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Vocabulary instruction for academic success
S964 5301 Oceanus Drive Huntington Beach, CA 92649-1030 714.489.2080 FAX 714.230.7070 www.shelleducation.com Quality Resources for Every Classroom Instant Delivery 24 Hours a Day Thank you for purchasing the following e-book –another quality product from Shell Education For more information or to purchase additional books and materials, please visit our website at: www.shelleducation.com For further information about our products and services, please e-mail us at: customerservice@shelleducation.com To receive special offers via e-mail, please join our mailing list at: www.shelleducation.com/emailoffers Authors Hallie Kay Yopp, Ruth Helen Yopp, and Ashley Bishop 2 #50266—Vocabulary Instruction for Academic Success © Shell Education Shell Education 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com ISBN 978-1-4258-0266-0 © 2009 Shell Education Made in U.S.A. Editors Kristy Grabow, M.A.Ed. Jodene Lynn Smith, M.A. Assistant Editor Leslie Huber, M.A. Editorial Director Lori Kamola, M.S.Ed. Editor-in-Chief Sharon Coan, M.S.Ed. Editorial Manager Gisela Lee, M.A. Creative Director/ Cover Design Lee Aucoin Print Production Manager/ Interior Layout Designer Don Tran Consultant Joan Irwin, M.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. Publisher Corinne Burton, M.A.Ed. Vocabulary Instruction for Academic Success © Shell Education #50266—Vocabulary Instruction for Academic Success 3 Table of Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Introduction: First Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Chapter 1: Vocabulary Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The Importance of Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 What Teachers Should Know About Words and Word Learning . . . 18 A Few Words About English Language Learners . . . . . . . . . . . . . . 25 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Think About It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Chapter 2: Promoting Oral Language . . . . . . . . . . . . . . . . . . . . . . . 31 Language Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Language Output . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Strategies for Encouraging Classroom Discourse . . . . . . . . . . . . . . . 43 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Think About It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Chapter 3: Promoting Wide Reading . . . . . . . . . . . . . . . . . . . . . . . . 61 Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Strategies for Promoting Independent Reading . . . . . . . . . . . . . . . . 67 Reading Aloud to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Strategies and Considerations for Reading Aloud . . . . . . . . . . . . . . . 79 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Think About It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Chapter 4: Establishing a Word-Conscious Environment . . . . . . 89 Strategies for Creating Word Consciousness . . . . . . . . . . . . . . . . . . 91 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Think About It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Chapter 5: Teaching Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Selecting Words to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Strategies for Teaching Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 F 4 #50266—Vocabulary Instruction for Academic Success © Shell Education Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Think About It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Chapter 6: Teaching Word-Learning Strategies . . . . . . . . . . . . . 157 Morphology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Principles of Teaching Morphemic Analysis . . . . . . . . . . . . . . . . . . 172 Strategies for Teaching Morphemic Analysis . . . . . . . . . . . . . . . . . 175 Morphology and English Language Learners . . . . . . . . . . . . . . . . . 186 Learning Word Meanings from Context . . . . . . . . . . . . . . . . . . . . . 188 Strategies for Teaching Use of Context . . . . . . . . . . . . . . . . . . . . . . 191 Learning Word Meanings from the Dictionary . . . . . . . . . . . . . . . 198 Strategies for Engaging with Dictionaries . . . . . . . . . . . . . . . . . . . . 199 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Think About It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Conclusion: Final Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Appendix A: References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Appendix B: Literature Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Foreword © Shell Education #50266—Vocabulary Instruction for Academic Success 5 Foreword F or many years we have known that vocabulary knowledge is a good predictor of academic success. We have also known that understanding the meanings of words in a passage is necessary for comprehension. It is surprising then that, until recently, not much attention was paid to vocabulary instruction in schools. Fortunately, more researchers and educators are now writing about the appropriate pedagogy for developing vocabulary knowledge. Vocabulary Instruction for Academic Success is a welcome addition to this topic. Vocabulary knowledge can be thought of in many different ways: Is knowing a word the ability to provide a definition, use it in a sentence, recognize when it is being used inappropriately, know the connotations, know multiple meanings, know how to pronounce it, or all of the above? What is academic vocabulary? How does it differ from “everyday” vocabulary? How do we teach it effectively? Yopp, Yopp, and Bishop ask us to think about these issues and provide answers to these questions. The authors give us a definition of academic vocabulary and stress the importance of emphasizing it in our classrooms. They argue that the words we choose and how we use them, help develop our students’ vocabularies—why talk about the main character when we can talk about the protagonist? They also go beyond simply teaching academic vocabulary, and offer various perspectives about vocabulary development. Experts agree that we cannot formally teach all of the words that students need to know. Students must learn many words from oral language and from wide reading in order to be academically successful. Yopp, Yopp, and Bishop place these two sources of vocabulary knowledge firmly at the forefront of the book. They provide information about how to structure classrooms to include discourse that will encourage word learning, and they include excellent ideas for developing independent and oral reading. I 6 #50266—Vocabulary Instruction for Academic Success © Shell Education The authors held my attention throughout this book through practical teaching suggestions and examples of students’ and teachers’ work. The authors also demonstrate their familiarity with classrooms, teachers, and students by drawing from different grade levels and subject areas, and offering a wealth of information and ideas. They provide answers to questions that teachers often ask, such as “What words should I teach?” “Are there some suffixes that are more important to teach than others?” “How can I teach my students to use context effectively?” I happen to love words—their richness and complexity; the way they sound; the way they feel on my tongue. One of my favorite words is “sassafras” because of its “mouth feel.” Unfortunately many students do not feel this way, and it is one of our jobs as teachers to encourage a love of words. One way to do this is to develop word consciousness which is the subject of one of the chapters in Vocabulary Instruction for Academic Success. It talks about the importance of making students aware of words, and in doing so, providing opportunities for them to enjoy and revel in vocabulary. In this chapter, and throughout the book, the authors provide multiple ways to make this happen. I direct a summer program for students with reading difficulties. When asked what they want to learn over the summer, many respond “more words.” They know that word knowledge is a key to academic success. This book is a great resource for teachers to improve their vocabulary instruction so that all students can be confident in their word knowledge. Peter J. Fisher Professor, Reading and Language, National-Louis University coauthor of Teaching Vocabulary in All Classrooms Introduction: First Words © Shell Education #50266—Vocabulary Instruction for Academic Success 7 First Words AA psp AA “When I use a word,” Humpty Dumpty said, in a rather scornful tone, “it means just what I choose it to mean, neither more nor less.” “The question is,” said Alice, “whether you can make words mean so many different things.” “The question is,” said Humpty Dumpty, “which is to be master—that’s all.” —Lewis Carroll AA psp AA T his is a text about vocabulary and the role it has in students’ academic success. More importantly, Vocabulary Instruction for Academic Success focuses on the critical role teachers have in actively teaching vocabulary and vocabulary skills to today’s students. Our first words are about two teachers and their impact on one student. Teacher 1/Kindergarten: When Chad was four, during the summer before he began kindergarten, he and his dad made frequent trips to the library. At this early age, Chad already had favorite authors, his absolute favorite being Mercer Mayer. When his father asked him why he enjoyed Mayer’s books so much, Chad stated, “I like his pictures and the words he uses.” Imagine Chad’s disappointment when on one library visit, he found a Introduction 8 #50266—Vocabulary Instruction for Academic Success © Shell Education Mayer book about one of his favorite topics, frogs, only to discover the book had no written story. Mayer’s wonderful illustrations were there, but the author had not written a single word. Chad’s dad had a solution. They would purchase their own copy of A Boy, a Dog, and a Frog (Mayer 1967), and Chad would be the author. Chad thought this was a fine idea. After they looked through the book, they went back and examined each page. As they did so, Chad told the story and Chad’s dad wrote down, right below each illustration, the great words Chad used. When they were done, Chad’s dad wrote, right on the cover, “Story by Chad Bishop.” Chad’s kindergarten year began and, in no time at all, Teacher 1 presented her students with their first show- and-tell responsibility. They were to bring to class something that was especially important to them and share it with the class. Chad’s choice was A Boy, a Dog, and a Frog, the book he had authored as summer came to an end. Chad, both nervous and proud, shared his book. It was at this point that Teacher 1 did something that to this day, 30 years later, Chad has not forgotten. What did Teacher 1 do? She said to him, “Chad, what a great story and what grand words you used to tell it. You are quite an author. May I take your book home and show it to my husband?” That afternoon, Chad came home with his chest out and head high. He was an author who used “grand” words and his teacher was showing his book to her husband! Chad has since earned his graduate degree in creative writing, completed two novels, and teaches high school English. There is little doubt that Teacher 1 had a significant impact on the professional role Chad assumed in life. . . . . . 214 Foreword © Shell Education #50266 Vocabulary Instruction for Academic Success 5 Foreword F or many years we have known that vocabulary knowledge. his is a text about vocabulary and the role it has in students’ academic success. More importantly, Vocabulary Instruction for Academic Success focuses on