Ten Important Words Plus

Ten Important Words Plus

Vocabulary Strategy

Bibliographic Information:

Yopp, R. H. and Yopp, H, K. (2007). Ten important words plus: a strategy for building

word knowledge. The Reading Teacher,61, 157-160.

Rationale/Research Base:

Word knowledge and vocabulary are highly related to comprehension because if students do not understand the text they have difficulty comprehending ideas from the text. This relationship becomes more apparent when students read informational text, which is laden with specialized vocabulary. Wide reading, explicit instruction of word knowledge, and an environment that promotes vocabulary is important for the development of vocabulary (Yopp and Yopp, 2007)

Intended For:

Elementary, middle, and high school content area and informational text

Procedures:

1.  Students read a passage or section from an informational text.

2.  Students identify the 10 most important words from the text (3 – 5 can be chosen depending on the length of the text.) by determining which words are most important to the meaning of the selected text.

3.  Each word is recorded on an individual sticky note and placed on a class bar graph, where columns of words are built.

4.  A discussion about the word choices is initiated by the teacher and might include such guiding questions as “What words were selected by many students? By a few students? What do these words have to do with the topic of the text?”.

5.  Students write a one-sentence summary of the passage.

Extension (The “Plus”):

6.  Each student is given a colored index card with a specific prompt. These prompts could include but are not limited to:

·  List synonyms or words highly related in meaning.

·  Generate several sentences in which you use the word. Try to make sentences as different from one another as possible. One sentence must be directly related to the topic while the others can use the word in different context.

·  Think of many other forms of the word as you can. (Happy: happiness, happier, unhappy)

·  Identify where you might expect to see or hear this word.

·  List antonyms (or close opposites of the word).

·  Draw at least two pictures that depict the meaning of this word.

·  Create a semantic map and show this word in relationship to other words of your choice.

·  Act out the word.

·  Return to the text and find one more sentence where the word is used.

7.  Students with the same colored index cards meet (3 to 4 per group) and are given a target word from the bar graph. This group works together to respond to the prompt.

8.  The class discusses each group’s findings. This is an opportunity for the teacher to evaluate student responses and clarify any misunderstandings.

9.  The groups are given another word in which they use to respond to their prompt.

10.  After several opportunities to respond in groups, the groups may switch prompts and practice with another.

Sample Lesson

From a unit on Ecosystems

·  Read selection from website http://www.nhptv.org/natureworks/nwepecosystems.htm

·  Summary statement: In order to keep an ecosystem balanced many factor must work together such as sun and water, animal and plant life, and the impact of humans.

·  Ten Important Words

ecosystems producers

terrarium consumers

aquarium decomposers

balanced diversity

niche organisms

·  Chosen word: balanced

·  Categories:

a.  List synonyms or highly related words: even, equivalent, fair, stable, symmetrical, uniform

b.  Generate several sentences: The balance of the ecosystem in the aquarium was hard to maintain. The man was balanced on the high wire. She got her tires balanced.

c.  Other forms of the word: Unbalanced, counterbalanced, off- balanced, balancing