LITERACY ESSENTIALS FOR ADOLESCENT READERS GRADES 4-8 VOCABULARY INSTRUCTION

1. Welcome! LITERACY ESSENTIALS FOR ADOLESCENT READERSGRADES 4-8 VOCABULARY INSTRUCTION Forsyth County Revised & Presented by Jamie Barnes & Karen Ogline Compiled by Lisa Wells Davis Georgia Department of Education

2. Getting Started • Craft a name tent with your name and an alliterative adjective that describes you. Jovial Jamie Kind Karen • Choose someone in close proximity to be your Turnand Talk partner.

3. Overview of the Day • Introduction • What is Vocabulary? • Choosing Words to Teach • Direct Instruction of Individual Words • Direct Instruction of Strategies to Promote Independent Vocabulary Acquisition

4. Introduction: Why Is Effective Literacy Instruction Important? Nationally • One in three fourth-graders is reading below a basic level, and only 31 % of eighth-graders are proficient readers. Common Core (CCGPS) • 2011-2012 - Teacher Training • 2012-2013 - Classroom Transition/Implementation • 2013-2014 - Full Implementation of CCGPS • 2014-2015 - Projected Date for Common Assessment (Lee, Grigg, & Donahue, 2007)

5. CCGPS Implications for Literacy instruction in Georgia • Focus will be on the PROCESS of using knowledge, rather than content. • Five Key Cognitive Strategies: • Problem Formulation • Research • Interpretation • Communication • Precision & Accuracy

6. The 5 Pillars of Reading • Phonemic Awareness • Phonics/Word Study • Fluency • Vocabulary • Comprehension

7. Popular Beliefs • Part of the solution to the challenge of increasing reading proficiency in adolescents involves confronting the limitations of this popular statement: In grades K-3, students “learn to read,” while in grades 4-12, they “read to learn.”

8. Popular Beliefs continued… Reading K-3 Acquire strategies for “decoding” unfamiliar words Build “sight word vocabulary” of many thousands of words Learn to coordinate skills for fluent reading of text Begin extension of vocabulary beyond oral language limits Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down Develop or maintain a positive attitude about reading and view it as an important skill for learning and for pleasure

9. Popular Beliefs continued… Reading 4-12 Extend “sight vocabulary” to unfamiliar words in increasingly challenging text Learning meanings of thousands of new words – vocabulary expansion

10. Research-based Focus • Sight-reading vocabulary must be extended to unfamiliar words in increasingly challenging text. • Vocabulary, or knowledge of word meanings, must expand dramatically. • Conceptual knowledge and understanding must grow. • Thinking and reasoning skills must increase. • Self-regulated use of reading comprehension strategies must develop. • Motivation and interest for broad and deep reading must be maintained or acquired.

11. Essential Components of ReadingElementary Level vs. Secondary Level

12. Teaching Reading in the Content Areas: If not me, then who? “Teaching reading in the content areas…is not so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning.” All teachers are teachers of literacy.

13. Phonological Awareness Decoding And/or Sight Word Knowledge HO1 Fluency & Use of Context Print Concepts Cognitive Model Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge Cognitive Model General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies

14. Vocabulary

15. Turn and Talk RNA Interaction After reading HO2, work with your partner to summarize the passage. GOOD LUCK!!!

16. Why is Effective Vocabulary Instruction Important for All Students? • Vocabulary holds the key to understanding many content-area texts. • Learners often use context clues to develop their understanding as they read. Using context clues—known words around a difficult word or concept—to find the meaning of difficult words depends on understanding those context words (Swanborn & de Glopper, 1999). • Students who struggle with word meanings do not comprehend text and require vocabulary instruction to support text comprehension (Baumann & Kame’enui, 1991). Instructional support in vocabulary is important regardless of the subject taught.

17. The limits of my language mean the limits of my world. ~Ludwig Wittgenstein (1922)

18. Research Findings • Knowledge of individual word meaningsaccounts for as much as 50-60 percent of the variance in reading comprehension . (Stahl & Nagy, 2006) • Vocabulary is the most important single factor in reading comprehension, once children have learned the alphabetic code. (Scarborough, 2001)

19. What does it mean to know a word?

20. “Knowing a word is more like being able to use a tool than it is like being able to state a fact.” (Nagy & Scott, 2000, p. 273)

21. (HO3) Rail – road

22. Vocabulary Acquisitionincludes… • Explicit instruction of word meaning and strategies (connections, visuals) • Gradually getting to know a word through reading, writing, listening, and speaking (many exposures 12+)

23. Least Effective Instruction Practice Looking up words, copying definitions and memorizing those definitions (Scott & Nagy, 1997)

24. Explicit Instruction (Kamil et al., 2008) What is it? Instruction on the meaning of specifically selected words Instructional Recommendations Devote a portion of time each day to instruction on specific words. Provide repeated (as many as 12) exposures to new words in multiple contexts. (Beck et al., 1982) Supplement explicit instruction with opportunities to use new vocabulary in a variety of contexts, such as during discussion, while writing, during extended reading.

25. How do I know which words to teach? High-frequency words –Fry, Dolch, etc. (Biemiller, 2005; Hiebert, 2005) Tiers of words (Beck et al., 1982)

26. Types of Vocabulary

27. Three Tiers of Vocabulary Words Tier 3 Words Content-SpecificUncommon words typically associated with a specific domain. Tier 2 Words Core Academic Vocabulary Appear frequently in many contexts. Tier 1 Words Conversational Vocabulary Words students are likely to know. (Beck, McKeown, & Kucan, 2002)

28. Choose words that are: Not a part of students’ prior knowledge Unlikely to be learned independently through the use of context or structural analysis. Sophisticated and of high utility for literate language users; and/or Crucial to understanding the main idea of text. Selecting Tier 2Core Academic Vocabulary (Beck, McKeown, & Kucan, 2002)

29. Select words that are the most critical to learning concepts being taught in a particular content area or discipline These words are often thought of as “content-specific vocabulary,” or “Tier 3” words. Example: monarchy Tier 3/Important Words

30. Alexander Graham Bell is known as the inventor of the telephone. His assistant was named Thomas A. Watson. Together, Bell and Watson discovered how sound, including speech, could be transmitted through wires, and Bell received a patent for such a device. In 1876, the telephone was officially invented and the first telephone company was founded on July 9, 1877. Not Tier 1 words Important to understanding the text on a deeper level; Can be associated with other words students know. Together

31. Turn and Talk • Read “The Cat and the Parrot” or “Plate Tectonics: A Very Slow Ride.” • After reading, highlight 5 words from the passage that you would consider Tier Two words. • Share and decide as a group. • Record on chart paper. Remember…YOU are the professional… There are no “tier” police!

32. The Cat and the ParrotSome possible Tier 2 & 3 Words Tier 2 gregarious equitable plausible elaborate perplexed prodigious abrupt disheartened Tier 3 perspective Do we teach before or after?

33. Plate TectonicsSome Possible Tier 2 & 3 words Tier 3/Content-SpecificTier 2 Plate Tectonics/tectonic plates interactions faults collide magma plates ridge trenches When do we teach?

34. Now that I know what words to choose, how do I choose the best strategy for instruction?

35. Factors to Consider When Choosing Strategies Factors to consider: 1. the students we are teaching 2. the nature of the words we decide to teach 3. our instructional purposes in teaching each of those words (deeper than the suggested basal list)

36. Student-Friendly Dictionary Strategy

37. Student-Friendly Explanations

38. Student-Friendly Explanations

39. Instructional Routine for Vocabulary (HO8) Step 1. Pronounce and read the word. a) Write the word on the board or overhead. b) Read the word and have the students repeat the word. If the word is difficult to pronounce or unfamiliar, have the students repeat the word a number of times. c) Examine the spelling “ This word is gregarious. What word?”

40. Instructional Routine for Vocabulary Step 2. Contextualize the word. In the story, the cat was described as gregarious.

41. Instructional Routine for Vocabulary Step 3. Tell the students what the new word means, using a student-friendly definition. Option # 1: Present a student-friendly definition a) Tell students the definition OR b) Have them read the definition with you. “Someone who is gregarious is friendly and wants to be with other people.”

42. Instructional Routine for Vocabulary Step 4. Provide an additional context. Students can also illustrate the word, making it visual. “Someone who is gregarious likes to come to school to see his or her friends.” “Someone who is gregarious talks with other people when he or she rides the bus.”

43. Instructional Routine for Vocabulary Step 5. Check students’ understanding. Develop an activity for students to interact with the word. For example: “Say ‘gregarious’ if I describe someone who is gregarious. Say ‘no’ if the person I describe is not gregarious. • Someone who can’t wait to get to a party. (yes-explain why) • Someone who loves to stay home. (no-explain why)

44. Instructional Routine for Vocabulary Elicit word use by students. A person who enjoys being with others is _______. If I do this (walk around the room and talk to some of the students), you might think I am _____________. Talk with your partner. See how many other examples you can share.

45. Vocabulary Activities Selection Chart (HO9)

46. Vocabulary Activities Selection Chart

47. Small Group Share-Out • We will now break into groups. • Each group will have a folder with • a vocabulary activity. Read and discuss. • Be ready to: • Describe the strategy • Show an example • Share ideas for use in the classroom

48. Possible Sentences: Pre-teaching (HO10) 1. Choose 6-8 key concepts and related words that might cause difficulty for students in an upcoming informational text selection. 2. Select an additional 4-6 words that are familiar. 3. Display the 10-14 words. 4. Have students create sentences that use at least two of the words and that are possible sentences in the selection. 5. Have students share some of their sentences. 6. Read the selection. Return to the sentences and decide which are true. Modify others to make them so.

49. Possible SentencesWhat Michelangelo Did (HO 11) remarkable primarily Italian modeling David sculpture sculptor corpses restrained symbol alert carving Create sentences that use at least two of the words and that are possible sentences in the selection. Record at least two from your group.

50. Vocab-o-Gram Steps 1. Select a vocabulary list from a narrative selection that reflects story grammar and present it to students by writing the words on the board or using an overhead projector. 2. Have teams of students decide which words give clues to setting, characters, problem/goal, resolution, and feelings. Include a “?” category as well. 3. Discuss placement. Words may typically be placed in more than one category. Share knowledge about words. 4. Make predictions. 5. Have each student formulate a personal question to answer. 6. After reading, refine vocabulary. Go back to the selection to clarify or use references. 7. Use in further oral or written work. Students may use Vocab-o-Gram as an organizer for summarizing.