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Title: What Would It Really Take To Improve the Vocabularies of Students' Who Enter School with Very Small Vocabularies?  A Framework and Six Specific Suggestions


1
What Would It Really Take To Improve the
Vocabularies of Students' Who Enter School with
Very Small Vocabularies?  A Framework and Six
Specific Suggestions
mommy
placid
scowl
annoy
a
Michael F. Graves University of Minnesota,
Emeritus mgraves_at_umn.edu MCRR February, 2011
undignified
antidisestablishmentarianism
the
kitty
FLAGRANT
humungous
unreal
apathy
timid
reluctant
2
  • Major Purpose of the Presentation

To describe a five-part program that stands a
good chance of improving the vocabularies of
students who enter school with very small
vocabularies sufficiently that they can succeed
in school and in their lives after school. To
follow this description with six concrete
suggestions for such a program, suggestions that
would improve the vocabularies of all children.
3
INTRODUCTION
4
  • The Vocabulary Learning Task Is Huge
  • The average third grader knows something like
    15,000 words.
  • The average sixth grade student knows something
    like 25,000 words.
  • The average high school graduate knows something
    like 50,000 words.
  • This means that average students learn
    3,000-4,000 words a year.
  • This translates to 10 words a day, 7 days a week,
    52 weeks a yearwith no time off for weekends,
    summers, or good behavior.

5
  • Some Students Have Markedly Smaller
    Vocabularies1
  • Students who may have markedly smaller
    vocabularies include special students,
    English-language learners, and students of
    poverty.
  • Hart and Risley (1995, 2003) estimate that by age
    3, some less advantaged students have heard 30
    million fewer words than their more advantaged
    peers.
  • Hart and Risley further estimate that these
    children enter school knowing about 1/2 as many
    words as their more advantaged peers.
  • Moats (1999) estimated that linguistically
    disadvantaged children enter school knowing about
    5,000 words compared to the more advantaged
    children knowing 20,000 words.

6
  • Some Students Have Markedly Smaller
    Vocabularies2
  • Our data (Graves, Sales, Davison, 2009),
    gathered from a project titled The First 4,000
    Words, indicate that some students entering
    school know even fewer words than Moats
    estimated. For example, the bottom 10 percent of
    first graders we tested knew only about 1/2 of
    the 1,000 most frequent English words.
  • Unless something is done, this gap will continue
    to grow throughout both the elementary and
    secondary years.

7
What Happens if the Gap Isnt Closed
8
A Program Powerful Enough to Promote Such
Increased Growth Must Clearly Be Multifaceted,
Long-Term, and Go Beyond Vocabulary to Affect the
Curriculum as a Whole
  • By multifaceted, I mean a program that assists
    students in learning new words in at least four
    different ways.
  • By long term, I mean a program that lasts not for
    weeks, not for months, not just from K-5, but
    from kindergarten through high school.
  • By the curriculum as a whole, I mean the content
    and sequence of the entire curriculum.

9
  • A Four Part Vocabulary Program
  • Frequent, varied, and extensive language
    experiences
  • Teaching individual words
  • Teaching word-learning strategies
  • Fostering word consciousness

10
Much of the Comprehensive Vocabulary Program I'll
Lay Out Today Is Described in These Three Books.
10
11
Frequent, Varied, and Extensive Language
Experiences
12
Frequent, Varied, and Extensive Language
Experiences Immersion in a word-rich
environment Rich and varied experiences in
listening, discussion, reading, and
writing Participation in shared book readingfor
students with very small vocabularies
13
  • Immersion in a Word-Rich Environment1
  • By a word-rich environment, I am referring first
    to the physical environment the classroom, the
    school library, the school, the home, and perhaps
    even the community library.
  • The first key here is lots of books and other
    reading material, attractively displayed,
    invitingly displayed, on various topics, at
    various reading levels.
  • A second key is words prominently displayed on
    a word wall, at other points around the room, on
    the teachers desks, on word cards students have,
    in the library, around the school, and possibly
    even at home.

14
  • Immersion in a Word-Rich Environment2
  • In addition to a word-rich physical environment,
    we want to make the classroom a word-rich
    emotional and intellectual environment that
    encourages and celebrates rich word usage.
  • One vital key here is to make the classroom a
    place that invites experimentation with words and
    with ideasa safe place where a mispronunciation,
    a malaprop, or a misunderstanding is treated as
    an opportunity for growth and not something to be
    ridiculed or in any way derided.

15
  • Rich and Varied Experiences in Listening
  • We need to consider listening and discussion
    experiences before reading experiences because
    most childrenexcept for some ELLswill not learn
    many new words from the reading they do in school
    texts when they are reading in 1st, 2nd, and or
    even 3rd grade material.
  • With children reading at these grade levels, the
    principal key to exposing them to rich vocabulary
    is to read to them from books containing more
    sophisticated words than the books they read
    themselves.
  • Another keyand this is for students at all grade
    levelsis to sometimes use some fairly
    sophisticated vocabulary yourself.

16
  • Rich and Varied Experiences in Discussion
  • The key to getting rich vocabulary into
    discussion is to get meaty and somewhat academic
    topics to discuss.
  • Another key to getting rich vocabulary into
    discussion is to study and discuss topics in some
    depth and over some period of time.
  • I have found the teaching for understanding
    literature (Blythe, 1998 Perkins, 1992 Whisk,
    1998) helpful in selecting topics.
  • It is also the case that discussions of content
    subjects such as science and social studies often
    engender some sophisticated vocabulary.

17
Rich and Varied Experiences in Writing The keys
to getting rich vocabulary in students' writing
parallel those for discussion
Write about meaty and somewhat academic
topics. Write about topics in some depth. Write
about matters related to content subjects such as
science and social studies, areas in which
students have developed some knowledge.
18
  • Rich and Varied Experiences in Reading
  • Beginning about grade 4, the vocabulary in school
    texts will be richer, and of course many trade
    books include rich vocabulary.
  • Books, in the words of Steve and Kate Stahl, are
    where the words are.
  • Even a little book like Andrew Clements Frindle,
    a book for 3rd or 4th graders, yields words like
    mania, investment, and disruption.
  • As soon as they are able, children need to begin
    reading complex texts, texts rich in vocabulary
    and rich in content (Adams, 2010-2011).

19
  • Participation in Shared Book Reading An
    Intensive Approach for Students with Very Small
    Oral Vocabularies
  • Shared book reading is a well researched and
    fully described approach that has been shown to
    work well.
  • Ill first note some general characteristics of
    the approach
  • Then Ill briefly describe two versions of it

Biemillers Rich and Systematic
Instruction Sales Graves's First 4,000 Words
20
  • Characteristics of Effective Shared Book Reading
  • Involves several readings of a number of short
    books
  • Focuses students' attention on words
  • Deliberately stretches students and scaffolds
    their efforts
  • Employs carefully selected words and books

21
Biemillers Systematic Instruction Approach to
Shared Book Reading1
  • Select books that are interesting, enjoyable, and
    contain the sorts of words you want to teach 30
    books for the year.
  • Select words known by some but not all students,
    24 words per book. Typical words Biemiller
    teaches include difficult, hint, immediate, and
    particular.
  • Day 1 Read the book once, including some
    comprehension questions.
  • Days 2-4. Read the book 3 times, defining 8 of
    the 24 words each time. Definitions should be
    short and student friendly.

22
Biemillers Systematic Instruction Approach to
Shared Book Reading2
Day 5. Review all 24 words in new contexts but
with the same definitions. A comprehensive list
of the words Biemiller recommends teaching is
available in Words Worth Teaching.
SRA/McGraw-Hill Columbus, OH.
23
Sales Graves First 4,000 Word Approach to
Shared Book Reading1
  • The First 4,000 Words is an individualized,
    web-based program for ensuring that students in
    grades 1-4 can read the most frequent 4,000
    English words (Sales Graves, 2007, 2009).
  • Targeted at English learners, struggling readers,
    and children of poverty with small vocabularies.
  • Uses a multimedia system to diagnose individual
    student's knowledge of the most frequent words
    and begins teaching unknown words at the level at
    which the student knows about 80 percent of them.

24
Sales Graves First 4,000 Word Approach to
Shared Book Reading-2
  • The program includes (1) individualized Web-based
    instruction presented on the computer, (2) a
    Web-based monitoring and record keeping system
    for teachers, and (3) a DVD to prepare teachers
    to use the program.
  • A full description of the program, the words
    themselves (which make up about 80 of the words
    in a typical text, and a demo are available at
    thefirst4000words.com.
  • The words on the list are ordered by frequency.
    The five most frequent words are the, of, and,
    to, a, five middle frequency file, boots,
    reflect, custom, background, and the five least
    frequent abuse, loving, generous, excessive,
    arteries.

25
Knowing only the 500 most frequent, a student
could read only the words shown here. Could it
be an _______? The year before, _______ had seen
one for the first time when his mother took him
to a _______ _______ in _______, _______ _______.
He had _______, _______, as the _______ a _______
by _______ on the _______ of a _______ that was
_______ on the _______. Now _______ an _______
was right here in _______, and about to _______
over his house. Not _______ to _______ a thing,
_______ the _______ and _______ up the _______ of
the house to its _______. From there he had a
good _______ of the _______, _______ the _______
place. And in the _______, _______ ever_______,
he saw the _______.
26
Knowing the 1,000 most frequent words, a student
could read only the words shown here. Could it
be an _______? The year before, _______ had seen
one for the first time when his mother took him
to a _______ in _______, _______. He had
watched, _______, as the _______ gave a _______
by _______ on the _______ of a _______ that was
_______ on the ground. Now maybe an _______ was
right here in _______, and about to _______ over
his house. Not _______ to _______ a thing,
_______ opened the window and _______ up the
_______ of the house to its _______. From there
he had a good view of the _______ River, _______
past the _______ place. And in the sky, coming
ever _______, he saw the _______.
27
Knowing the 2,000 most frequent, a student could
read only the words shown here. Could it be an
airplane? The year before, Charles had seen one
for the first time when his mother took him to a
flying _______ in _______, Virginia. He had
watched, _______, as the _______ gave a _______
by _______ oranges on the _______ of a _______
that was _______ on the ground. Now maybe an
airplane was right here in _______, and about to
fly over his house. Not _______ to _______a
thing, Charles opened the window and climbed up
the _______ roof of the house to its _______.
From there he had a good view of the _______
River, _______ past the _______ place. And in the
sky, coming ever closer, he saw the plane.
28
Knowing the 4,000 most frequent, a student could
read all the words shown here except those in
grey. Could it be an airplane? The year before,
Charles had seen one for the first time when his
mother took him to a flying exhibition in Fort
Myer, Virginia. He had watched, enthralled, as
the pilot gave a bombing demonstration by
dropping oranges on the outline of a battleship
that was traced on the ground. Now maybe an
airplane was right here in Minnesota, and about
to fly over his house. Not wanting to miss a
thing, Charles opened the window and climbed up
the sloping roof of the house to its peak. From
there he had a good view of the Mississippi
River, flowing languidly past the Lindbergh
place. And in the sky, coming ever closer, he saw
the plane (Giblin, 1997, p. 3).
29
Opening Screen
29
30
Story Level Listening Pre-Assessment The Tree
House Studio
30
31
The Setting for Shared Book Reading The Cozy
Cave
32
Shared Book Reading Level 1
32
33
Shared Book Reading Level 2
33
34
Sample Game Format
35
Story Level Listening Post Assessment The Tree
House Studio
36
(No Transcript)
37
(No Transcript)
38
Teaching Individual Words
39
Topics Dealt with in Teaching Individual Words
  • Characteristics of Effective Instruction
  • Rich and Powerful Instruction
  • Introductory Instruction
  • Repetition and Review

40
Some Characteristics of Effective Instruction for
Individual Words
  • Instruction that involves both definitional
    information and contextual information is
    markedly stronger than instruction that involves
    only one of these.
  • Instruction that also involves activating prior
    knowledge and comparing and contrasting meanings
    is stronger still.
  • More lengthy and more robust instruction that
    also involves students in actively manipulating
    meanings, making inferences, searching for
    applications, and frequent encounters is still
    stronger.
  • BUTSTRONGER INSTRUCTION TAKES MORE TIME! With
    the number of words to be learned we very often
    do not have more time.

41
Three Types or Intensities of Instruction
Introductory Instruction
Rich and Powerful Instruction
Repetition Review
42
Introductory Instruction
  • Pointing out words to be learned
  • Providing glossaries
  • Using pictures
  • Context/dictionary/discussion

43
Pointing Out Words To Be Learned Given the huge
number of words that students need to learn, it
is clearly impossible for you to teach all of
them. One thing you can do that takes less of
your time than any sort of teaching is to
identify some words in an upcoming selection that
are important but that students may not know and
just give students a list of those words telling
students that they need to learn those they don't
already know them. Students should be able to
handle such a task beginning in about grade
3. Not only does this save you valuable time, it
gets students doing something they should be
doinglooking for unknown words and learning them.
44
Providing glossaries Probably the next least
time-consuming and least intrusive thing you can
do to assist students with the vocabulary of
selections they are reading is to provide
glossaries of important terms. tsu-na-mi. A
large wave that can occur after an underwater
earthquake
45
Using Pictures Solar system. The nine planets
that revolve around our sun make up our solar
system. Someday it may be possible for humans to
explore all the planets in our solar system, but
that will not be soon.
46
Definition Plus Rich Context
Give students a definition for the word. Give
students the word in a rich context, typically
one you create. If time permits, discuss the
definition, the context, and some other contexts
in which the word might be used.
mandate In a democratic government, a mandate is
the authority granted by the people for
government officials to act as their
representatives. President Obama believed that he
had a mandate from the people to pursue health
care reform.  
47
Rich and Powerful Instruction
  • Semantic mapping (Heimlich Pittleman, 1986)
  • Frayer method (Frayer, Frederick,
    Klausmeier, 1969)

48
Semantic Mapping
  • Put a word representing a central concept on the
    board, overhead, lcd, smart board, etc.
  • Ask students to work in groups listing as many
    words related to the central concept as they can.
  • Display students words grouped in broad
    categories.
  • Have students name the categories and perhaps
    suggest additional ones.
  • Discuss with students the central concept, the
    other words, the categories, and their
    interrelationships.

49
Semantic Mapping Example
Conditions
Owners Run down
Hard to reach Small
Make good money
Crowded Don't live
there Drab
Often don't care
TENEMENT Costs
Tenants Not cheap
People without a lot of money
Lower than some places New
immigrants Too high
City people
Large families
50
Frayer Method
  • Define the new concept.
  • Distinguish between the new concept and similar
    concepts it might be confused with.
  • Give examples, and explain why they are examples.
  • Give non-examples, and explain why they are
    non-examples.
  • Present students with examples and non-examples,
    and ask students to distinguish between them.
  • Have students present examples and non-examples,
    explain why they are one or the other, and
    provide feedback.

51
Frayer Method Partial Example1
  • Perseverance is a trait that a person might
    possess. A person demonstrates perseverance when
    he or she remains constant to some purpose or
    task over some extended period despite obstacles.
  • Perseverance differs from stubbornness in that
    perseverance is typically seen as a positive
    quality and the goal toward which one perseveres
    is typically a worthwhile one. Conversely,
    stubbornness is usually seen as a negative
    quality, and the goal pursued by a person who is
    being stubborn is often not a worthwhile one.
  • A person who graduates from college despite
    financial responsibilities that require him or
    her to work full time while in college would be
    demonstrating perseverance because the goal is
    worthwhile and it takes a long and steady effort
    to reach it.

52
Frayer Method Partial Example2
  • Someone who goes fishing a lot just because he or
    she enjoys it is not demonstrating perseverance
    because there is no particular purpose here and
    no obstacles.
  • examples and non-examples
  • student-generated examples

53
REPETITION AND REVIEW
Regardless of how well you teach a word
initially, if you want students to have that word
in their vocabularies over time, repetition is
critical. Richek (2005) has suggested several
approaches, two of which I'll describe here.
  • Anything goes
  • Connect two

54
Anything Goes
Display the words to be reviewed where everyone
in the class can see them and explain to students
that occasionally you are going to point to some
of the words displayed and ask questions about
them. From time to time, ask students to do
something with the one or more of the words.
They might

Define the word
Give two of its meanings
Use it in a sentence
Give an example of the thing named by the word
Say where you would find the thing named by the
word,
Note other words or concepts to which the word is
related
Explain the difference between two of the
words/concepts on the list
55
Connect Two
Give students two columns of 5-10 words each and
ask them to identify relationships between a word
in column one and a word in column two.
bayonet hoarse disgrace
exuberant muffled cunning exposed
pondered insignificant
ruefully splendid courier roll
musket
56
Teaching Word-Learning Strategies
57
Teaching Word-Learning Strategies
  • Word-learning strategies are conscious and
    flexible mental processes that readers use in an
    effort to infer the meanings of unknown words
    they meet while reading.
  • Word-learning strategies are tools we teach
    students to use as they are reading.
  • When students master word-learning strategies
    they become increasingly independent and mature
    readers.
  • Without word-learning strategies, students are
    not likely to master the 30,000 words that
    competent readers learn by the end of 5th grade
    or the 50,000 words they learn by the end of high
    school.

58
The Principal Word-Learning Strategies
Using context Learning and using word parts Using
glossaries and the dictionary Recognizing and
using cognates (for Spanish speakers) Recognizing
and dealing with idioms (for all ELLs) A combined
strategy for dealing with unknown words
59
When to Teach Strategies
Prior to grade 3, I would teach strategies rather
casually and informally in the context of
reading. Call this introductory instruction. In
the 3rd grade, I would begin more formal
instruction. In an ideal world, initial
instruction would be largely concluded by grade
5. However, if older students have not had
quality instruction in word-learning strategies,
they are likely to profit from instruction in at
least some elements.
60
General Guidelines for Instruction in
Word-Learning Strategies Realize that teaching
word-learning strategies requires significant
time and effort on both your part and students'
part. If you cannot teach all strategies, teach
one or two strategies well rather than more
strategies less well. Use direct explanation as
you basic instructional approach. Temper the
direct explanation approach with some
constructivist elements.
61
Principles of an Approach That Combines Direct
Explanation and a More Constructivist Approach-1

Give students opportunities to construct
knowledge. Motivate students to use the
strategy, explaining and discussing its
value. Provide a description of the strategy and
information on when, where, and how it should be
used. Model use of the strategy for students on a
text the class can share. Work with students in
using the strategy on a text the class can share.
62
Principles of an Approach That Combines Direct
Explanation and a More Constructivist Approach-2

Discuss with students how the strategy is working
for them, what they think of it thus far, and
when and how they can use it in the future. Guide
and support students as they use the strategy
over time. At first, provide a lot of support.
Later, provide less and less. Work over time to
help students use the newly learned strategy in
various authentic in-school and out-of-school
tasks. Review the strategy and further discuss
students' understanding of it and responses to it
from time to time.
63
A Combined Strategy for Dealing with Unknown
Words Met in Context
Recognize that an unknown word has
occurred Decide whether you need to understand it
to understand the passage. Attempt to sound it
out using your phonics skills. (Consider that it
might be a cognate.) Attempt to infer its meaning
using context. Attempt to infer its meaning using
word parts. (Consider that it might be an
idiom.) Ask someone or consult a dictionary.
64
The One-Semester Sequence, Word Learning
Strategies, My Colleagues and I Are Currently
Developing.
Compound Words 1 week Prefixes 3
weeks Inflectional Suffixes 1 week Derivational
Suffixes 2 weeks Context 4 weeks Dictionaries 2
weeks A Combined Strategy 3 weeks
65
A Poster from Our Word Learning Strategies Program
66
Fostering Word Consciousness
67
  • Fostering Word Consciousness
  • The term word consciousness refers to an
    awareness of and
  • interest in words and their meanings (Graves
    Watts-Taffe, 2002). Word consciousness
    integrates metacognition about words, motivation
    to learn words, and deep and lasting interest in
    words.
  • Although fostering word consciousness differs
    from grade to grade, doing so is vital at all
    grade levels.
  • There are some time consuming word
    consciousness activities, but for the most
    part fostering word consciousness does not
    take a lot of your time or your students
    time.

68
  • Word Consciousness

word consciousness n 1. an awareness of
words 2. a positive disposition toward
words 3. interest in learning words and learning
about words 4. knowledge of various aspects of
words
69
  • Some Types of Word Consciousness Activities
  • Creating a Word-Rich Environment
  • Recognizing and Promoting Adept Diction
  • Promoting Word Play
  • Fostering Word Consciousness Through Writing
  • Involving Students in Original Investigations
  • Teaching Students about Words
  • (Graves Watts-Taffe, 2008)

70
Creating a Word-Rich Environment Stocking a
Classroom Library
Books about Words
For 2nd Graders Monalisa DeGrosss Donovans
Word Jar For 3rd or 4th Graders Andrew
Clementss Frindle For 5th or 6th Graders
Norman Juster's The Phantom Tollbooth. For All
Ages Roni Schotters picture book The Boy Who
Loved Words
71
Creating a Word-Rich Environment Encouraging
Students To Define Words for Free Rice
freerice.coma website run by the United Nations
World Food Plandonates 10 grains of rice to the
World Food Program for each word a user correctly
defines. There are 50 levels of difficulty, and
will pronounce words. It requires using Firefox
or Internet Explorer Here are items from level 1
and level 10.
battle means woods 
rug  movie  fight 
Margin means pupil edge swirl
inconsistency
72
Recognizing and Promoting Adept Diction
  • Make it a point to use some sophisticatedbut not
    exceedingly rarevocabulary, and sometimes
    comment on your word choices.
  • Point out adept word choices in the material
    students are reading, listening to, or viewing.
  • Compliment student on their adept word choices in
    their discussions and their writing.
  • Have students keep some sort of personal record
    of new and interesting words they encounter.

73
Promoting Word Play
  • Play commercial games like I Spy, Balderdash,
    Taboo Junior, Scrabble, and Taboo.
  • Play well-known home-made games like Hangman,
    Word Bingo, or Dictionary. (billsgames.com has a
    nice version of Hangman.)
  • Engage in word play activities with idioms,
    clichés, and puns.
  • Play Synonym Toast on http//www.scholastic.com/wo
    rdgirl/synonym_toast.htm
  • Construct word play activities from books like
    Richard Lederers Pun and Games or Get Thee To a
    Punnery.

74
Fostering Word Consciousness Through Writing
For Example, Focus on Vocabulary During Revising

Is this the best word to get across my meaning?
Is the word precise enough?
Is it appropriately formal or informal?
Is it a word my reader will know?
Is it a word my reader will find interesting?
Have I used it too much? Should I use a synonym?
75
Involving Students in Original Investigations
Because students are surrounded by words,
vocabulary makes and excellent topic of
investigation. Some possibilities include
The use of slang versus more formal
vocabulary. The vocabulary of different groups
Short order cooks, movie people, sportscasters on
TV, hucksters on TV or at fairs The vocabulary of
different age groups Younger children,
adolescents, parents, grandparents The vocabulary
that is appropriate in different settings
School, home, church, the cafeteria. The use of
terms of address such as Mr., Mrs., Miss, Ms.,
Dr. The use of first names on TV and in the
newspaper, for females versus males, for children
versus adults.
76
THE FIFTH PART OF A "VOCABULARY" CURRICULUM THE
CURRICULUM AS A WHOLE
My comments here were particularly prompted by
Marilyn Adams' excellent article, "Advancing Our
Students' Language and Literacy," which is the
lead article in the current issue of American
Educator.
77
A Sequential, Coherent, Spiral Curriculum1
If we really want all students to build powerful
vocabularies, we need to attend to more than
vocabulary.
As important as vocabulary is, we need to
recognize that it is merely the tip of the
iceberg. The iceberg itself, the factor that
underlies thinking and reasoning, is knowledge.
Sixty years ago, Bruner proposed a spiral
curriculum, a curriculum that began in the
primary grades with some rudimentary knowledge on
topics like social studies, science, and math,
and systematically built on that knowledge across
the years of schooling.
Such a curriculum would require that students
learn about a topic at a certain level and then
be put in a position to use that knowledge in
their subsequent studies.
78
A Sequential, Coherent, Spiral Curriculum2
Although we have done better in adopting such a
curriculum in some areasnotably math and
sciencewe often have not done a very good job of
it.
The students who are most likely to get a spiral
curriculum in math and science are those in elite
schools and courses social studies seldom if
ever presents a spiral curriculum, and language
arts and reading seldom even approach one.
Let me give an example of the sort of curriculum
I am talking about using a snippet from a
curriculum I was recently working with.
The program is called the Seeds of Science, and
it is the result of a very large project
sponsored by the National Science Foundation.
79
A Sequential, Coherent, Spiral Curriculum3
I was looking at it because I was writing a paper
on selecting vocabulary to teach and was looking
for an expository text.
What I found was daunting. The sixth book in the
2nd-3rd grade unit contained the following
potentially unknown content words
absorb adaptation burrow clitellum cocoon
decomposer droppings earthworm habitat
hatch moisture nutrient organism predator
protection reproduce root segments soil
survive
HELP? Not only do these 20 items represent four
or five times as many words as I believe I can
teach at one time, but these are not only new
words, not just labels for existing concepts, but
word representing new and complex concepts that
will require a good deal of instruction and work
by the students.
80
A Sequential, Coherent, Spiral Curriculum4
But because this is a truly spiral curriculum,
not all of these words need to be taught. This
is the sixth book of ten books in the unit, and
many of these tough words/concepts have been
taught as part of previous lessons. In fact, the
only words/concepts that are new here are borrow,
citellum, earthworm, and segments.
This illustrates the essence of a spiral
curriculum, and it is an excellent example of
what we need to do more of if students are to
learn the vocabularyand more important the
concepts and strategiesthat they need to learn
to succeed.
81
SIX Specific Suggestions
82
  • Beg, borrow, or steal a sequential, coherent,
    spiral curriculum, one that begins with a small
    set of knowledge and skills and systematically
    introduces students to increasingly complex
    knowledge and skills that build on that original
    set. The most recent American Educator deals
    with this topic.
  • Immerse students in a language rich environment.
    Particularly, critical here are language-rich
    discussion and language-rich reading, and some of
    that reading needs to be challenging.
  • Provide a program of interactive oral reading for
    those primary grade children with very small oral
    English vocabularies. Doing this will require
    something like 30 minutes per day over an
    extended period of time.

83
  • Teach individual words using both rich and
    powerful and introductory instruction. And don't
    forget to review the words taught.
  • Teach word learning strategies including context,
    word parts, the dictionary, cognates (for Spanish
    speakers), and idioms (for all ELLs). Identify
    the grade levels where this will be doneprobably
    3, 4, and 5and be certain that this instruction
    is sequential and coherent and represents a
    spiral curriculum.
  • Foster word consciousnessstudents' interest,
    awareness, and positive disposition toward
    wordsin every way possible. This does not take
    much of your time, it does not take much of your
    students' time, and it should be fun for
    everyone.

84
Some Recent and Forthcoming Vocabulary Books
Baumann Kame'enui. (Eds.). (2004). Vocabulary
instruction Research to practice. New York
Guilford. Baumann Kaméenui. (Eds.). (in
press). Vocabulary instruction Research to
Practice (2nd ed.). New York Guilford. Beck,
McKeown, Kucan. (2008). Creating robust
vocabulary. New York Guilford. Graves.
(2006). The vocabulary book Learning and
instruction. New York Teachers College Press,
IRA, and NCTE. Graves. (2009). Teaching
individual words One size does not fit all.
New York Teachers College Press and
IRA. Graves. (Ed.). (2009). Essential readings
on vocabulary instruction. Newark, DE
IRA. Graves, August, Carlo. (in preparation).
Teaching vocabulary to English language learners.
New York Teachers College Press, IRA, and
Center for Applied Linguistics. Hart Risley.
(1995). Meaningful differences in the everyday
experiences of young American children.
Baltimore Paul H. Brookes Publishing
Company. Stahl Nagy. (2006). Teaching word
meanings. Mahwah, NJ Erlbaum.
85
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