Vocabulary Acquisition and Use Grades 6 – 12 College and Career Ready Common Core Standards

1. Vocabulary Acquisition and UseGrades 6 – 12College and Career Ready Common Core Standards Elaine M. Weber, PhD Macomb ISD

3. Tell the person next to you what you know about vocabulary research and development.

4. The importance of students acquiring a rich and varied vocabulary cannot be overstated. Vocabulary has been empirically connected to reading comprehension since at least 1925 (Whipple, 1925) and had its importance to comprehension confirmed in recent years (National Institute of Child Health and Human Development, 2000).

5. It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement(Baumann & Kameenui, 1991; Becker, 1977; Stanovich, 1986) but that vocabulary instruction has been neither frequent nor systematic in most schools. (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997).

6. 13 higher- SES children (professional) 23 middle/lower- SES children (working class) Cumulative Vocabulary words 6 welfare children Age of child in months Hart & Risley, 1995

7. Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. (Landauer & Dumais, 1997; Landauer, McNamara, Dennis, & Kintsch, 2007; Nagy, Herman, & Anderson, 1985).

8. Initially, children readily learn words from oral conversation because such conversations are context rich in ways that aid in vocabulary acquisition: in discussions, a small set of words. Yet as children reach school age, new words are introduced less frequently in conversation, and consequently vocabulary acquisition eventually stagnates by grade 4 or 5 unless students acquire additional words from written context. (Hayes & Ahrens, 1988).

9. At most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student’s vocabulary is the smaller the gain. (Daneman & Green, 1986; Hayes & Ahrens, 1988; Herman, Anderson, Pearson,& Nagy, 1987; Sternberg & Powell, 1983). Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words(Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988).

10. For a reader to grasp the meaning of a word, two things must happen: • First, the reader’s internal representation of the word must be sufficiently complete and well articulated to allow the intended meaning to be known to him or her. • Second, the reader must understand the context well enough to select the intended meaning from the realm of the word’s possible meanings.

11. Developing in students an analytical attitude toward the logic and sentence structure of their texts, alongside an awareness of word parts, word origins, and word relationships, provides students with a sense of how language works such that syntax, morphology, and etymology can become useful cues in building meaning as students encounter new words and concepts. (Beck, McKeown, & Kucan, 2008).

12. Improving Adolescent Literacy: Effective Classroom and Intervention PracticesThis IES Practice Guide makes 5 recommendations for improving adolescent literacy and provides strategies for implementing the recommendations. Recommendation 1 Provide explicit vocabulary instruction. 1. Dedicate a portion of regular classroom lessons to explicit vocabulary instruction. 2. Provide repeated exposure to new words in multiple contexts, and allow sufficient practice sessions in vocabulary instruction. 3. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing, and extended reading. 4. Provide students with strategies to make them independent vocabulary learners.

13. Three Tiers of Words Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They describe three levels, or tiers, of words in terms of the words’ commonality (more to less frequently occurring) and applicability (broader to narrower).

14. Tier One words are • the words of everyday speech usually learned in the early grades • not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them. • important, but not the focus of this discussion.

15. Tier Two words (what the Standards refer to as general academic words) are • far more likely to appear in written texts than in speech. (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). • subtle or precise ways to say relatively simple things—saunter instead of walk, for example. • highly generalizable.

16. Tier Two words are • not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. • far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. • frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading.

17. Tier Three words (what the Standards refer to as domain-specific words) are • specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) • key to understanding a new concept within a text • far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers) • often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary)

18. Because Tier Three words are obviously unfamiliar to most students, contain the ideas necessary to a new topic, and are recognized as both important and specific to the subject area in which they are instructing students, teachers often define Tier Three words prior to students encountering them in a text and then reinforce their acquisition throughout a lesson.

19. Tier Three Words and Content Learning This normal process of word acquisition occurs up to four times faster for Tier Three words when students have become familiar with the domain of the discourse and encounter the word in different contexts (Landauer & Dumais, 1997). Vocabulary development for these words occurs most effectively through a coherent course of study in which subject matters are integrated and coordinated across the curriculum and domains become familiar to the student over several days or weeks.

20. www.missionliteracy.com • Vocabulary • http://www.missionliteracy.com/page42/page51/page51.html

21. Examples of Tier Two and Tier Three Words in Context The following annotated sample call attention to Tier Two and Tier Three words in particular texts and, by singling them out, foreground the importance of these words to the meaning of the texts in which they appear. Both samples appear without annotations in Appendix B.

22. Activity Tier Two and Three Words • Read the selection: Freedom Walkers (Grades 6–8 Text Complexity Band) Excerpt From the Introduction: “Why They Walked” • Circle the tier two words and underline the tier three words. (Work with a partner)

23. Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York:Holiday House, 2006. From the Introduction: “Why They Walked” Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. • It all started on a bus.

24. The first Tier Two word encountered in the excerpt, determined, is essential to understanding the overall meaning of the text. The power of determined here lies in the notion that skin color in Montgomery, Alabama, at that time was the causal agent for all that follows. The centrality of determined to the topic merits the word intensive attention. Its study is further merited by the fact that it has multiple meanings, is likely to appear in future literary and informational texts, and is part of a family of related words (determine,determination, determined, terminate, terminal).

25. Understanding the excerpt’s Tier Three words is also necessary to comprehend the text fully. These words are often repeated and defined in context. Segregation, for example, is introduced in the second paragraph, and while determining its meaning from the sentence in which it appears might be difficult, several closely related concepts (white supremacy, discriminated, second-class) appears in the next sentence to provide more context.

26. Where are the Standards for Vocabulary in the Common Core Standards? • College and Career Readiness Anchor Standards for Language

27. College and Career Readiness Anchor Standards for Language The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

28. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

29. Vocabulary Acquisition and Use Common Core Standard Meaning of grade-level unknown, multiple-meaning words and phrases 6th – 12th Grades 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6th – 12th reading and content, choosing flexibly from a range of strategies.

30. Matthew Effects in Reading (Stanovich, 1986) (Cunningham & Stanovich, 1998, adapted from Anderson, Wilson, & Fielding,1988)

31. Vocabulary Acquisition and Use Common Core Standard Meaning of words with context clues 6th – 12th Grades • Use context (e.g., the overall meaning of a sentence or paragraph; a word’s positionor function in a sentence) as a clue to the meaning of a word or phrase.

32. Gibbs, W. Wayt. “Untangling the Roots of Cancer.” Scientific American Special Edition June 2008. (2008) Recent evidence challenges long-held theories of how cells turn malignant—and suggests new ways to stop tumors before they spread. What causes cancer? Tobacco smoke, most people would say. Probably too much alcohol, sunshine or grilled meat; infection with cervical ; asbestos. All have strong links to cancer, certainly. But they cannot be root causes. Much of thepopulation is exposed to these carcinogens, yet only a tiny minority suffers dangerous tumors as a consequence. A cause, by definition, leads invariably to its effect. The immediate cause of cancer must be some combination of insults and accidents that induces normal cells in a healthy human body to turn malignant, growing like weeds andsprouting in unnatural places. At this level, the cause of cancer is not entirely a mystery. In fact, a decade ago many geneticists were confident that science was homing in on a final answer: cancer is the result of cumulative mutations that alter specific locations in a cell’s DNA and thus change the particular proteins encoded by cancer-related genes at those spots. The mutations affect two kinds of cancer genes. The first are called tumor suppressors. They normally restrain cells’ ability to divide, and mutations permanently disable the genes. The second variety, known as oncogenes, stimulate growth—in otherwords, cell division. Mutations lock oncogenes into an active state. Some researchers still take it as axiomatic that such growth-promoting changes to a small number of cancer genes are the initial event and root cause of every human cancer. 1 1 2 3 4 5

33. Vocabulary Acquisition and Use Common Core Standard Meaning of words by origin of affixes and roots 6th Grade b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaningof a word (e.g., audience, auditory, audible). 7th Grade b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaningof a word (e.g., belligerent, bellicose, rebel). 8th Grade b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). 9th and 10th grades b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,advocacy). 11th and 12th grades b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

34. Origins/Roots/Affixes http://www.southampton.liunet.edu/academic/pau/course/webesl.htm

35. Vocabulary Acquisition and Use Common Core Standard Meaning from reference materials 6th Grade c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print anddigital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 7th – 8th Grades c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determineor clarify its precise meaning or its part ofspeech. 9th and 10th Grades c. Consult general and specialized reference materials (e.g., dictionaries,glossaries, thesauruses), both print and digital, to find the pronunciation ofa word or determine or clarify its precise meaning, its part of speech, or itsetymology. 11th and 12th Grades c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

36. ExampleThesaurus Entry: Exacerbate Exacerbate vb to cause to become increasingly bitter or severe <foolish words that only exacerbated the quarrel> synonym acerbate, embitter, envenom relatedannoy, exasperate, irritate, provoke; aggravate, heighten, intensify; inflame idiom add fuel to the flame, fan the flames, feed the fire, pour oil on the fire contrasted appease, mollify, pacify, placate, quell; lessen, moderate antonymassuage

37. Vocabulary Acquisition and Use Common Core Standard Verify the preliminary meaning with references or context 6th – 12th Grades d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning)

38. Vocabulary Acquisition and Use Common Core Standard Meaning of figurative language, word relationships and nuances 6th – 12th Grades 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. The song http://www.youtube.com/watch?v=icBFAZ4D8B4&playnext=1&list=PLD4B5A9E4CA4F6250 The rap http://www.youtube.com/watch?v=RyHDXWrrxg4&feature=related The Lesson http://www.youtube.com/watch?v=x3bBLnpgh7M&feature=related

39. Vocabulary Acquisition and Use Common Core Standard Meaning by interpreting figures of speech 6th Grade a.Interpret figures of speech (e.g., personification) in context. 7th Grade a.Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. 8th Grade a.Interpret figures of speech (e.g. verbal irony, puns) in context. 9th and 10th Grades a.Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. 11th and 12th Grades a.Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

40. Vocabulary Acquisition and Use Common Core Standard Meaning words by relation to another word 6th Grade b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 7th Grade b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. 8th Grade b. Use the relationship between particular words to better understand each of the words.

41. Interrelatedness Warm

42. Linear Arrays This is an activity to define the gradations between two related words. Identify all the words that are between the given pair of words. • Hot------------------------------------Cold • Stand----------------------------------Race • Always ------------------------------Never (Work with a partner.)

43. Vocabulary Acquisition and Use Common Core Standard Meaning of words through connotations and denotations 6th Grade c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,stingy,scrimping, economical, unwasteful, thrifty). 7th Grade c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). 8th Grade c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 9th and 10th Grades b.Analyze nuances in the meaning of words with similar denotations. 11th and 12th Grades b. Analyze nuances in the meaning of words with similar denotations.

44. Vocabulary Acquisition and Use Common Core Standard Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases 6th – 8th Grades 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9th and 12th Grades 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

45. Activity • Read the following article and identify the academic vocabulary and domain-specific vocabulary. Fischetti, Mark. “Working Knowledge: Electronic Stability Control.” Scientific American April 2007. (2007)Steer Clear

46. Fischetti, Mark. “Working Knowledge: Electronic Stability Control.” Scientific American April 2007. (2007)Steer Clear • Automakers are offering electronic stability control on more and more passenger vehicles to help prevent them from sliding, veering off the road, or even rolling over. The technology is a product of an ongoing evolution stemming from antilock brakes. When a driver jams the brake pedal too hard, anti-lock hydraulic valves subtract brake pressure at a given wheel so the wheel does not lock up. As these systems proliferated in the 1990s, manufacturers tacked on traction-control valves that help a spinning drive wheel grip the road. • For stability control, engineers mounted more hydraulics that can apply pressure to any wheel, even if the driver is not braking. When sensors indicate the car is sliding forward instead of turning or is turning too sharply, the actuators momentarily brake certain wheels to correct the trajectory. “Going to electronic stability control was a big step,” says Scott Dahl, director of chassis-control strategy at supplier Robert Bosch in Farmington Hills, Michigan. “We had to add sensors that can determine what the driver intends to do and compare that with what the car is actually doing.” Most systems also petition the engine-control computer to reduce engine torque to dampen wayward movement.

47. Activity List – Group – Label • List all the words you can think of related to Common Core Standards. • Group the words that you have listed by looking for words that have something in common. • Once words are grouped, decide on a label for each group Words, Words, Words: Teaching Vocabulary in Grades 4-12 by Janet Allen Stenhouse Publishers, 1999 (Work with a partner!)

48. Michigan’s Mission Literacy Possible www.missionliteracy.com