Word Generation

1. Word Generation A Process for Learning Academic Language

2. Goals • To learn the importance of explicitly teaching academic vocabulary in each content-area. • To give an overview of Word Generation.

3. Think about your content area. What are the biggest challenges to comprehension of the text? Pick top two:

4. Fluency Motivation Background knowledge Vocabulary Syntax Text Structure

5. Is this happening?

6. Adolescent Literacy Challenges • Only 30% of secondary students read proficiently (nationally) • 89% of Hispanic and 86% of African-American middle and high school students read below grade level (NCES, 2005) • 96% of 8th grade LEP students scored below the basic level (4% scored proficient or advanced on 2005 NAEP)

7. The Marlup The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? Who was poving his kump?

8. The Marlup The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? Who jufd the narg?

9. The Marlup The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? How trungy was the narg?

10. The Marlup The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? What kind of kump does the marlup have?

11. The Marlup The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? How would you feel if a narg horped in your marlup’s kump? Why?

12. Debrief The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? What enables the reader to read this passage?

13. Debrief The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? Why were you able to answer most comprehension questions?

14. Debrief The marlup was poving his kump. Parmily a narg horped some whev in his kump. “Why did vump horp whev in mh frinkle kump?” The marlup jufd the nard. “Er’m muvvily trungy,” the narg grupped. “Er heshed vump norpled whev in your tranquil kump.” Do vump pove your kump frinkle? Why is the last comprehension question difficult to answer?

15. True or False • Vocabulary is acquired incidentally by just encountering words in conversation and while reading. • Word meanings can usually be inferred from the text. • Students can learn word meaning from dictionary definitions. • We can understand texts in which we know 75% of the words. • We can learn a word from a few exposures. • Students know when they don’t know words. • If you can spell/pronounce a word you know it. False

16. Jigsaw • As an individual read the myths assigned to your group. • Each person will share a sentence that he/she feels is particularly important from the assigned myths. • As a group select a sentence to share to the larger group.

17. Research-based Principles ofVocabulary Instruction • Pick words to be used in the unit of study • Present them in motivating ways (not lists) • Provide learner-friendly definitions • Ensure recurrent exposures • Provide opportunities to use the words • Teach word-learning strategies • Motivate ‘word awareness’

18. ThreeTiersofVocabulary Science Language Literature Language History/Social Studies Language Math Language Electives General Academic language for knowing, thinking, reading and writing Foundation of home and community language and cultural factors

19. Brick Words/Tier III Science Language Literature Language • Content-specific terms/vocabulary • Technical words • High-yield words that play a key role in the lesson • Tools for understanding the lesson • Words in big, bold-faced print History/Social Studies Language Math Language Electives

20. Mortar Words/Tier II General Academic language for knowing, thinking, reading and writing • General academic words that are common terms in everyday communication • Words used across a variety of domains • Subtle words or expressions that connect bricks

21. Example of Mortar Words implies contains reflects represents supports consequently therefore factors contrast differ from analyze ramifications • ELA • Social Studies • Math • Science • Any discipline

22. ThreeTiersofVocabulary Science Language Literature Language Math Language History/Social Studies Language Electives General Academic language for knowing, thinking, reading and writing Foundation of home and community language and cultural factors

23. Brick vs. Mortar • If we simply pile bricks up to make a wall-overdo vocabulary quizzes and dictionary work-the wall will fall. The bricks need mortar to stick together Jeff Zwiers Building Academic Language

24. Whydowefocusonacademicvocabulary? • Hard to learn incidentally (especially for poor/reluctant readers) • Found in content area texts and state tests • Crucial to full comprehension, yet no one takes responsibility for it • Teachers often overlook its importance

25. Using academic words in classroom discussions • Opportunities to hear the words • Opportunities to practice the words • Opportunities to link the words to different content areas • Opportunities to formulate arguments • Opportunities to sharpen arguments • Preparation for writing

26. Some key starting points • Integrate language teaching with content teaching • Recognize that explicit and implicit teaching both work, and can be used together • Honor disciplinary respectability • Build coherence across content areas • Amplify, don’t simplify • Make it engaging

27. Word Generation

28. Why Word Generation?

29. Benefits of Word Generation • Build the vocabulary of middle school students through repeated exposure to high frequency academic words in various contexts; • Promote regular use of effective instructional strategies among teachers; • Facilitate faculty collaboration on a school-wide effort.

30. Book Walk • What do you see? • List 5 things that you notice in the Word Generation Teacher Guide.

31. Word Generation Materials • 24 weeks – Passages written to engage adolescents in the “National Conversation” as well as in topics that are of great interest to this age group • Each are focused on a set of 5 target words selected from the Academic Word List (AWL) • The 5 target words include two topic related and three all-purpose words(mortar)

32. Passages are written at a 6th grade level • 15 minutes a day/5 days a week • Embeds activities for all content areas

33. Topics • Should school be a place for debates? • Should secret wiretapping be legal? • Should the government regulate genetic testing? • Should it be mandatory to get a parent license? • Who is responsible for protecting teens from online predators? • Should you be able to rent a pet?

34. Weekly Schedule Monday • ELA • Read the passage • Introduce the words • ELA • Writing with focus words Tuesday-Thursday • Social Studies, Science, Math • Content-area activities Friday

35. District Implementation • Each HISD Word Generation campus will: • Create a campus WG Action Committee • Create a campus implementation plan • Conduct initial campus-wide WG training • Administer pre and post WG test • Sequence their WG work as follows: Launch—cross discipline week—writing—Launch—cross discipline work—writing—Launch ….

36. District Implementation • Campus WG Coaches will: • Provide PD for WG with a focus on accountable talk • Provide ongoing, collaborative support for WG using student progress • Provide weekly reminders and updates • Model effective WG practices in the classroom

37. Campus based implementation

38. Think Pair Square • Generate questions

39. Break

40. Weekly Schedule Monday • ELA • Read the passage • Introduce the words

41. Day 1 ELA Launch • Introduction to passage, containing academic vocabulary, built around a question that can support discussion and debate • A list of five target words are defined in kid-friendly and dictionary language • A list of five comprehension questions, to guide the class in checking for understanding of the passage

42. Launch

43. Weekly Schedule Tuesday-Thursday • Social Studies, Science, Math • Content-area activities

44. Accountable Talk http://www.wordgeneration.org/atbigpic.html

45. Social Studies • The positions in the WG book are based on the passage. • The class may want to include additional position statements. • The students will use Accountable Talk and the 5 target words to debate their positions.

46. Social Studies

47. Math • A word problem similar to TAKS math is provided using some of the target words. • Suggested ideas: • Work in pairs • Whole group discussion • Open-ended response (show/explain how you got your answer)

49. Clip • http://www.wordgeneration.org/observe/McLean1a.html • http://www.wordgeneration.org/observe/hibbsW1.html

50. Science • Students engage with in a brief experiment designed to provide opportunities for student use of scientific reasoning and academic language in formulating conclusions from the data provided.