Closing the Vocabulary Gap: Vocabulary Building Strategies in Action

1. Closing the Vocabulary Gap:Vocabulary Building Strategies in Action Presented by: Sandi Yellenberg Science Coordinator Santa Clara County Office of Education sandra_yellenberg@sccoe.org

2. Agenda Vocabulary Pre-Planning Lesson Front-loading some vocabulary Building Prior Knowledge Identify Content Standard(s) Identify Language Objective(s)

3. Agenda Teaching the lessons Pre-assess for prior knowledge Teach Concept Structure Recording in Notebook Discuss Sentence Frames Support Concept with Accessible Reading

4. Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement. --Kate Kinsella, Isabel Beck, Robert Marzano, Doug Fisher, et. al. Sandi Slide 12 - 22 11 mins Total 45 min Duh! Like this is so obvious. We are starting with vocabulary because it is the key to access the content we know and love so dearly.Sandi Slide 12 - 22 11 mins Total 45 min Duh! Like this is so obvious. We are starting with vocabulary because it is the key to access the content we know and love so dearly.

5. Schools Often Have To Build Vocabulary With Students Average child from a low-income family hears about 3 million words a year vs. 11 million from a professional family (Hart & Risley, 1995) By age 4, the gap in words heard grows to 13 vs. 45 million Children from a professional family spoke more words than parents in a low-income family

6. What is meant by academic vocabulary? Thank-Pair-Share: Think (30 sec.) Pair Share Choose partner �A� and �B� �A� shares (30 sec.) �B� shares (30 sec.)

7. Academic Vocabulary Sandi Slide 12 - 22 11 mins For today we will be using this definition for academic vocabulary: language necessary to succed in school. AV falls into two major categories: content specific vocabulary and transportable vocabulary (words that are used across the curriculum in multiple dicplines) Sandi Slide 12 - 22 11 mins For today we will be using this definition for academic vocabulary: language necessary to succed in school. AV falls into two major categories: content specific vocabulary and transportable vocabulary (words that are used across the curriculum in multiple dicplines)

8. Vocabulary To front load, or not to front load? That is the question. Sandi Slide 12 - 22 11 minsSandi Slide 12 - 22 11 mins

9. And the answer is It depends on the vocabulary. Sandi Slide 12 - 22 11 mins Sandi Slide 12 - 22 11 mins

10. Identify Vocabulary Defined Tier I, II, & III words Determine what to front-load Slides 5-8 2 mins In order to build vocabulary � 1st you need to identify the vocabularySlides 5-8 2 mins In order to build vocabulary � 1st you need to identify the vocabulary

11. What is academic vocabulary? Sandi Slides 12 - 22 Thinking of words as belonging in three tiers�Tier 1, Tier 2, and Tier 3�can help deepen and refine our understanding of academic vocabulary and help us decide which words are worth teaching. Slide 15 - 25 11 mins Beck & McKeown 1985 � 3 TiersSandi Slides 12 - 22 Thinking of words as belonging in three tiers�Tier 1, Tier 2, and Tier 3�can help deepen and refine our understanding of academic vocabulary and help us decide which words are worth teaching. Slide 15 - 25 11 mins Beck & McKeown 1985 � 3 Tiers

12. Some people call them brick and mortar words Sandi Slide 12 - 22 11 mins Sandi Slide 12 - 22 11 mins

13. Tier 1: The most basic words Survival English Examples� table hamburger walk dance happy red homework Sandi Slide 12 - 22 11 mins Survival English Isabel Beck Bringing Words to Life and others including Kate Kinsella, Robert Marsano, and Doug Fisher, Nancy FreySandi Slide 12 - 22 11 mins Survival English Isabel Beck Bringing Words to Life and others including Kate Kinsella, Robert Marsano, and Doug Fisher, Nancy Frey

14. Tier 3: Low frequency words specific to a discipline Examples� omnivore Congress oxymoron square root longitude igneous rock Sandi Slide 12 - 22 11 mins In English class words might include: Genre Onomatopoeia Metaphor Simile Sandi Slide 12 - 22 11 mins In English class words might include: Genre Onomatopoeia Metaphor Simile

15. Tier 2: High frequency words found  across a variety of disciplines Examples� conduct classify monitor investigate declaration harmony analyze element Sandi Slide 12 - 22 11 mins These words can mean different things in different classes: For example What�s expected when you conduct a science experiment is very different fro how a character in a novel conducts themselves, and even more dissimilar to what conduct means in a music class An element of a novel is very different than an element in a chemistry class Criteria for identifying Tier II Words Importance and utility: Is it a word that students are likely to meet often in the world? Instructional potential: How does the word relate to other words, to ideas that students know or have been learning? Conceptual understanding: Does the word provide access to an important concept? Sandi Slide 12 - 22 11 mins These words can mean different things in different classes: For example What�s expected when you conduct a science experiment is very different fro how a character in a novel conducts themselves, and even more dissimilar to what conduct means in a music class An element of a novel is very different than an element in a chemistry class Criteria for identifying Tier II Words Importance and utility: Is it a word that students are likely to meet often in the world? Instructional potential: How does the word relate to other words, to ideas that students know or have been learning? Conceptual understanding: Does the word provide access to an important concept?

16. Larry Bell�s 12 Power Words Words that Help Students Take Tests REMEMBERGING (RECALL/KNOWLEDGE) Trace UNDERSTANDING (COMPREHENSION) Describe Explain Support Summarize??? APPLYING (APPLICATION) Predict ?? ANALYZING (ANALYSIS) Analyze Compare Contrast Infer?? EVALUATING (SYNTHIESIS) Evaluate CREATING (EVALUATION) Formulate Summarize???REMEMBERGING (RECALL/KNOWLEDGE) Trace UNDERSTANDING (COMPREHENSION) Describe Explain Support Summarize??? APPLYING (APPLICATION) Predict ?? ANALYZING (ANALYSIS) Analyze Compare Contrast Infer?? EVALUATING (SYNTHIESIS) Evaluate CREATING (EVALUATION) Formulate Summarize???

17. We teach too many Tier I words, not enough Tier 2 words, and we�re just about right-on with our teaching of Tier 3 words. --Doug Fisher, �Secondary Literacy Conference Spring 2007�, Anaheim CA Sandi Slide 12 - 22 11 mins Total 50 min Think pair share or table discussion Ask teachers what the implications of this information SY-If teacher tells students they will calculate volume of a mass, it takes a while before they figure out it isn�t about how loud something is in church. We need to pay attention to Explicit instruction � to build background knowledge Review words before beginning the reading Longman�s Dictionary-read a definition from each and share. Use as example: height, rough (scratchy), rule (measure) Sandi Slide 12 - 22 11 mins Total 50 min Think pair share or table discussion Ask teachers what the implications of this information SY-If teacher tells students they will calculate volume of a mass, it takes a while before they figure out it isn�t about how loud something is in church. We need to pay attention to Explicit instruction � to build background knowledge Review words before beginning the reading Longman�s Dictionary-read a definition from each and share. Use as example: height, rough (scratchy), rule (measure)

18. Identify Vocabulary Words After each Tier of words appear � ask if there are any questions about why a work is in that category Marzano: Effective Vocabulary Instruction: Multiple exposures Previewing words helps Image association Direct instruction works Focus on most important words From Janet Allen: Build background knowledge Teach words critical to comprehension Develop conceptual frameworks for themes, topics, and units of study Assess students� understanding of words and concepts Beck, McKeown, and Kucan: Frequent encounters with the words Richness of instruction Extension of word use beyond the classroom After each Tier of words appear � ask if there are any questions about why a work is in that category Marzano: Effective Vocabulary Instruction: Multiple exposures Previewing words helps Image association Direct instruction works Focus on most important words From Janet Allen: Build background knowledge Teach words critical to comprehension Develop conceptual frameworks for themes, topics, and units of study Assess students� understanding of words and concepts Beck, McKeown, and Kucan: Frequent encounters with the words Richness of instruction Extension of word use beyond the classroom

19. Identify Vocabulary Words After each Tier of words appear � ask if there are any questions about why a work is in that categoryAfter each Tier of words appear � ask if there are any questions about why a work is in that category

20. Front-load Appropriate Vocabulary

21. A Notetaking Guide to Facilitate Active Listening and Retention Lesson Planning Steps Using An English Learner�s Dictionary Write the word. Write the syllabication; separate syllables with dots. Write the part of speech in parentheses. Copy the definition and omit one or two words. Choose the appropriate meaning for the context. Copy the example sentence. Omit one word or phrase and leave a blank. Design a practice task using a different familiar context. Write a simple response frame. Determine the grammar necessary to complete the frame. Structured Oral Tasks For Newly-Taught Words Explicit Vocabulary Teaching Routine Structure an oral task with an engaging context to create some �vocabulary velcro�. Model an appropriate response with a sentence frame. Lead students in chorally repeating your response. Partner students to share before calling on individuals. Guide making a quick, simple sketch of abstract words. Assign a writing task with a frame that requires application of the appropriate form of the word (plural, tense, etc.) and relevant content. Lesson Planning Steps Using An English Learner�s Dictionary Write the word. Write the syllabication; separate syllables with dots. Write the part of speech in parentheses. Copy the definition and omit one or two words. Choose the appropriate meaning for the context. Copy the example sentence. Omit one word or phrase and leave a blank. Design a practice task using a different familiar context. Write a simple response frame. Determine the grammar necessary to complete the frame. Structured Oral Tasks For Newly-Taught Words Explicit Vocabulary Teaching Routine Structure an oral task with an engaging context to create some �vocabulary velcro�. Model an appropriate response with a sentence frame. Lead students in chorally repeating your response. Partner students to share before calling on individuals. Guide making a quick, simple sketch of abstract words. Assign a writing task with a frame that requires application of the appropriate form of the word (plural, tense, etc.) and relevant content.

22. Frayer Model

23. Upper Grade adaption of Frayer

24. Science Notebook A connection to real science researchers: Table of Contents Numbered pages Each page dated Glossary in the back

25. Science Notebooks

26. Activate/ Build Prior Knowledge Anticipatory Set Get picture of rainbow demo http://opticalillusion.wordpress.com/2008/07/21/how-to-make-a-rainbow-at-home/ Double slit http://www.youtube.com/watch?v=wEzRdZGYNvA&feature=related Anticipatory Set Get picture of rainbow demo http://opticalillusion.wordpress.com/2008/07/21/how-to-make-a-rainbow-at-home/ Double slit http://www.youtube.com/watch?v=wEzRdZGYNvA&feature=related

27. Activate/ Build Prior KnowledgeAnticipatory Set Everyone sees any given color as the same color as everyone else. Seeing colors is caused by a chemical reaction. Our eyes can adjust to what we see at the speed of light. Anticipatory Set Get picture of rainbow demo http://opticalillusion.wordpress.com/2008/07/21/how-to-make-a-rainbow-at-home/ Double slit http://www.youtube.com/watch?v=wEzRdZGYNvA&feature=related Anticipatory Set Get picture of rainbow demo http://opticalillusion.wordpress.com/2008/07/21/how-to-make-a-rainbow-at-home/ Double slit http://www.youtube.com/watch?v=wEzRdZGYNvA&feature=related

28. Vocabulary Knowledge Rating Chart

29. Start with the Standard 7th grade � California State Standard 6.e. Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths.

30. Simplify Standard to a Learning Objective /Learning Goal Students will be able to explain how our eyes see colors.

31. Define a Language Objective Students will use at least 3 vocabulary words in their explanation of how people�s eyes see colors.

32. Mrs. Green and I were thinking that a discus spinning as it was thrown reminded us [CLICK] of a CDrom made into a top. The way you do that is to [CLICK] take a marble and [CLICK] glue it to one side of the CD. The you [CLICK] take a cap from a bottle of water, and [CLICK] glue that onto the other side of the CD Now, you may be asking yourself � what does this have to do with helping teachers teach science. Well, one of the important things that I tell teachers, is that a good way to learn about science is to DO science. And one of my favorite science experiments uses a top made from a CD that has a [CLICK] sticker on it. You each have a CD top with a sticker on it in your bags. Please quietly take it out and hold it without spinning it YET. Now, I need to also tell you that another thing I tell teachers is that students like you often learn more when teachers ask you questions; so my first question is, when I put my hand down, I want you to all tell me What color is the sticker on your CD top? That�s right � Black & white. Next, I�m going to ask you to do what good scientists do � make very careful observations. In just a minute I�m going to ask you to spin your tops. These tops spin well if you hold them just a little off the table, twist up your wrist, and then untwist your wrist and fingers as fast as you can � letting go of the top at the very end. Mrs. Green and I were thinking that a discus spinning as it was thrown reminded us [CLICK] of a CDrom made into a top. The way you do that is to [CLICK] take a marble and [CLICK] glue it to one side of the CD. The you [CLICK] take a cap from a bottle of water, and [CLICK] glue that onto the other side of the CD Now, you may be asking yourself � what does this have to do with helping teachers teach science. Well, one of the important things that I tell teachers, is that a good way to learn about science is to DO science. And one of my favorite science experiments uses a top made from a CD that has a [CLICK] sticker on it. You each have a CD top with a sticker on it in your bags. Please quietly take it out and hold it without spinning it YET. Now, I need to also tell you that another thing I tell teachers is that students like you often learn more when teachers ask you questions; so my first question is, when I put my hand down, I want you to all tell me What color is the sticker on your CD top? That�s right � Black & white. Next, I�m going to ask you to do what good scientists do � make very careful observations. In just a minute I�m going to ask you to spin your tops. These tops spin well if you hold them just a little off the table, twist up your wrist, and then untwist your wrist and fingers as fast as you can � letting go of the top at the very end.

33. Materials Wall

35. Investigate Make Preliminary Observations � in your notebook Predictions � When you spin your disc, what do you think you are going to see? � draw or write it in your notebook. - Sentence frames: I think I will see _______ . When I spin my disc, I predict that I will see _____ . Respond to charts around the room � with vocabulary cardsRespond to charts around the room � with vocabulary cards

36. Spin your Black & white top in your plate.What do you see? One more thing before you spin, please find one of the paper plate on your table. When I put my hand down, spin your CD top in the plate (so it won�t fall off the table as easily) and observe the sticker. One more thing before you spin, please find one of the paper plate on your table. When I put my hand down, spin your CD top in the plate (so it won�t fall off the table as easily) and observe the sticker.

37. Investigate Conduct Investigation Spin and draw what you see in notebooks (Record results) When I spun my disc, I saw ________ When I spun my disc, I observed _____ Share results with an elbow partner. Respond to charts around the room � with vocabulary cardsRespond to charts around the room � with vocabulary cards

38. Investigate Teach concept to explain observations. Can be taught: From students inquiry and observations Through additional experimentation Through direct instruction Respond to charts around the room � with vocabulary cardsRespond to charts around the room � with vocabulary cards

39. Learning & Language Objectives Students will be able to explain how our eyes see colors. Students will use at least 3 vocabulary words in their explanation of how people�s eyes see colors

40. Vocabulary Cards

41. Investigate Extend and deepen knowledge � posters around the rooms Respond to charts around the room � with vocabulary cardsRespond to charts around the room � with vocabulary cards

45. Activate/ Build Prior KnowledgeAnticipatory Set Everyone sees colors the same way. Seeing colors is caused by a chemical reaction. Our eyes can adjust to what we see at the speed of light. Anticipatory Set Get picture of rainbow demo http://opticalillusion.wordpress.com/2008/07/21/how-to-make-a-rainbow-at-home/ Double slit http://www.youtube.com/watch?v=wEzRdZGYNvA&feature=related Anticipatory Set Get picture of rainbow demo http://opticalillusion.wordpress.com/2008/07/21/how-to-make-a-rainbow-at-home/ Double slit http://www.youtube.com/watch?v=wEzRdZGYNvA&feature=related

46. Remember Provide multiple opportunities to practice vocabulary using oral language Provide time to process information OFTEN Teach new concepts BEFORE having students read about them at an appropriate reading level for the student.

47. Questions? Thanks for coming. Have a great rest of the conference!