Introducing W ords

1. Introducing Words Crete Middle School September 19, 2011 Why? What? How?

9. ADULT Just for fun! A person who has stopped growing at both ends and is now growing in the middle.

10. WRINKLES Just for fun! Something other people have similar to my character lines.

11. DUST Just for fun! Mud with the juice squeezed out.

12. YAWN Just for fun! An honest opinion openly expressed.

13. HANDKERCHIEF Just for fun! Cold storage.

14. a SECRET Just for fun! Something you tell one person at a time.

15. TOMORROW Just for fun! One of the greatest labor saving devices of today.

16. Why should I teach some words explicitly? Explicit – ~ I do it, we do it, you do it ~ Explain, Model, Prompt, Practice

17. Effective Vocabulary InstructionTeaching Individual Words • Explicit instruction of specific words is effective. • Vocabulary instruction should focus on critical words. • Effective vocabulary instruction does not rely on definitions. • Teaching word parts enhances understanding. • Different types of words require different types of instruction. • Active engagement improves learning. • Repeated exposure is essential.

18. Which words merit explicit instruction? Not all words should be treated equally…

19. Types of Words Literary • found in reading and sophisticated speaking • relatively low frequency • flustered, rambunctious, yelped Content-specific • necessary for content achievement • relatively low frequency • electoral college, algorithm, gerund, photosynthesis General academic • words found in academic discourse (text & speech) • relatively high frequency, wide distribution • specific, analysis, method, achieve School-task • labels for academic tasks • Venn diagram, journal, learning log (Hiebert & Lubliner, 2008)

20. Questions Worth Asking • Is this word unknown? • Is this word critical to understanding (the particular text, the particular subject matter)? • Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)? • Is this word conceptually difficult (abstract, new concept, multiple meanings)? • Does this word have high instructional potential (morphology, connections to other words, word learning)?

21. How might I introduce different kinds of terms most effectively? ~ 3 essentials ~ ways to engage with words

22. Quick Introduction • Learning new words for known concepts in text • During read-aloud • Before students read text • Read-aloud • Provide known synonym/descriptive phrase after the word (without disrupting the reading) • Prior to student reading • Display or quick note with target word and known synonym/descriptive phrase • Preview descriptions provided in textbooks (supplement as necessary)

23. How might I introduce different kinds of terms most effectively? ~ 3 essentials ~ ways to engage with words

24. Experience & Observe • Strategy observer • What steps/processes did you observe? • Participant observer • What words, behaviors, evidence of student learning did you notice? • How many times did students respond? • Participants • What did you learn? What worked for you? How did you feel as a learner using this strategy?

25. Please answer: • Yes or No: “Staycation” is a neologism. • Rate your understanding of the word neologism.

26. neologism • neo (Gk, new) • logos (Gk, word) • -ism (noun, distinctive, trait or idea) Critical Attributes • recently coined (first used) • not yet accepted as mainstream

28. neologismor NOT?

29. neologism • Yes – No – Why?: “Staycation” is a neologism • Rate your understanding of the word neologism.

30. Experience & Observe • Strategy observer • What steps/processes did you observe? • Participant observer • What words, behaviors, evidence of student learning did you notice? • How many times did students respond? • Participants • What did you learn? What worked for you? How did you feel as a learner using this strategy?

31. Introducing Specific WordsThree Essentials IMPORTANT! • Student Friendly Explanations • Characterize word and typical use • Explain meaning in everyday language • Emphasize critical attributes • Explore morphemesand cognates • Teacher-Created Contexts • Develop instructional contexts that provide strong clues to meaning • Provide examples and non-examples • Active Engagement with Words • Short, lively opportunities for students to interact with words and meanings right away and over time with feedback (Archer & Hughes, Explicit Instruction, 2011; others!)

32. 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/)

33. Building Academic VocabularyA Six-Step Process Introduce word Students generalize meaning Students create nonlinguistic representation Massed Practice initial word learning Engage students in word activities Discuss words Engage student “play” with words Distributive Practice all previous words (Marzano, 2004)

34. 1. Student Friendly Explanations • Consider resist • Dictionary: “to withstand the force or the effect of” • Student-friendly: “when a person struggles or fights not to give in to something” • Cobuild Dictionary: http://dictionary.reverso.net/english-cobuild/resist

35. 1. Student Friendly Explanations • Consider compound (earth science text) • Glossary: “a substance made up of atoms of two or more different elements joined by chemical bonds” • Critical Attributes: • a substance (e.g., Halite or “rock salt”, NaCl) • made of two or more elements (e.g., sodium, Na and chlorine, Cl) • joined by chemical bonds

36. 2. Teacher-Created Contexts • Consider convey • Literary Context: “Of the Right Whale, the best outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick). • Teacher Created: The speaker was successful in conveying his message to the audience. They allheardwhat he said, and understood his ideas. • Though she can’t talk much, Lily quite clearly conveyed her want for her sippy cup by shouting “bup” and pointing at the cup on the table.

37. 3. Active Engagement with Words • identify examples & non-examples • generate examples & non-examples • answer questions • generate and explain non-linguistic representation • discuss word meaning and application with other students • play games with words

38. 3. Active Engagement with WordsIdentify Example & Non-Examples • Consider interior(as the central area of a region—the area that is away from the coast, state line, or border)

39. 3. Active Engagement with WordsIdentify Example & Non-Examples • Newport, OR • Summer Lake, OR • Ontario Municipal Airport, OR • Umatilla National Forest, OR

40. 3. Active Engagement with WordsIdentify 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.

41. 3. Active Engagement with WordsIdentify 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? calderacrater • Regarding volcanoes, which is generally larger?

42. 3. Active Engagement with WordsGenerate Example & Non-Examples • Activate Student Knowledge • Jake thought it would be fun to explore the interiorof Alaska. Why might you want to spend time in the interiorof Nebraska? • Sentence Stems • After a trip 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.

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

44. 3. Active Engagement with WordsAnswer Questions Connect with Student Knowledge • Why might someone want to spend time in the interior of Nebraska? • 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?

45. 3. Active Engagement with WordsAnswer Questions Consider Relationship to Previously Taught Words • Would you suppress a profound thought? • Would blurting out your thought be an example of indecorum? • Could a seismogramindicate an impending tsunami?

46. Introducing Specific WordsThree Essentials IMPORTANT! • Student Friendly Explanations • Characterize word and typical use • Explain meaning in everyday language • Emphasize critical attributes • Explore morphemesand cognates • Teacher-Created Contexts • Develop instructional contexts that provide strong clues to meaning • Provide examples and non-examples • Active Engagement with Words • Short, lively opportunities for students to interact with words and meanings right away and over time with feedback (Archer & Hughes, Explicit Instruction, 2011; others!)

47. Reflect & Apply • How does this fit with my previous vocabulary introductions? • Do I use the three essentials? • What should I remember and apply? • Can I supplement my current materials? • student-friendly definitions • sufficient, clear examples and non-examples (visual, auditory, kinesthetic) • sufficient, effective interaction with words right away and over time

48. Two Stars and a Wish Please share two of the most important or relevant ideas you heard. Please record something you wish: • a question or comment about something you heard • something you need to know to understand better • a resource that would help you • something to help make the session more engaging, relevant, accurate