Intervention Convention: Vocabulary

1. Intervention Convention:Vocabulary Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org J. Gondek 2012

2. Session Objectives Participants will: Understand the importance of academic vocabulary in literacy development. Be able to describe and implement three research-based interventions to increase academic vocabulary. Share teacher-created interventions that have successfully improved academic vocabulary. Locate additional resources for further support. J. Gondek 2012

3. The Research National Reading Panel, 2000, pp 4-27 Vocabulary should be taught both directly and indirectly. Repetition and multiple exposures are important. Learning in rich contexts is valuable. Students should be actively engaged in learning tasks.* Dependence on a single instructional method will not result in optimal learning. J. Gondek 2012

4. The Matthew Effect # of Words in Child’s Vocabulary 45,000 17,000 50K 40K 30K 20K 10K 0 5,000 1,500 K 12 Grade Level J. Gondek 2012

5. Which Words Should we Teach? 2,000 high-frequency words encompass approximately 87% of words in text. 500-800 academic words make up 10% of academic text. 1,000-2,000 discipline specific words constitute most of the remainder. J. Gondek 2012 Biemiller, 2009; Nation, 1990

6. How do we classify Tier 1, 2, and 3 words? • High frequency for mature language users • Found across domains • Subtle differences in meaning EX: coincidence, absurd, industrious, fortunate • most basic words • Rarely require instruction • Familiar to native English speakers EX: happy, baby, clock • Low frequency • Specific to a particular domain • Best learned when a need arises EX: isotope, peninsula, circumference J. Gondek 2012

7. Criteria for Identifying Tier 2 Words: Importance and Utility: Words that are characteristic of mature language users and appear frequently across a variety of domains. Instructional potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and their connections to other words and concepts. Conceptual Understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept. J. Gondek 2012

8. What does it mean to really know a word? J. Gondek 2012

9. Four Stages of Word Knowledge Dale (1965) Stage 1: Never saw it before. Stage 2: Heard it, but doesn’t know what it means. Stage 3: Recognizes it in context as having something to do with ________. Stage 4: Knows it well. J. Gondek 2012

10. You Try It: J. Gondek 2012

11. A Continuum of Word Knowledge No knowledge A vague sense of the meaning Narrow knowledge with aid of context Good knowledge but shaky recall Rich, decontextualized knowledge, connected to other word meanings J. Gondek 2012 Sharon Walpole, University of Delaware

12. Effective Vocabulary Instruction: Fairbanks (1986) found three key characteristics of effective vocabulary programs for mainstream education, which remain the gold standard for effective instruction: • They provide definitional and contextual information. • They teach in-depth meaning of words; and • They provide multiple repetitions or exposures to new words. J. Gondek 2012

13. Effective Vocabulary Instruction is NOT: giving words out of context and asking student to look up meanings in a dictionary; doing speeded trials with individual words; completing word mazes; teaching words as an alternative label when they represent new and challenging concepts; teaching spelling rather than vocabulary; assuming that contextual clues are enough to yield precise word meanings. J. Gondek 2012 (Graves, 2006)

14. Explicit Vocabulary Intervention: (Steele & Mills, 2011) 1. Introducing word meanings 2. Increasing depth of word meaning 3. Expanding words to new contexts 4. Providing prompts and supports Keyword strategy Visual organizers J. Gondek 2012

15. Dialogic Reading (DR) “One promising research-based strategy is dialogic reading (DR), which is an interactive picture-book reading technique developed in the late 1980s by Whitehurst and colleagues (Whitehurst et al., 1988).” -Flynn, 2011 J. Gondek 2012

16. Essential Elements of DR Provide language models. Ask questions to encourage the child to expand his or her language. Provide feedback to the child on his or her language or vocabulary choices. Elicit sophisticated language from the child. Reflects the interests of the child. J. Gondek 2012

17. Dialogic Reading WHOLE CLASS: Before Reading: Teacher gives a preview of book and 10-20 illustrations that represent age-appropriate vocabulary. Teacher introduces book through a typical shared reading approach. Teacher reads book aloud, asking questions about a targeted illustration. Teacher facilitates language through a series of prompts Teacher shares the book a minimum of 3 times, with 3 levels of questioning. (Can share up to 5-6 times) J. Gondek 2012

18. Dialogic Reading SMALL GROUP MEETINGS: 1. After initial book introduction, teacher meets with small group for: Level 1- Introduce targeted vocabulary words and facilitates language by asking attribute and function questions “What’s this?” “What color is it?” Level 2- Students practice new vocabulary with longer responses. Teacher asks open-ended questions “What do you see on this page?” “What’s happening here?”. The teacher uses expansions to model and as a teaching tool. (No higher-level questions or predicting here!) Level 3- Students relate knowledge to experience. Teacher facilitates discussions about experiences. Teacher can expand comprehension through higher-level questions about the illustrations, plot, or events. J. Gondek 2012

19. Semantic Approaches Activate student background knowledge Develop a better understanding of the underlying concepts Depth of knowledge of words and concepts Effective to teach GROUPS of words related to a topic J. Gondek 2012 www.interventioncentral.org

20. Mapping The graphic display contains sections in which the student writes the word, its definition (‘what is this?’), additional details that extend its meaning (‘What is it like?’), as well as a listing of examples and ‘non-examples’ (e.g., terms that are the opposite of the target vocabulary word). J. Gondek 2012 www.interventioncentral.org

21. J. Gondek 2012 www.interventioncentral.org

22. Semantic Mapping Sequence: http://powerupwhatworks.com/Content/render/Reading_vocabulary_semanticMapping Brainstorming Mapping Reading Reviewing the map. J. Gondek 2012

23. Semantic Feature Analysis A target vocabulary term is selected for analysis in this grid-like graphic display. Possible features or properties of the term appear along the top margin, while examples of the term are listed ion the left margin. The student considers the vocabulary term and its definition. Then the student evaluates each example of the term to determine whether it does or does not match each possible term property or element. J. Gondek 2012 www.interventioncentral.org

24. Vocabulary Term: Transportation J. Gondek 2012 www.interventioncentral.org

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26. Assessing Vocabulary From Assess Well Based on Biehmiller’s The Living Word Vocabulary http://school.gogpg.com/CoreLexica/LivingWordVocabulary/tabid/239/Default.aspx J. Gondek 2012

27. Interactive Book Reading J. Gondek 2012 Vadasy & Nelson, 2012

28. Interactive Book Reading Vadasy & Nelson, 2012 Introduce Vocabulary Read the storybook PromptEvaluateExpandRepeat Ask reflection questions J. Gondek 2012

29. Repeated Interactive Read-Aloud Day One • Book Introduction • Vocabulary Support (~5-10) to discuss during reading • Unfamiliar • Critical • Tier 2 • Analytical comments and questions (main character & plot) • Post-reading “why” questions Vadasy & Nelson, 2012 J. Gondek 2012

30. Repeated Interactive Read-Aloud Day Two Additional Vocabulary Support during reading on targeted words Analytical comments and questions (inferences, details) Post-reading “why” questions. Teacher evaluates and expands on student responses. Vadasy & Nelson, 2012 J. Gondek 2012

31. Repeated Interactive Read-Aloud Day Three Ask students about title and characters. Ask WH- question prompts about characters and events to help them reconstruct key aspects of the story. Re-read and continue to discuss key vocabulary with additional explanations and definitions. Extend word meanings to contexts out of the story. Vadasy & Nelson, 2012 J. Gondek 2012

32. Reviewing Vocabulary: Word Associations Which word goes with “crook”? 2. Have You Ever…? Describe a time you might urge someone. 3. Applause, Applause! Clap (a lot, little, not at all) if you would like to be described as vain. Why? 4. Idea Completions The skiing teacher said Maria was a novice on the slopes because… J. Gondek 2012 (Beck, McKeowan, & Kucan, 2002)

33. Reviewing Vocabulary (Older) : 1. Facets of word meaning 2. Word Associations Could a virtuoso be a rival? J. Gondek 2012 From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

34. Screening and Progress Monitoring “Currently, in contrast to a number of well-developed CMB screening and progress monitoring probes in reading, math and written language for elementary students, there appears to be only one technically adequate CBM screening and progress monitoring measure available to “directly assess” students’ vocabulary growth.” (Vadasy & Nelson, 2012, pg. 128) DIBELS Word Use Fluency (WUF) Vocabulary Matching CBM Maze (proxy) J. Gondek 2012