Before you leave this session, please c omplete the blue PLU/Stipend form

1. Using Vocabulary Workshop and Having Fun!Anne Postema,Stephanie Tatum and Nora MoultonHarrison High School Before you leave this session, please complete the blue PLU/Stipend form and the salmon-colored conference evaluation form. Turn in both forms at the end of this session.

2. Words as foundations for learning: vocabulary CHAPTER ONE: THE BOY WHO LIVED Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense. Mr. Dursley was the director of a firm called Grunnings, which made drills. He was a big, beefy man with hardly any neck, although he did have a very large mustache. Mrs. Dursley was thin and blonde and had nearly twice the usual amount of neck, which came in very useful as she spent so much of her time craning over garden fences, spying on the neighbors. The Dursleys had a small son called Dudley and in their opinion there was no finer boy anywhere. The Dursleys had everything they wanted, but they also had a secret, and their greatest fear was that somebody would discover it.

3. Students’ lack of everyday and academic vocabulary ultimately translates into shallow interactions with print and the spoken word, fewer job opportunities, and less income • Viewed this way, there is no doubt that systematic vocabulary instruction must be prominent in classroom instruction

4. Tier 1: Basic words that appear in spoken language, heard frequently, rarely require explicit instruction Tier 2: High frequency words used across several content areas, lack of redundancy, present challenges to students who primarily meet them in print Tier 3:Specific content area words, central to building knowledge and understanding within the academic domains, integral to instruction -Medical, legal, biology and mathematics terms are examples of these words. • Vocabulary Acquisition and Use • Context clues, word parts, reference materials • Figurative language, word relationships • General academic, domain specific words/phrases

5. The Zombie • Students who cram for a vocabulary quiz probably look at a list of 15 or 20 words, covering the definition, looking at the word and then trying to define it. • Some may think, “Yeah garrulous means talkative. Okay that’s easy.” • A few seconds later, they’ve totally forgotten the word.

6. The Parrot • Dictionaries often define words in such way as students really aren’t sure what the word means. In this case, if they simply memorize the dictionary definition word-for-word, they haven’t done themselves any favors. • Let’s say the word is disingenuous. The dictionary reads, “lacking in candor, frankness or sincerity.” • The parrot would smugly caw the definition, unaware that he or she really doesn’t understand how this word functions in a sentence Disingenuous 

7. Do I know the word? The more exposures, the more sophisticated the student’s understanding. Goal: to have students store the meaning of words in their long-term memory and to use these words to construct meaning, comprehend text, and understand content • Four levels of word knowledge: 1. I never saw it (the word) before. 2. I’ve heard of it, but I don’t know what it means. 3. I recognize it in context, and know it has something to do with … 4. I know the word.

8. One of the best ways to learn a new word is to associate an image with it • Linguistic: form expressed as words, phrases and statements - Write the definition in your own words • Nonlinguistic (imagery): pictures, kinesthetic association and sound - Idea: Present students with a nonlinguistic representation of the new word, and then ask them to create their own

9. Compel: to force or drive, to overpowerImpel: to drive or urge forward, to incite to action

10. From a blogger: What does impel mean? I stumbled across impel in a book I was reading, and from context and phonetics I assumed it meant something like compel, but I was baffled as to why they would use impel as opposed to compel. I had to look it up and read the definition, and then think really hard, and then read another version of the definition before I clearly understood the subtle but significant difference between compel and impel. The problem is that I’ve heard compel misused so many times (and misused it myself), that the definition of impel created some serious cognitive dissonance for me. In fact I’d wager most of the time when we say we’re compelled, we really mean we’re impelled.

11. Mix and Match1. vocab word, 2. definition, 3. image(s) • Different colored index cards • Shuffle the cards well. Each student chooses a card. • Scaffolding: “You have 30 seconds to check with anyone in the room about what is on your card.’” • Then they move around to find their two matches. Teacher coaches as needed: “Check that definition! Is that the best image?” • Circle facing inward: Teams say word and definition and show image. “Does everyone agree?” This allows them to hear, see and talk about the words several times. • Options: Give partners an image and send them to a word/definition bank that you have already set up. May have to negotiate with classmates for correct interpretations.

12. Pictograph: HHS Anne PostemaModified from a presentation at Calloway Gardens conference by Patsy Hamby • By using these activities, my students on increased their SAT vocab quiz scores by an average of 10 points. • Prior to this approach to vocab, students didn’t really think about the words. • I was frustrated, and they acted like vocab was a throw-away grade that should be easy. • I’m still working on increasing critical thinking while my student learn their vocab.

13. Preparation Before Class • Each vocab unit will take two weeks in order to make time for activities that supplement the vocab book. • (8 ½ x 11 sheet of paper folded with two hot dog folds and two hamburger folds and cut into small pieces of paper) • I cut out one small slip of paper for each student. • Go to http://quizlet.com/ and search for flash cards for the Sadlier unit and print one for each member of the class.

14. Day 1Step 1 (of 7 steps – see handout) • Students receive a printed flash card with the word and definition of the unit of study as they enter the classroom along with a small piece of paper on which they will draw their picture interpretation of the word.

15. Step 2 • Students draw a picture on the paper with the word lightly penciled on the back and turn in to teacher when finished. • They may consult their vocab book, other students or the teacher to complete this step. • Students turn in the flash card. (Save because you’ll use them for activities later in the week.)

16. Step 3 • Teacher prepares the first voting sheet by placing each picture onto a single sheet of paper, fitting as many as possible on the page. I usually split the words into two to four pages, depending on the size of the class. • Number and label each picture with the correct word. • Some words will have to be doubled so everyone can draw a picture. Place words with two pictures next to each other.

17. Day 2Step 4 • When choosing words to double, I pick the most abstract or unusual words. If more than one student draws for that word, you are more likely to get a good picture for the quiz. • Students will vote on the pictures. • There are several ways to arrange the voting. • As students enter the room, they receive a number that corresponds to a word on the voting sheet. • As students begin to work on the activities in the vocab workbook (“Completing the sentence”), I call up groups to students to vote on words.

18. Voting Continued • Students are divided into groups to vote on a group of words. Four students vote on four words, or three vote on three words. They have to reach consensus and initial beneath the word. • You can have them vote in pairs or any combination that will meet the needs of your classroom. • Note: try to mix up the voting to avoid any routine every time. This is key to creating interest.

19. Counting the Votes • Review the voting and assemble a quiz using the pictures. • I usually review some of the pictures especially if they do not adequately reflect the true meaning of the word. • Sometimes students will choose to illustrate the example sentence rather than the word. I discuss this with them and ask them why they drew certain pictures for this word. This allows for genuine metacognition, and I really can’t always figure out the connection.

20. Counting the Votes • Sometimes I’ll ask a student who is good at creating the drawings to draw a picture of a word that no one was able depict well and use that for the quiz. • So far I haven’t had to draw any of the pictures myself.

21. Create the Pictograph Qz • Take all 20 pictures that students have voted on and/or discussed and arrange them on two sheets of plain paper. • Number them in a manner that seems reasonable so students can locate the number easily. • Photocopy back to back, making sure the darkness is adjusted so the pictures are clear.

22. Day 3Step 5 • I find a simple short vocab activities that enable students to be proactive in introducing themselves to the words. I like them to be kinesthetic in nature if possible and include each student. (Sample to follow.) • I use a different activity for each unit and only repeat the best if enough weeks have passed, so it is fresh. • Routine kills vocab instruction.

23. Example Activity • Example: I pass out the vocab cards as students enter the room. As class begins, I give the following instructions: • (If weather permits, I take students outside to a larger space) Each of you has a word. Find a partner, and read your word and definition to him/her, and listen to your partner do the same. Then exchange cards and find a new partner. Do this with as many people as possible in three minutes.

24. Day 4Step 6 • “Choose one” quiz using IRespond • I create a PowerPoint quiz where students choose between two definitions for a word. • I match the length of the choices so they more or less match and make sure the definition is as short as possible. (Sample to follow.) • I generally give this using IRespond clickers, so students and I can identify more challenging words. We see if the class can get a 100 percent correct answer for some of the words. Encouraging and challenging each other, they seem to enjoy this part.

26. “Choose one” quiz • I set the timer on IRespond for 15 seconds for them to choose an answer. They do this without the vocab workbook. • The point is for them to make a commitment and choose a definition. Remember that this is in the first week of learning the words.

27. Day 5Step 7 • Students use their vocab books as they match words and pictures, recording their answers on the answer sheet. (Answer sheet depicted on the next slide.) • Students complete the “Words in Action” writing prompt, using six to eight words from vocab, their choice, a formative assessment. • Students exchange papers, and we review together. • I ask them for the answer, and usually someone has the correct answer.

28. Answer Sheet Idea: Use a positive label to identify class period and student name to add pizzazz to the answer sheet

29. Simile activity: Another formative assessment rather than The Test! (See HHS website, Moulton blog.)Ask students to generate their own explanation or description of the term/phrase • It is kind of like _______________________ • It looks like _______________________ • It is when you _______________________ • It’s where you go to _______________________ • It feels like _______________________ • It smells like _______________________ • You use it when you _______________________ • (Simile exercise samples)

31. Unit 10 Vocabulary Brave New WorldAdvertisement Create an advertisement for a product appropriate for the citizens of the Brave New World. In your advertisement, include 10 vocabulary words from Unit 10. Underline the vocabulary words. Remember in advertising, the visual is as important as the words. You may gather visuals from the Internet and/or magazine pictures. The advertisement is due on/before ……..

33. 9th Honors LiteratureWeekly Vocabulary Program Ongoing Vocabulary Essential Question: How does expanding my vocabulary increase my communication skills? Standards Addressed ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. MONDAY In class: Read the passage at the beginning of the unit. Introduce the unit words. View PowerPoint slide show to review etymologies and connotations. Homework due Wednesday: Listen to iWords. Complete Choosing the Right Word, Synonyms, and Antonyms. Play unit online games. WEDNESDAY In class: Vocabulary Review: choosing the right word, synonyms, antonyms. Homework due Friday: Complete Vocabulary in Context: Literary Text. Play online games and complete interactive quiz . FRIDAY In class: Vocabulary unit writing assessment. REVIEW UNITS: After every three units, we will complete a review unit. On the Friday of the review week, there will be a review unit cumulative assessment for all 60 words. Sadlier Oxford’s Vocabulary Workshop Website: www.vocabularyworkshop.com Additional Vocabulary Review Site: http://www.vocabtest.com/vw/levele.htm

34. AUGMENT Connotation: positive Etymology: c.1400, from O.Fr. augmenter (14c.), from L.L. augmentare "to increase;" from L. augmentum "an increase;" from augere "to increase, make big, enlarge, enrich" Word Structure: noun suffix –ment means “act or process of”

35. WARILY Connotation: neutral Etymology: 1552, from O.E. wær "prudent, aware, alert, wary" Word Structure: adverb suffix –ly means “having the nature of”

36. Sadlier offers great online resources for students and teachers!

37. Vocab Gal: another great resource

38. “You had me at that impeccable vocabulary!” Complete the PLU/Stipend form and the conference evaluation form. Turn in both forms to the boxes located by the exit doors.