through structured partner
  talk.
• Provide sentence frames for students to use
  (example Pienso que la idea principal es)
• Help students answer in complete sentences and
  encourage them to extend their thinking.

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Reflection

• How does the information presented on creating a
  word rich environment make you think differently
  about vocabulary instruction? Write a reflection
  on how you will support students receptive and
  expressive vocabularies.