Explicit Vocabulary Instruction

Explicit VocabularyInstruction Dorchester Public Schools January 16, 2012

IES Practice Guide: Improving Adolescent Literacy… http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8

Provide explicit vocabulary instruction.How to carry out the recommendation • dedicated time to explicit vocabulary instruction • repeated exposure and practice • opportunities to use (discussion, writing, extended reading) • word learning strategies (morphology, using reference tools, context clues)

EXPLICIT I do it. explanation, modeling We do it. guided practice, feedback You do it. gradual release, independent practice If you are explicit about something, you speak about it very openly and clearly.

Robust Instruction is More Effective and Efficient. • Students achieved a 12 percentile gain with any vocabulary instruction (definition & sentence). • Students achieved a 33 percentile gain with systematic, robust direct instruction of words in a passage. (Marzano, 2004)

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.

http://explicitinstruction.org/ How might I introduce different kinds of terms most effectively? Vocabulary Basic Instructional Routine

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?

Chord • a line segment • endpoints lie on a circle A B

Chord Examples Non-Examples

Chord: Identify Examples

Chord: Generate Examples

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?

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/)

1. Introduce the word • pronunciation • spelling • syllabication This word is sesquipedalian. What word?_____ Write it and check your partner’s spelling…

Choose one word that you have recently taught or will teach soon. 1. Introduce the Word

2. Introduce the meaning • Student-friendly explanation • Morphemic analysis • common prefixes (e.g., un-, re-, in-, dis-) • common suffixes (e.g., -tion, -ity, -ive) • common roots, bases, forms (e.g., spect, scrib, bio, aud) • Critical attribute identification • what must be in place for a word to be used as the label for something

2. Introduce the meaningstudent-friendly explanation • 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

2. Introduce the meaningcritical attribute identification • 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

2. Introduce the meaningmorphemic analysis • common prefixes (e.g., un-, re-, in-, dis-) • common suffixes (e.g., -tion, -ity, -ive) • common roots, bases, forms (e.g., spect, scrib, bio, aud) • We see the root ped in sesquipedalian. What are some other words that have this root? • ped, meaning foot, comes from Latin…

Plan how best to introduce meaning. 2. Introduce the meaning Options student-friendly explanation morphemic analysis critical attribute identification

3. Illustrate with examples and non-examples • 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 Context: • When I convey an idea successfully, I get a certain message or idea across to others. • 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.

COMMA SPLICE • A grammatical error that occurs 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.

Create some examples and non-examples to use. 3. Illustrate with examples and non-examples

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

COMMA SPLICE OR NOT?(Distinguish between examples & non-examples) 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!

Ask 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

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

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 UnderstandingAnswer Deep Processing 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 seismograph indicate an impending tsunami?

4. Check UnderstandingMake Thinking Visible w/ Written Record

4. Check UnderstandingPlay Games Name that Concept! • Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes. • definitions, examples, descriptions, contexts • Partner B: Name the concept or component or say “pass” to move on to the next item. Goal: Successfully communicate all items in one minute.

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

Reflect & Apply • How does this fit with my previous vocabulary introductions? • What should I remember and apply? • Can I supplement my current materials and/or practice? • student-friendly definitions or clear critical attributes • sufficient, clear examples and non-examples (visual, auditory, kinesthetic) • sufficient, effective interaction with words right away and over time

Explicit Vocabulary Instruction