Supercalifragilisticexpialidocious Teacher What Does That Mean

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Supercalifragilisticexpialidocious!Teacher What
Does That Mean?

• Joneen Lowman, Ph.D., CCC-SLP
• Bloomsburg University
• Department of Audiology and
• Speech-Language Pathology
• jlowman_at_bloomu.edu

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• Why is vocabulary instruction an issue?
• What semantic skills do my students need?
• What vocabulary should I use to teach the
  semantic skill?
• How should I teach the semantic skill?
• How should I assess semantic knowledge?

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Why is vocabulary instruction an issue?
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Strong Vocabularies can Move Mountains

• Childrens vocabulary size approximately doubles
  between grades 3 and 7.
• Students need to encounter a word about 12 times
  before they know it well enough to improve their
  comprehension (McKeown, Beck, Omanson, Pople,
  1985).
• 300-400 new word meanings can be taught per year
  through direct instruction. (Stahl Shiel, 1999)
  
• Between grades 1 and 3, it is estimated that
  economically disadvantaged students vocabularies
  increase by about 3,000 words per year and
  middle-class students vocabularies increase by
  about 5,000 words per year.
• Children who read even ten minutes a day outside
  of school experience substantially higher rates
  of vocabulary growth between second and fifth
  grade then children who do little or no reading
  (Anderson Nagy, 1992).
• Childrens books contain approximately 31 rare
  words, preschool books contain approximately 16
  rare words.
• Vocabulary in grade 1 predicts more than 30 of
  grade 11 reading comprehension, much more than
  reading mechanics in grade 1 (Cunningham
  Stanovich, 1997).
• Vocabulary development can influence phonological
  development ( Lonigan, 2007)

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What semantic skills do my students need?
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Vocabulary and Concept Development Targets

• Kindergarten
• Identify and sort into basic categories
• Descriptions
• First Grade
• Categorization
• Second Grade
• Antonyms and synonyms
• Compound words
• Simple prefixes and suffixes
• Multiple meaning words

Root Words
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Vocabulary and Concept Development Targets

• Third Grade
• Identify specificity among grade-appropriate
  words (dog/mammal/animal/living things)
• Dictionary instruction
• Fourth Grade and above
• Root words
• Figurative and metaphoric
• use of words in context

Root Words
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http//reading.uoregon.edu/voc/voc_cm.php
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What vocabulary should I use to teach the
semantic skill?
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Start SMALL

• Grade level with most students
• Teachers you collaborate with
• Subject with which you feel most comfortable
• Children with greatest needs
• Schools goals for AYP

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What does it mean to know a word?

• Generalization Least
• Application
• Breadth
• Precision
• Availability Most
• Combat (1942)

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You Try It
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Selecting Words to Teach
1st Tier most basic words rarely requiring
instruction to their meanings in school clock,
baby, happy, walk 2nd Tier high frequency words
found across a variety of domains and used by
mature language users coincidence, absurd,
industrious, fortunate 3rd Tier frequency of
use is quite low and often limited to specific
domains lathe, peninsula, refinery
Beck, McKeown, Kucan, 2002
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How do I select Tier 2 Words?

• If you can answer, yes to all three criteria
  than its a Tier 2 word
• Conceptual understanding
• Importance and utility
• Instructional potential

Beck, McKeown, Kucan, 2002
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• Tier 2 words are not just synonyms for familiar
  words, instead they represent more precise or
  more complex forms of the familiar words.
• E.g. Maintain not only keep going but also
  to continue something in its present condition
  or at its present level.

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Morning Girl

• I was close enough to shore now for my feet to
  touch bottom, and quickly I made my way to dry
  land. The air was warm against my shoulders and
  there was a slight breeze that disturbed palm
  frawns strewn on the ground. I squeezed my hair,
  ran my hands over my arms and legs to push off
  the water, and then stamped my feet on the sand.
• http//www.pde.state.pa.us/a_and_t/cwp/view.asp?a
  108q105283

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• Daryl asked his friends how many games they
  played during their soccer season. His results
  are shown below.
• Susan- 8 Horace 7 Magi 10 Bret -
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• Which bar graph correctly shows the data?
• Data Analysis and Probability (M3.E.1)
• Elaina worked 57 hours in March, 62 hours in
  April, and 59 hours in May. Which of these is the
  BEST estimate of the total number of hours she
  worked for the three months?
• Numbers and Operations (M3.A.3.2)
• http//www.pde.state.pa.us/a_and_t/cwp/view.asp?a
  108q105283

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Where Do I Find Tier 2 Words?

• Classroom curriculum
• Instructional Vocabulary
• Demonstrate 24 times
• Identify 51 times
• Recognize 19 times
• Describe 18 times
• Childrens literature

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Folklore Traditions and customs that
people pass from generation to generation, such
as stories, dances, games, arts, crafts, and
celebrations.
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Folkloreis unique to groups of people from
different countries, tribes, religions,
occupations, and regions.
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How should I teach the semantic skill?
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Start SMALL

• Grade level with most students
• Teachers you collaborate with
• Subject with which you feel most comfortable
• Children with greatest needs
• Schools goals for AYP

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Critical Features of Vocabulary Instruction
reading.uoregon.edu/voc/voc_features.php
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DEPTH OF UNDERSTADNING
INSTRUCTIONAL STRATEGIES
Verbal Association Partial Concept
Knowledge Full Concept Knowledge
-Key Word -Definition -Computer
Assisted -Contextual Analysis -SFA
-Semantic Mapping -Enriched Training -Rich
Instruction
Depth of Knowledge
Baker et al., 1998
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General Tenets of Instruction

• Build on experiential or prior knowledge base and
  establish links to new words
• Teach in meaningful context

Breadth
Depth
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General Tenets of Instruction

• 3. Provide multiple exposures
• Prototype
• Synonyms/Antonyms
• Homonyms
• Pre/suffix
• Syllabication
• (N. Nelson, 1986 Nagy Herman, 1987)

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Keyword Method

• Student constructs a visual image that connects
  the target word and a familiar, concrete word
  (similar auditorially) that shares some common
  feature.
• For example
• carlin old woman
• (Baumann Kameenui, 1991)

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Modifications of Keyword Method

• Ranid means frog
• Interactive pictures (Masropieri et al., 1985)
• Rain is the word clue for ranid.
• Ranid means frog.
• Draw a picture of a frog and rain doing
  something together.

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Dictionary definitions alone

• Fail to differentiate how the target word is
  different from other similar words
• conspicuous
• easily seen
• Rely on vague language
• typical
• being a type
• Utilize familiar words in unfamiliar ways leading
  to a concrete interpretation
• devious
• straying from the right course not straight
  forward
• Provide multiple pieces of information but offer
  no guidance in how they should be integrated
• exotic
• foreign, strange, not native

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Developing Student-Friendly Explanations

• Characterize the word and how it is typically
  used
• Ask yourself When do I use this word
  particularly? Why do we have such a word?
• Start with a strong focused concept of what the
  word means rather than identifying multiple
  meanings
• Explain the meaning in everyday language
• Get students actively involved with thinking
  about and using the meanings right away.

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Definition Map
What it is?
What is it like?
Percussion instrument
Musical instrument
Has a shell
Has drumhead
Hollow cylinder
DRUM
Played by striking with hands or sticks
Bass tom-tom bongo snare
timpani
What are some examples?
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Synonym Web
find
smudge
notice
mark
see
stain
SPOT
marking
place
location
patch
area
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Teaching Vocabulary Using Maps/Webs
GEOGRAPHY
WATER
LANDFORMS
Ocean River Gulf Bay lake waterfall
Continent Island Mountain Cape Peninsula plateau
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Semantic Features Analysis
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Teaching Vocabulary Using Storybooks

• Critical Features of Instruction
• Repeated readings of story
• Quality stories
• Performance reading style
• 3 target words per story
• Scaffolding
• Simmons, Kameenui, Harn, Edwards et al., (2002)

reading.uoregon.edu/voc/voc_features.php
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Performance Reading Style

• Cloze technique
• Read story inserting definition of word
• Word Games

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• So the cows went on strike. They left a note on
  the barn door. "Sorry. We're closed. No milk
  today."
• "No milk today!" cried Farmer Brown.
• In the background, he heard the cows busy at
  work Click, clack, moo. Click, clack, moo.
  Clickety, clack, moo.
• From "Click, Clack, Moo, Cows That Type"by
  Doreen Cronin illustrated by Betsy Lewis
• http//pbskids.org/lions/clickety/

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• Duck was a neutral party, so he brought the
  ultimatum to the cows. The cows held an emergency
  meeting. All the animals gathered around the barn
  to snoop, but none of them could understand Moo.
  All night long, Farmer Brown waited for an
  answer.

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Performance Reading Style

• Cloze technique
• Read story inserting definition of word
• Word Games

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• Remember we had 3 magic words that you listened
  for in the story strike, neutral, and ultimatum.
  
• The first word was
• strike. So the cows went on
• __________.

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Performance Reading Style

• Cloze technique
• Read story inserting definition of word
• Define word
• What is ______?
• Insert definition after reading word
• Word Games

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• Strike means to stop working until you get what
  you want.
• What does strike mean?
• So the cows went on strike, they stopped working
  until they got what they wanted, electric
  blankets.

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• Neutral ___________________.
• What is neutral?
• Duck was a neutral party,

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Performance Reading Style

• Cloze technique
• Read story inserting definition of word
• Word Games
• Guess the word
• Whats the magic word?

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• Guess the Word Game
• SLP You are going to tell me which word goes
  with another word. If you get it right, I will
  give the group a star.
• SLP Which words go with strike? To keep working
  until you get what you want or to stop working
  until you get what you want?
• SLP Which words go with neutral?

reading.uoregon.edu/voc/voc_features.php
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• What is the Magic Word? Game
• SLP See if you can tell me what I am talking
  about. I will give you a star each time you are
  right.
• SLP The garbage men stopped working until they
  got more pay. What is our magic word for stop
  working until you get what you want? (strike)
• If incorrect or no response ask, Was it strike?
  Yes, strike. The garbage men stopped working
  until they got more pay. Say that.

reading.uoregon.edu/voc/voc_features.php
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Metalinguistic Aspects of Word Learning

• Metalinguistic knowledge of term word
• Definitions are meta-
• Meta- vocabulary instruction improved reading
  comprehension
• Instruction can occur in connected text and
  individual words

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Meta- Strategies

• Text Talk (Beck McKeown, 2001,2003)
• Promote comprehension and language development
• Text selection critical
• Open-ended questions
• Salient features
• Background knowledge
• Vocabulary

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Example of Text Talk (Beck McKeown, 2003, p.
165)

• Absurd In the story, when the fly told Arthur he
  could have three wishes if he didnt kill him,
  Arthur said he thought he was absurd. That means
  Arthur thought it was silly to believe a fly
  could grant wishes. When something is absurd, it
  is ridiculous and hard to believe.
• If I told you that I would stand on my head to
  teach that would be absurd. If someone told you
  that dogs could fly, that would be absurd.
• Ill say some things, and if you think they are
  absurd, say Thats absurd. If you think they
  are not absurd, say That makes sense.
• I have a singing cow for a pet.
• I saw a tall building that was made of green
  cheese.
• Who can think of an absurd idea?

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Metalingusitic cont.

• Word Wizard (Beck, Perfetti McKeown, 1982)
• Child finds examples of target words outside of
  context taught.
• Incentives
• Improved selection of sophisticated words

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Metalingusitic cont.

• The Gift of Words Bank
• Descriptive phrases
• Categorize
• Model modifying phrases
• to fit writing
• Utilize texts with poor descriptors to discuss
  how it could be improved
• (Henry et al., 1999 Scott et al., 1997)

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Lets smile

• warmest of smiles
• her best asset was her smile
• swaggered across the room
• bare feet sending up little clouds of dust
• http//www.sybrina.com/categories.html

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Sniglets

• Words that do not exist in the dictionary but
  should.
• Bathquake n. The violent quake that rattles the
  entire house when the water faucet is turned to a
  certain point.
• Shoefly n. The aeronautical terminology for a
  football player who misses the punt and launches
  his shoe instead.
• (Atkinson Longman, 1985 Hall, 1984)

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How should I assess semantic knowledge?
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Assess on Two Levels

• Semantic Level
• Word definitions
• Identifying stated word
• Drawing pictures
• Phonemic Level
• Providing name
• Selecting correct production from four choices
• DIBELS

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Putting It All Together

• Identify Target Skills
• Identify Vocabulary Needs
• Identify Level of Knowledge Needed
• Identify Appropriate Strategy
• Assess Students Learning

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• What receptive and expressive semantic skills are
  you currently addressing in TX?
• How WILL you select your clients semantic
  targets?
• How WILL you select target vocabulary for TX?
• How WILL you teach the target semantic skill
  during TX?
• What role WILL pragmatics, syntax and morphology
  play in your semantic TX?

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Resources

• Specific ideas for all 5 areas of reading.
  Related to DIBELS
• http//reading.uoregon.edu/
• PA Academic Standards
• http//www.pde.state.pa.us/stateboard_ed/cwp/view.
  asp?a3Q76716
• http//www.pde.state.pa.us/early_childhood/lib/ear
  ly_childhood/October_2006_KINDERGARTEN_STANDARDS.p
  df
• Specific strategies for assessing and treating
  word finding problems
• http//www.wordfinding.com/materials.html

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Resources

• Allows you to generate a list of words based on
  specific parameters (part of speech, number of
  phonemes, number of syllables)
• http//www.psych.rl.ac.uk/MRC_Psych_Db.html
• Moats, L. Smith, C. (1992). Derivational
  morphology Why it should be included in language
  assessment and instruction. LSHSS, 23, 312-319.
• Provides specific sequence for teaching
  derivational suffixes along with a step-by-step
  intervention plan.

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Resources

• Link to all state standards
• http//www.education-world.com/standards/state/toc
  /index.shtml
• Songs with Tier 2 words
• http//www.princetonreview.com/vocabminute/default
  .asp
• Handout of activities and websites
• http//www.libraryvideo.com/guides/K6811.pdf
• List of phrases and categories
• http//www.sybrina.com/

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Acquisition order for English conjunctions

• Data from studies are very variable, and this
  list is only a rough guide.
• And
• And then
• But, or
• Because
• So, if when,
• Until, before-after
• Although, while, as
• Unless
• Therefore, however
• Owens, R. (1999)