Explicit vocabulary Instruction

1. Nov. 3, 2009 Explicit vocabulary Instruction

2. True or False • Vocabulary is acquired incidentally by just encountering words in conversation and while reading. • Word meanings can usually be inferred from the text. • Students can learn word meaning from dictionary definitions. • We can learn a word from a few exposures. • Students know when they don’t know words. False

3. Jigsaw • At your table group number 1-5. • As an individual read your assigned research-based principle. • In a round robin share at your table, read the quiz questions, and discuss evidence you found in the text. • As a group select a sentence about vocabulary instruction to share to the larger group.

4. Learning Objectives • By the end of the learning session we will: • Understand the components of systematic vocabulary instruction and how they relate to increasing student achievement. • Know and explain the research-based principles that should guide an effective vocabulary program. • Understand what effective vocabulary instruction looks like in the classroom.

5. Learning objectives continued • Understand the relationship between vocabulary and academic language development in diverse populations. • Contribute to large and small group discussions, learn from one another, and have fun.

6. Personalizing the Objectives • What is it that you want to leave this session knowing, understanding, and being able to do related to systematic vocabulary instruction? How will you make that happen?

7. Personalizing the Objectives 1. 2. 3. 4.

8. Three Tiers of Vocabulary Science Language Literature Language Math Language History/Social Studies Language General Academic language for knowing, thinking, reading and writing Foundation of home and community language and cultural factors

9. When students enter school for the first time, those from • Professional families- Have accumulated experience with 45 million words • Low-income families- Have accumulated experience with 13 million words • Professional Families- 2-1 Positive Statements/Negative Statements • Low-income families- 1-2 Positive Statements/Negative Statements Foundation of home and community language and cultural factors

10. Tier III/Brick Words Science Language Literature Language Math Language History/Social Studies Language • Content-specific terms/vocabulary • Technical words • High-yield words that play a key role in the lesson • Tools for understanding the lesson • Words in big, bold-faced print

11. When teaching brick words, • we have “expert blind spots”. • we have lost the sense of being a learner in the early stages of the discipline. • we need to communicate our thinking strategies to students. Building Academic Language Essential Practices for Content Classroom Jeff Zwiers

12. ResearchImpact of Direct Tier III Vocabulary Instruction 90 80 70 60 50 40 30 20 10 0 83 62 Percentile Rank on Test 50 Direct vocabulary Instruction (effect size = .32) Direct vocabulary Instruction on words related to content (effect size = .97) No vocabulary instruction

13. Tier II Words/Mortar Words General Academic language for knowing, thinking, reading and writing • General academic words that are common terms in everyday communication • Words used across a variety of domains • Subtle words or expressions that connect bricks

14. Example of Tier II Words implies contains reflects represents supports consequently therefore factors contrast differ from analyze ramifications • ELA • Social Studies • Math • Science • Any discipline

15. Why do we need to teach academic vocabulary? • Hard to learn incidentally (especially for poor/reluctant readers) • Found in content area texts and state tests • Crucial to full comprehension, yet no one takes responsibility for it • Teachers often overlook its importance

16. * Note: These are the total number of academic vocabulary terms that students should learn in a week—NOT in each classroom.

17. Brick vs. Mortar • If we simply pile bricks up to make a wall-overdovocabulary quizzes and dictionary work-the wall will fall. The bricks need mortar to stick together. Jeff Zwiers Building Academic Language

18. Tier II and Tier III in the HAPG’s Academic Content

19. Academic and Content Specific Terms

20. Science Word Sort

21. Language of Math • Math text is dense. There are more concepts per sentence. Each word and phrase is important to a process. Students that skim for information may miss key points. • Math concepts are embedded within other math concepts: they depend on prior knowledge and experience. • A student must not only read left to right but right to left and up and down. • Historically there has been a lack of extended student talk about math in math classrooms.

22. Language of Science • Connects abstract ideas illustrated by various media. Photos, diagrams, graphs, charts, math and chemistry symbols, lab experiences, and text all overlap to communicate concepts. • Presents very few narratives or stories. • Describes procedures with procedural language such as : analyze, calculate, graph, record, watch, predict, examine

23. www.wordsift.com

24. www.wordsift.com

25. 5 Steps of Vocabulary Instruction • Teacher steps back and present students with a brief explanation or description of the new term or phrase. • Teacher matches the example with a nonlinguistic representation.

26. 5 Steps of Vocabulary Instruction • Students step out and generate their own explanation or description of the new term or phrase. • Student matches the example with a nonlinguistic representation.

27. 5 Steps of Vocabulary Instruction • The teacher periodically asks students to review the accuracy of their explanations and representations.

28. Break • 15 minutes

29. Vocabulary Pre-test • Define the words.

30. Vocabulary Instruction- Dictionary and Sentence • Please silently define each word and use the word in a sentence. • Antipodes • Digerati • Garbology • Otiose • Pellucid

31. Vocabulary Instruction – Nonlinguistic Representations • Borborygmus • Cullet • Defenestrate • Expropriate • Hallux

32. Reflect Upon Your Learning • Capture your thinking about what you just experienced and what you want to remember as you transfer this learning to your campus.

33. Step 6 – Involving Students in Games • Fly-swat • Survival of the Fittest

34. Fly-swat • Divide the class into group A and Group B. • Participants must face the presenter. • The presenter will read the definition of a word. • Participants can then turn around to see the words on chart paper, and swat the correct word.

35. Survival of the Fittest • Realistic Fiction • Fantasy • Biography • Science Fiction • Mystery • Historical Fiction

36. Survival of the Fittest • Octagon • Parallelogram • Hexagon • Triangle • Circle • Trapezoid

37. Survival of the Fittest • Mountain • Bayou • Peninsula • Plateau • Ridge • Plains

38. Survival of the Fittest • Dexter • Weeds • Man Men • Nurse Jackie • The Tudors • Californication

39. Vocabulary Post-test • Define the words.

40. What have we learned? • Review your personalized objectives and complete the 2-minute essay.

41. General Announcements and Reflections • Reflections: • What worked? • What didn’t work? • How do you plan to use this information on your campus?