Elfrieda H. Hiebert University of California, Berkeley www.textproject.org Strategic Vocabulary Selection: Choosing Words From Narrative & Informational Texts A vision of classrooms where students receive the gift of words* Scott, J.A., Skobel, B.J., & Wells, J. (2008). The word-conscious classroom. NY: Scholastic. 1. Opportunities for scaffoldedsilent reading That include forms of vocabulary logs 2. Rich language by teachers through read-aloudsand…everyday routines ..Today we’re going to saunter to lunch. ..It’s time to commencecleaning off your desks. ..Our way of speaking today is to murmur.We will need to strain to discernwhat people are saying. ..Be certain to enunciateclearly. ..Your task is to get your desk into shipshapeform. ..I need to verifyif anyone is absent today. ..I inadvertentlyleft the door ajar.Can someone please close it? ..Please add your name to those who will be receiving accoladesat the end of the week. ..What highlights of our day will you impartto your family tonight? ..I notice that many of you are quite lethargicafter lunch. Receiving the gift of words involves direct instruction as well. 3.Direct instruction of thematic groups of words from informational text 4.Direct instruction of semantic clusters of words from literary/narrative texts Aims of Today’s Presentation 1.Background on English vocabulary 2.How the words in informational & narrative texts are the same and different 3.What to teach & how to teach it: Informational vocabulary 4.What to teach & how to teach it: Literary vocabulary 5.Putting it all together: A vocabulary program 1.Background on English Vocabulary: a.English vocabulary is huge: 290,500 entries in the OED; with variant spellings, obsolete forms, combinations and derivatives over 616,500 words. b.Gap in students’vocabularies on school entry is extensive (Hart & Risley, 1994) c.Content of Vocabulary Curricula in English/Language Arts is ill-defined as evident in: ..State Standards ..Core Reading Programs ..Assessments WordZonesTMZeno et al., 1995 0% 20% 40% 60% 80% 100% % of 17.25 million words 1a. Words in American Schoolbooks b. Discrepancy in students’vocabulary is huge. Hart & Risley, 2003 QuickTime and aTIFF (Uncompressed) decompressorare needed to see this picture. Text Box: Text Box: Story 1 apartment delivery handcarts restaurant market celebrations tai chi graceful cobbler arrive favorite medicinal herbal musty herbs seafood sizzles crackle woks clang barely furious kung fu develop Story 3 Targeted Vocabulary from 3 stories in a Mid-2nd Grade Unit of a Core Reading Program Assessment Gr. 4Zones 0-2Zone 3Zone 4Zone 5Zone 6 Anglo-SaxonCommon, everyday, down-to-earth wordsEX: cold, sweat, dirtNew Words through compounding: cold-blooded, cold-natured, cold-drink, cold-runningd. Sources of EnglishGreek/LatinSpecialized words used mostly in scienceEX: thermometer, geography New Words through compounding of word parts: thermosphere, geopoliticalRomance1066 (Norman Conquest)-1399 (Henry IV, a native Anglo-Saxon speaker assumes throne): French is spoken by upper classes; English by lower-classes. French loan words remain. EX: frigid, perspiration, soil New Words through derivations: frigidity, frigidness, refrigerator (from Calfee& Drum, 1981) 1. Words of School TasksThe Five ocabularies of School Alphabet, abbreviation, capitalization, e-mail, genre, illustration, learning log, paragraph, reading strategy, verb 2.Content-specific words Cytoplasm, vacuoles, mitochondria, chromosomes, geographical representation, tectonic plate, salinization 3. General Academic words: approach, accurate, feature, generate, locate, maintain, similar, process 4. Literary Wordsrasping, gingerly, rumpus, needles, triggered, dogsled, icebreaker, faint, fireflies, valise 5. Core Wordsthe, where, both, children, heard, America, gone, third, interest, rate, available 1. Words of School Tasks 2.Content-specific words 3. General Academic words 4. Literary Words5. Core Words Origins of School Vocabularies [Adaptation of Calfee& Drum, 1981] Anglo-Saxon origins Romance originsG reek/Latin origins What’s the same? •The core vocabulary •Linguistic challenges with the core vocabulary •Instructional challenges with the core vocabulary •Solutions Narrative Text 1 Text Box: Far out at sea, a great Russian icebreaker named the Moskva picked up the faint signal. "We read you," the captain radioed back. "We're on our way, but it may take us several weeks to reach you. Can you keep the whales alive until then? Narrative Text 2 Text Box: The cracks in a rock in the tomato patch say, Dear Lily, Today I touched dew and a spider's web. Now I look for stars. Very truly yours, the Rock. I copy the words onto my pad, put it in my backpack, and walk on. The fireflies switch on the Narrative Text 3 Text Box: When they reached the tepee on top of the mountain, Coyote told Bear to wait in the shadows until he heard Coyote call "Aooo!" Then Bear must make a big, loud rumpus. Coyote crept up to the tepee. He gave a soft bark, and one of the Fire B Informational Text Text Box: Even after stirring, sugar sometimes drops to the bottom. This is evidence that not all of the sugar is dissolved. When all the sugar dissolves, you can’t see it. If the sugar isn’t all dissolved, you can try stirring some more. You can als Informational Text Text Box: We added real lemon juice, and tried to think of other uses for it. We thought it might be a good cleaner if it had an abrasive in it-something with hard and sharp edges that can scrape off dirt. We felt the flour and the salt with our fing Informational Text 3 Text Box: There are many kinds of flours. Flour is always a powder. It might be white, brown, or yellow. Flour is a mixture. It contains starch, sugar, fat, and some other substances. Flour does not dissolve well in water. A little bit of the flour WordZonesTMZeno et al., 19950% % of 17.25 million words in American Schoolbooks 2b. Linguistic challenges of core vocabulary ..Compound words ..Idioms ..Polysemousmeanings Compounds & Idioms Compound Idioms off season, off-ramp, off-line, offset, offshoot, offshore, offspring, offstage, off-the-record, off-the-walloff on the wrong foot, off themark, off the record, off thehook, under-underachiever, underage, undercharge, underclass, undercover, undercurrent, undercut, underdog, underestimate, undergo, undergraduate, underground, undergrowth, underhand, underhanded, underlie, underline, undermine, underneath, undernourished, underpaid, underpants, underpass, underprivileged, underrated, underscore, undershirt, underside, undersized, understaffed, understand, understate, understudy, undertake, undertone, undertow, underwater, underweight, underworld, underwriteunder a cloud, under control, under cover, under fire, underone`s belt, under one`s breath, under one`s nose, under one`sown steam, under the sun, under the table, under theweather, under the wire, underthe weather, water under thebridge high- knee-high, waist, high, high-born, highbrow, highchair, high-class, high-definition, high explosive, high-frequency, high-grade, high heels, high jinks, high jump, highlands, high-level, highlight, high-minded, high-pitched, high-powered, high pressure, high-profile, high-rise, high roller, high school, high-speed, high-spirited, high-strung, high-tech, high tide, high-tops, highway, high noon, high and low, beleft high and dry High-Frequency Words & Polysemy 1)where someone or something was before 2)into the condition that someone or something was in before 3)in the direction that is behind you 4)doing the same thing that someone that s/he has done to you 5)away from someone or something 6)in or toward an earlier time 1)part of your body between your neck and legs, opposite your stomach and chest. 2) part of something that is furthest from the front 3) part of a seat that you lean against when you are sitting 1)to move backwards, or to move a vehicle move backwards 2)to support someone or something, especially by using your money or power adjective 1)at the back of something 2c. Instructional challenges of core vocabulary ..Underlying perspective of text difficulty in current core reading programs Features of First-Grade Reading Texts ..Foorman, Francis, Davidson, Harm, & Griffin(2004): As much as 70-84% of the words in the first-grade texts in 2000 appeared only a single time across the instructional blocks of six different programs that they analyzed. ..Hiebert(2005): Rate of new unique words per 100 running words in America’s longest publishing core reading program: ..1983: 5 ..1993: 29 ..2000: 21 ..2007: 23 Excerpts from 3 consecutive anthology selections & accompanying decodable in a core reading program •50 words from middle of a 290-word text •Begin. of 3rd trimester of Gr. 1 Text 1 Cecildoes tricks with our dog. They can rollover. WHIRL! WHIRL!They can beg.CREAK!FIZZ!WHIZ! “Shake,Prince,”says Dennis.“Shake,Cecil,”he says. Doing tricks is not the best thing my robot can do. Cecil plays hide-and-seek,too. He is always IT. He gives everyone a chance Decodable 1“Stop!”said Spike.“You stolemy stuff!" "That scamp!"said Skip."But I have skill and speed. I'll snatchmy stuffback."While Spike slept,Skip sneakeda stone into the bag.Smack, smack."Snacktime," said Spike."Ugh!A stone!" said Spike."Yes!" Skipsaid with a smile. Text 2 Then off he went to market.Hop, hop, hop!Looking in the windows of every kind of shop.He stopped on the corner where the fruit seller sells fruits of many colors. Oh, what lovely smells!What a crowdof people dressedin their best! Choosing cheese and brown eggs freshfrom the nest. Decodable 2 Jill told me, "Don't bumpthe lamp."Don't jump,dump, tramp, slump,bump.Don't, don't, don't!That always makes me a grump. Then they all told me, "Don't be a grump!"What's a child to do?Well, I'll find Gramp. Gramp knows I jump,dump, tramp, slump,and bump. Text 3 Before Armadillo could blink, Jack started a fire. Hespiedan old potand filled it with water. He set the potof water on the fire. After a while, he stuffed a big tumbleweed into the pot.Armadillolooked into the pot.Jack took a taste and said, “It smellsso good.” Decodable 3 One day Colin said, "What is that, shiningin the sun?"What did Colin see? Colin Melon saw a...melon!Colin sat beside the melon."I like radishes,"said Colin,but I like melons, too."Colin looked after the melon.It got very big.That melonis so big!" said Colin's mom. [from Hiebert, 2008] What Students Can Read00. 25% 50% 75% 100% Sample Text from 4th Grade NAEP (2007) Text Box: “I must get help,” said Rosa to herself. But how? I don't know anyone. Mama told me not to speak to strangers. Besides, I don't know how to ask in English. Rosa had an idea. She rushed back to the street, walked to the traffic light, Sample item 1:NAEP (2007) Percentage correct: •At basic: 72 •Below basic: 45 Text Box: What does the word "pleading" mean, as it is used in the sentence below? "Ducks," she said again, her eyes pleading. yelling begging looking blinking Sample item 2: NAEP (2007) Text Box: Explain why Rosa visits the ducks at the beginning of the story. Use details from the story in your answer. How are American students doing with the core vocabulary? National Assessment of Educational Progress (2007): the 50th percentile score was 224; the average score in MA in 2007 was 236; and the average for ELLs in MA is 205 0% 25% 50% 75% 100% NAEP4th gr.Proficient+BasicBelowBasic 2d. Solutions ..Extensive Reading ….With Accessible Text ..Instruction with Compound Words A300 most-frequent words; short and long vowelsBCDEF5,000 most-frequent words500 most-frequent words; short, long, r-controlled vowels1,000 most-frequent words; all monosyllabic words1,000 most-frequent words; all morphological “derivatives” 2,500 most-frequent words Level B How Animals Communicate? Animals don't talk, but they do communicate. When you communicate, you give information to others. Animals have ways of communicating that are different from the ways that people use. When your friend talks to you, your friend uses language to communicate information. In a language, each word means something.Animals do not use words. They use sounds and signals.Birds sing and move their wings. Some animals move their tails.Other animals communicate by moving their bodies in other ways. Different sounds and signals help animals communicate with each other. The HoneybeeDanceOne way honeybees communicate with each other is by dancing. Honeybees do a special dance after they find nectarin flowers. Honeybees need nectar to live. When honeybees find nectar, they fly home to tell the other beeswhere to find the nectar. A bee that finds nectar moves its wings very fast when it dances. The bee moves in a shape that looks like the number 8. The bee does the dance many times. After the dance, the other bees know where to find the flowers with nectar. Grade 4 QuickReads TextDesertClimateThe dry climate zone includes places that are very hot and also have little rainfall. Most of Arizona,with its large areas of desert, is in the dry climate zone. Around noon,when the sun is high in the sky, the temperature in a dry climate can be over 100 degrees. Each year, a portion of Arizona has more than 90 days when the temperature reaches at least 100 degrees. Although the dry and polar climate zones are very different, people living in both zones tend to spend a lot of time indoors during certain seasons. People in a dry climate like Arizona stay inside during the hottest months while people in a polar climate like Alaskastay inside during the coldest months. Level D Grade 4 QuickReads TextMountain ClimateIf you go to the mountains in Colorado,you might need winter clothes and summer clothes in the same day! Much of Colorado is in the high-altitudeclimate zone. In this zone, temperature and rainfall vary widely in every season of the year. Temperature and rainfall dependon how high up in the mountains you are. At the foot of the mountains, the climate could be similar to the continental climate zone. Temperatures near the tops of the mountains can be similar to temperatures in the polar zone. In mid- summer, the ground at the highest altitudes can be covered with snow while people work and play in shorts and tee shirtsin the warm valleys at the base of the mountains. Grade 4 Scaffolded Text Mild Climate Land areas close to the ocean are likely to have a mild climate. In the mild climate zone, temperatures are similar in summer and winter and it never gets very hot or cold. Most of coastal Californiais in the mild climate zone. In the coastal areas of California you need a calendarto tell when it's winter! There is no snow. People spend a lot of time outdoors, even when the calendar says it's winter. Unlike people in continental or polar climates, people living in mild climates do not need special winter clothes. However, in coastal California people do need umbrellas. Although yearly rainfall is not as great as in a tropical climate, almost all of it occursduring the winter months. Fluency Growth with Scaffolded Texts Instruction in Compounds & Idioms ..Developing awareness of vocabulary relative to surrounding text: The idea that learning more vocabulary is not just learning new words; it is often learning familiar words in new combinations(Woolard, 2000) ..Collecting & categorizing: Vocabulary logs & notebooks ..Focusing on key words: Some common words are highly prolific in compound words and idioms (Lewis, 1997). Another form of compounding is frequent in content areas (e.g., carbon dioxide, air pressure, scientific method) ..Using resources: Dictionaries for ESL (e.g., Longman’s Dictionary of American Englishwhich uses West’s (1953) 2,000 head words for definitions) Narrative Text 2.What’s Different? Far out at sea, a great Russian icebreaker named the Moskva picked up the faint signal. "We read you," the captain radioed back. "We're on our way, but it may take us several weeks to reach you. Can you keep the whales alive until then? Narrative Text 2. What’s Different? Far out at sea, a great Russian icebreaker named the Moskva picked up the faint signal. "We read you," the captain radioed back. "We're on our way, but it may take us several weeks to reach you. Can you keep the whales alive until then? Informational Text Even after stirring, sugar sometimes drops to the bottom. This is evidence that not all of the sugar is dissolved. When all the sugar dissolves, you can’t see it. If the sugar isn’t all dissolved, you can try stirring some more. You can als Informational Text Even after stirring, sugar sometimes drops to the bottom. This is evidence that not all of the sugar is dissolved. When all the sugar dissolves, you can’t see it. If the sugar isn’t all dissolved, you can try stirring some more. You can als 2. What’s different? Ratio of difficult to familiar The ratio of difficult to familiar vocabulary needed to be “high”(i.e., one substance word in three) before reliable effects on comprehension were evident (Freebody & Anderson, 1983) What’s different? f. Conceptual difficulty of words Conceptually Complex Words from Grade 6 Narrative & Science Texts Categories 1-3 Category 4 Narrative 100% (slithering, wincing, kindling, gestures) Science 64%(absorb, microscope) 36% (e.g.: fermentation, cytoplasm) 2.What’s differentg. Rare words are repeated more frequently in informational than narrative texts00. Informational Vocabulary: What to teach and how to teach it Informational Text 2 (of 3) Text Box: We added real lemon juice, and tried to think of other uses for it. We thought it might be a good cleaner if it had an abrasive in it-something with hard and sharp edges that can scrape off dirt. We felt the flour and the salt with our fing Informational Text 3 (of 3) Text Box: There are many kinds of flours. Flour is always a powder. It might be white, brown, or yellow. Flour is a mixture. It contains starch, sugar, fat, and some other substances. Flour does not dissolve well in water. A little bit of the flour Informational Vocabulary: What to teach a.Content-specific b.General academic--words such as system, process, form 3. Informational Vocabulary (i.e., Content-specific words): What to teach a. Many words have Romance-based morphology (e.g., combine/combination; solution/dissolve) b. Many compound words and phrasesare present in informational texts. 3a. Rich in Morphological Word Families Designing Mixtures substanceingredient(s) solutionmixturepurechemical 3b.Compounding in Informational Texts ..Baking soda ..Acid-changer ..Citric acid ..Crystal cubes ..Soda water ..Human-made ..Calcium carbonate ..Natural oils ..Carbon dioxide Examples of Compound Phrases: ..Earth’s features ..Solar system ..Air movement ..Air pressure ..Surface temperatures ..Science process ..Scientific method ..Digestive system ..Senses of touch ..Nervous system Examples of Compound Words: 3. What to teach: Vocabulary for core concepts Designing Mixtures substancepropertydissolve Designing Mixtures Electricity & Magnets •pole•attracts•repels•magnetic field•magnetic•nonmagnetic•compass•electric charges•staticelectricity•electrical discharge•negatively charged•atoms•electric current•conductors•electric cell•electric circuit•insulators•parallel circuit•series circuit•simple circuit•switch•circuit breaker•fuse•magnetic poles•temporary magnet•permanent magnetic•electromagnet•generator•motor•volt•amperes•voltage•alternating current (AC)•direct current (DC)•circuit breakers•armature•commutator•cathode ray tube•negative terminal•electrons•phosphor•steering coils•pixels•positive terminal•anode•magnetic data storage•magnetic dipoles•magneto-optical disks What to teach: Content-Specific Science Vocabulary: Grades 2, 4, & 6 Informational Vocabulary: How to teach it Indepth experiences with concepts [illustrated with the sequence in Lawrence all of Science Seeds of Science/Roots of Reading Program] Students test ingredients and mixtures to learn more about possible glue ingredients and to select those that are stickiest Talk it Students evaluate results and decide which ingredients to use to make glue Students read a book that models the design process Read it Write it Students use their records from first and secondhand sources to decide what combination of ingredients best meets their design goals. Narrative Text 1 Narrative Text 2 The cracks in a rock in the tomato patch say, Dear Lily, Today I touched dew and a spider's web. Now I look for stars. Very truly yours, the Rock. I copy the words onto my pad, put it in my backpack, and walk on. The fireflies switch on the Narrative Text 3 When they reached the tepee on top of the mountain, Coyote told Bear to wait in the shadows until he heard Coyote call "Aooo!" Then Bear must make a big, loud rumpus. Coyote crept up to the tepee. He gave a soft bark, and one of the Fire B Synonyms of Unknown Words for Known Concepts gingerlycautiously: guardedly watchfully vigilantly warilywith caredelicately: precisely skillfully dexterously deftly adroitly tentatively: hesitantly uncertainly timidly shyly sheepishlycarefully: suspiciously charily circumspectlygently: quietly softly lightly kindly smoothly soothingly tenderly Category NameDescriptionExamples of ClustersNAMES FORPEOPLE & ANIMALS General names having to do withgender, age, occupations, groupmembershipNames related to age: baby, child, grown-upMilitary groups: army, marines, navy, air forceScientists: engineer, astronaut, astronomerLarge land animals: deer, elk, gazelle, horsePHYSICALATTRIBUTES Features of objects and living things,including size, shape, texture, colorSmall/Large: little, tiny, huge, enormous, massiveDepth: deep, shallow, thin, wideTexture: hard, soft, rough, bumpy, furry, spongyFEELINGS & VALUESHuman emotions, traits, values, andattitudes Feelings: Fear, worry, anger, fiercenessImportance/Value: essential, supreme, desirableSatisfaction/Dissatisfaction: delight, regretDifficulty/Ease: Easy, comfortable, convenientBODY & HEALTH Health, body, clothing, and food ofhumansDisease/Health: sickness, illness, wellness, healthHead: face, cheek, chin, forehead, skullKinds of clothing: suit, uniform, costume, outfitPrepared foods: noodles, cereal, bread, tortilla MACHINES & TOOLS Mechanical and electrical devices, tools, & vehicles and actionsinvolved in use of machines andtoolsGeneral Tools: drill, lever, hammer, saw, shovelEngines: motor, gear, brake, turbineVehicles: car, truck, bus, train, tractor, airplaneActions in using vehicles: fly, row, drive, sailEARTH & SUN Aspects of the physical universe, including water, soil, landscape,vegetation, weather, temperature, fire, lightForms of water: rain, snow, iceLand/terrain: valleys, mountains, forestsVegetation: trees, flowers, moss, vineStorms: blizzard, rainstorm, tornado, thunder PLACES &DWELLINGS Places where people live and dobusiness, including rooms and theirfurnishings and materials used tomake/build these places/dwellingsTown: city, village, settlement, suburb, inner cityDwellings where people live: house, apartmentParts of dwellings: room, kitchen, bedroomWooden building material: lumber, wood, timberPHYSICALACTIONS & MOTION Actions or motion that are typicallyhuman but, sometimes, can bemade by animalsHarming/fighting: injure, attack, harm, stunOwning: lose, discard, abandon, acquireRunning/walking: stroll, saunter, limp, shuffleCOGNITIVE/ PERCEPTUALACTIONSCognitive, affective, social, andperceptual actions of humansChoosing: pick, decide, select, judgeLooking: look, see, watch, behind, glance, gazeMouth/Nose: smell, sniff, sneeze, choke, spitMoney-related: earn, pay, spend, owe, bet, sellCOMMUN- ICATIONOral communication, includinglanguage and noises/sounds. General human: talk, speak, converse, discussInforming: show, explain, describe, mentionHuman noises: snore, yell, giggle, cry, whisperAnimal noises: gobble, croak, cluck ARTS AND ENTERTAIN-MENT Human endeavors that includeliterature, arts, and sportsTypes of books: textbook, catalogue, novelSpecific sports: football, baseball, basketballMusical instruments: piano, drum, trumpetPlays/movies: cartoon, movie, scene, stageSPECIALIZEDCONTENTAREASTerminology on specialized topics, including mathematics and domainsof science (chemistry, electricity) Mathematics: equation, formula, denominatorChemicals: Oxygen, helium, nitrogen, phosphateMolecules/Atoms: ion, electron, neutron, proton ©Hiebert, 2007 WORDS THAT DESCRIBELIKE/DON"T LIKE *perfect*wonderful*favoriteFEELINGS*happy*excited*pleased*scared*worried*cross*angry*furious*frowningOTHER GROUPS: *crowded*flat*steep*graceful*bushy*strong*tough*barelyNOISES*noisy*whisper*clomping*sizzles*swooch*crackle*whisper*clomping*sizzles*swooch*crackle*clang*whisper*clomping*sizzles*swoosh*crackle*clang WORDGROUPS CLOTHES*costume*apron*sombrero*sarapeJOBS*mayor*guard*cobblerPEOPLE*gentleman*master*grown-up*kindergartnerPLACES *apartment*subway*restaurant*station*boothFOOD*cereal*seafoodBODY*fist Compound words & phrases ..Emergency radio ..Radio transmitter ..Icebreaker ..Beluga whales ..Distress call ..Base camp ..Sealskins ..Dogsled ..Sled dogs ..Open water ..Main channel ..Rock and roll ..Classical music ..String basses ..Electric guitars ..Winter cold ..High-pitched ..Pathway ..Folk music ..waterproof Idioms ..Old ones ..Near tears ..Long is the time ..The time has come ..Going home ..Hard times to come ..Earliest time ..Made good time 5.Putting it together: A Vocabulary Program INSTRUCTIONAL CONTEXTSOURCES FOR VOCABULARY 5a. Strategies during Reading•Basal anthology•Students’ choices for classroom and home reading5b. Teacher reading & language•Books used in teacher read-alouds•Focus concepts (from direct instruction of literarywords) Direct Instruction:Literary words (storyelements/concepts) •Instructional texts but words chosen to exemplifystory elements and/or concept “megaclusters” Direct Instruction: Thematic groups ofwords (typicallycontent-area words) •Content-area standard•Content-area programs (including but not limitedto texts) 5a. Support for Scaffolded Silent Reading: Providing Lessons on Context Clues •Use paragraphs from texts that students are going to read •Begin with the sentence that has the target word, asking students to describe the meaning of the word. •Add sentences from the surrounding text to verify or establish meaning. Vocabulary Logs that Support Scaffolded Silent Reading Teacher Talk Through Read-Alouds and in Daily Routines (see Exceptional Expressions in Everyday Events, www.textproject.org) ..Example: Rather than reminding a student that he didn’t quite close the door, the teacher might tell the child to close the door because it is ajar. ..Example: Rather than asking a student to water a drooping plant, the teacher might say that the plant is becoming dehydrated. ..Example: Rather than telling students to line up faster, the teacher might ask them to stop dawdling. (from Lehr, Osborn, & Hiebert, 2005) Summary of Key Points 1.Background on English vocabulary (Summary: size, discrepancy, lack of curricular definition, & historical layers) 2.Similarities/Differences Narrative & Informational Vocabulary(Summary: share 5, 586 words; differ in need for, conceptual complexity, & repetition of rare words) 3.Curriculum & Instruction: Informational Vocabulary(Summary: derived from topics identified in state standards; thematic networks & experiences) 4.Curriculum & Instruction: Literary Vocabulary(Summary: synonyms that pertain to story elements and common conceptualmegaclusters) 5.Putting it all together: A vocabulary program(Summary: strategies during reading, teacher reading & language, direct instruction of literary words, direct instruction of thematic words) References Badders, W., Bethel, L.J., Fu, V., Peck, D.,Sumners, C., & Valentino, C. (2000). Houghton Mifflin ScienceDiscoveryWorks (Gr.4). Boston, MA: Houghton Mifflin. Biemiler, A. (2004). Teaching vocabulary in the primary grades: Vocabulary instruction needed. In J. F. Baumann & E. J.Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28– 40). New York: Guilford. Cooper, J.D.,Pikulski, J.J., Ackerman, P.A., Au, K.H., Chard, D.J., Garcia, G.G., Goldenberg, C.N., Lipson, M.Y., Page, S.E., Templeton, S., Valencia, S.W., & Vogt,M. (2003). Houghton Mifflin Reading(Gr. 4). Boston, MA: Houghton Mifflin. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2) 213-238. Dale, E., & O’Rourke, J. (1981).Living word vocabulary. Chicago: World Book/Childcraft. Dorph, R., Goldstein, D., Lee, S.,Lepori, K., Schneider, S., &Venkatesan, S. (2007). The status of science education in the Bay Area. Berkeley, CA: Lawrence Hall of Science, UC-Berkeley. Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 22, 4–9. Hiebert, E. H. (2005). In pursuit of an effective, efficient vocabulary curriculum for elementary students. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning: Bringing research to practice(pp. 243–263). Mahwah, NJ: Lawrence Erlbaum. Hiebert, E.H. (May 2007). A core academic word list for the middle grades. Paper presented at the International Reading Association, Toronto, ON. Pearson, P.D.,Cervetti, G., Bravo, M., Hiebert, E.H., &Arya, D.J. (August 16, 2005). Reading and writing in the service of acquiring scientific knowledge and dispositions: From synergy to identity. Paper presented at Edmonton Regional Learning Consortium, Edmonton, AB. Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD. Marzano, R.J., &Marzano, J.S. (198). A cluster approach to elementary vocabulary instruction. Newark, DE: IRA. Nagy, W.E., & Anderson, R.C. (1984). How many words are there inprinted school English? Reading Research Quarterly, 19, 304-330. Zeno, S. M.,Ivens, S. H., Millard, R. T., &Duvvuri, R. (1995). The educator’s word frequency guide.NY: TASA. For more presentations and papers, visit: www.textproject.org