Explicit Vocabulary Instruction

Explicit VocabularyInstruction Dorchester Public Schools January 16, 2013

List of Funny Words  • http://www.youtube.com/watch?v=lWiKvvRm0p8

Vocabulary Basic Instructional Routine 1. Introduce the word • Pronunciation, spelling, syllabication 2. Introduce the meaning • Student-friendly explanation • Word part analysis • Critical attribute identification 3. Illustrate the word with examples and non-examples 4. Check understanding • Distinguish between examples & non-examples • Generate examples • Answer questions (Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)

What is one technique, strategy, or activity I’ve used to teach or reinforce target vocabulary? 3 Minute Write brief written response provide appropriate structure for response sentence stems target words to use simple outline Name it! Describe It! Say Why It’s Good!(Say What Might Make it Effective)

What We Know… • Must go beyond traditional methods (NRP, 2000; Stahl & Fairbanks, 1986, Marzano, 2004, etc.) • Students must be actively engaged with words (Marzano, 2004; Archer & Hughes, 2011; etc.) • Ownership requires multiple exposures immediately and over time • 7 – 12 encounters for word ownership (Stahl, 1986) • 10 encounters reliably predicted comprehension (McKeown et. al., 1995) • 15 meaningful exposures to own word (Biemiller; Nagy & Anderson)

Check for Understanding & Review Structures “It’s about the architecture!” (Kevin Feldman) • ALL thinking, elaborating, applying… • ALL making thinking visible • ALL writing, speaking, comparing, giving/getting feedback

4. Check Understanding • distinguish between examples & non-examples • generate examples & non-examples • answer deep processing questions • generate and explain non-linguistic representation • discuss word meaning and application with other students • play games with words Everyone – Every Time Say Write Do

4. Check for Understanding Meaningful Sentence Writing • Students write a sentence answering three to four of these questions: • who, what, when, where, why, how • Not OK • It was meager. • OK • At the end of the month, our dinners were meager because we had little money. (Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012 presentation; adapted from Success for All))

4. Check for Understanding Yes-No-Why(Beck, Perfetti, & McKeown, 1982; Curtis & Longo, 1997; REWARDS PLUS, SoprisWest) • Do territories that are possessions have autonomy? • Can incidents cause compassion? • Do people always comply with their obligations? (Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012 presentation)

Line segment AB is / is not a chord because… C Yes – No – Why? A E G Is AB a chord? B D R H

4. Check UnderstandingAsk Deep Processing Questions • Combine two independent clauses into a single sentence. Be certain to avoid a comma splice. • I am tired • I will take a nap later • it is nearly half past five • we cannot reach town before dark • I didn't know which job I wanted • I was too confused to decide

COMMA SPLICE • Critical Attributes • agrammatical error • occurring when only a comma is used • to connect two otherwise complete sentences • Examples of Comma Splices • I am tired, I will take a nap later. • It is nearly half past five, we cannot reach town before dark. • Ron didn’t know which job he wanted, he was too confused to decide.

COMMA SPLICE Examples of ways to correct a comma splice! • Non-Examples • I am tired, cranky, and ready for a nap. • I am tired I will take a nap later. • I am tired, so I will take a nap later. • Because I am tired, I will take a nap later. • I am tired;I will take a nap later. • I am tired; in fact, I will take a nap later.

4. Check UnderstandingAsk Deep Processing Questions • Combine two independent clauses into a single sentence. Be certain to avoid a comma splice. • I am tired • I will take a nap later • it is nearly half past five • we cannot reach town before dark • I didn't know which job I wanted • I was too confused to decide

4. Check UnderstandingDistinguish between examples & non-examples COMMA SPLICE OR NOT? Evelyn did the chicken dance, it was funny. Toby often knows what’s going on, but sometimes he doesn’t. Because Lenny is semi-retired, I don’t see him as often. Teaching vocabulary is serious business, however, it can be very fun as well!

neologism neo (Gk, new) logos (Gk, word) -ism (noun, distinctive condition, doctrine, system, theory) Critical Attributes recently coined (first used/published) not yet accepted as mainstream

Example

Which is the better example of neologism? Why? destination wedding narb • a wedding that takes place out of town, usually at a vacation resort • earliest citation, 1990, Chicago Sun Times • an item of personal information posted online, particularly as it contributes (often unwittingly) to a personal narrative that individual is creating online [narrative + bit] • earliest citation, 2010, Global Media Journal

Numbered Heads Together wind farm nomophobia defriend (v.) spork Linsanity staycation Tebowing BYOD Which are examples of neologism? Which are not? Why?

4. Check Understanding • Consider interior(as the central area of a region—the area that is away from the coast, state line, or border)

4. Check UnderstandingIdentify Example & Non-Examples • Newport, OR • Summer Lake, OR • Ontario Municipal Airport, OR • Umatilla National Forest, OR

4. Check UnderstandingGenerate Example & Non-Examples & Answer Deep Processing Questions • Activate Student Knowledge • Why might you want to spend time in the interiorof Nebraska? • Sentence Stems • After an excursion to the coast, we traveled to the interior of the country because _____. • Non-Linguistic Representation • Draw (or act, demonstrate, etc.) interior. Be ready to explain how this represents the critical attributes of the word.

Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed… # of studies (Pickering, 2007, ASCD presentation)

4. Check UnderstandingIdentify Example & Non-Examples leisurely or in a hurry? • Taking a walk in the park • Firefighters getting to a fire • Runners in a race • Sitting and talking to friends • A dog lying in the sun T-P-S: Think of more situations that sound leisurely.

4. Check UnderstandingIdentify Example & Non-Examples glimpse scrutinize • Which can you do more quickly? inspector spectator • What would you probably call every person watching a football game? largo ritardando • Which tells me to slow down gradually? caldera crater • Regarding volcanoes, which is generally larger?

4. Check UnderstandingAnswer Questions Connect with Student Knowledge • Can you describe a place you know about that is located in the interior of Nebraska? • What are the differences between how we use interior when discussing a state, country, or region and when discussing a room or an object?

4. Check Understanding Vocabulary-Alive Writing • Provide a list of terms for students to use in a single related piece of writing. • For Example: • Use 8 of the 10 terms listed in a meaningful paragraph, story, poem, or letter to convince me of your understanding. Underline the terms in your the writing.

intercept slope decreasing parallel constant intersection increasing quadrant perpendicular Write a paragraph using the words listed to describe the graph.

4. Check Understanding I Have… Who Has…? • Students practice pronouncing words, speaking clearly, and reinforcing definitions. • Pass out cards randomly. • Ex. I have a right triangle who has an angle that is less than 90 degrees. Who has…? • Students respond as prompted.

4. Check for Understanding Classifying / Word Sorts • Provide students with vocabulary cards • Have students place cards into categories • label the categories • see how other groups classified their cards or regroup cards using a different criteria

Word Sorts (Gillett & Temple, 1983) (Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012 presentation)

4. Check Understanding(Rasinski, Padak, & Nelson, 2007) Odd Word Out Read the four words. With your partner determine which word doesn’t fit with the other words. Generate all possible ways to eliminate a word. humiliate emancipate abuse cruelty (Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012 presentation)

4. Check Understanding(Allen, 2007, p. 101) Survival of the Fittest In each cluster, determine which word does not fit with the other words. Eliminate that word and then create a label for the remaining words. Challenge: generate another word that fits the new cluster _________ dictator despot president autocrat tyrant __________ Legionella chicken pox salmonella E. coli shigella

Plan at least one way to check understanding. • distinguish between examples & non-examples • generate examples & non-examples • answer deep processing questions • generate and explain non-linguistic representation • discuss word meaning and application with other students • play games with words 4. Check Understanding

Check for Understanding & Review Structures “It’s about the architecture!” (Kevin Feldman) • ALL thinking, elaborating, applying… • ALL making thinking visible • ALL writing, speaking, comparing, giving/getting feedback

General Academic Words • words found in academic discourse (text & speech) & labels for school tasks • relatively high frequency, wide distribution across disciplines • specific, analysis, method, achieve, significant, diagram, journal, learning log, furthermore, advocate, diminish, exploit, deviate, inherent, academy, abstract, integrate, principle, subsequent, promote, implicate, constitute, context, distribute, function, indicate, process, policy, sector, theory, vary, achieve, acquire… “Teaching words like these is important.” (Dr. Kevin Feldman) http://esu6vocabulary.wikispaces.com/Teacher+Resources

High Quality Classroom Language Tell students the meaning of words when first used. “Don’t procrastinate on your project. Procrastinate means to put off doing something.” Pair in the meaning of the word by using parallel language. “What was the significance of this incident...this event?” “We need to differentiate...tell the differences.. between external and internal character problems.” Use high quality vocabulary in the classroom AND ensure understanding.

Use Technology! http://esu3vocab.wikispaces.com

Identify one strategy that’s worth a try. Whip-Around (or Pass) Each person quickly share in round robin fashion

Explicit Vocabulary Instruction