Literacy in Action Module 3 - Vocabulary

1. Literacy in ActionModule 3 - Vocabulary Based on 6 Chapters of the book, What Content-Area Teachers Should Know About Adolescent Literacy National Institute for Literacy US Department of Education And on Strategies and Protocols found to be successful

2. Literacy in Action Based on 6 Chapters of the book, What Content-Area Teachers Should Know About Adolescent Literacy National Institute for Literacy US Department of Education

3. The Six Modules of Literacy in Action • Vocabulary • Writing Fluency • Text Comprehension • Reading Fluency • Close and Critical Reading • Reading and Writing Assessment

4. What is different about Literacy in Action from other literacy professional development? Evidence

5. Your turn… • Talk with your tablemates about what “evidence” you currently use to measure your students’ growth in your content area. • Share

6. Evidence You get credit for the module when you show the “evidence” that the strategy you used produced improvement in student learning. The first module will be Vocabulary. You will bring to the January 21st meeting “evidence” of the vocabulary strategies you used in your classroom.

7. Passport You received a passport. • This will be the way we can keep track of evidence of your progress. • It is also a way for you to make sure you complete all six modules. When you have completed all modules, we will: • Issue you a certificate and • Put you on a list of teachers who have successfully completed the professional development.

8. LIA Module 3: Vocabulary Participants will learn how to provide instruction and activities for students to acquire General Academic Vocabulary (tier two words) in content areas. 1. Learn the research and background for vocabulary development. 2. Learn to implement Marzano’s Six-step vocabulary instructional plan. 3. Engage in activities to extend word knowledge. 4. Develop a plan to teach General Academic Vocabulary pertinent to your content area.

9. Your turn… • At your table talk about research, instructional lessons, strategies, activities, and protocols you use to accelerate your students’ vocabulary acquisition. • Share

10. Who Wants To Be a Millionaire? 1 Million___________________________________________________ $500,000___________________________________________________ $250,000___________________________________________________ $125,000___________________________________________________ $64,000___________________________________________________ $32,000___________________________________________________ $10,000___________________________________________________ $8,000____________________________________________________ $4,000____________________________________________________ $2,000____________________________________________________ $1,000____________________________________________________ $500____________________________________________________ $300_____________________________________________________ $200_____________________________________________________ $100_______________________________________________

12. Vocabulary “It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement but that vocabulary instruction has been neither frequent nor systematic in most schools.” Common Core Standards Appendix A, pg. 32

13. Vocabulary “…Research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words.” Common Core Standards Appendix A, pg. 32

14. Common Core Vocabulary Anchor Standards Reading - Craft and Structure R4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Language – Knowledge of Language L3. 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.

15. Common Core Vocabulary Anchor Standards Language – Vocabulary Acquisition and Use L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by usingcontext clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5. Demonstrate understanding of word relationships and nuancesin word meanings. L6. 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.

16. 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.

17. Tiers of WordsTier One • Words of everyday speech usually learned in the early grades albeit not at the same rate by all children.

18. Tiers of WordsTier Two • General academic words, which are far more likely to appear in written texts than in speech. • Subtle or precise ways to say relatively simple things. (Saunter instead of walk) • Examples of Tier Two Words: • relative, vary, formulate, specificity, accumulate • calibrate, itemize, periphery • misfortune, dignified, faltered, unabashedly

19. Tiers of WordsTier Two • Are not unique to a particular discipline and are not the clear responsibility of a particular content area teacher. • Are frequently encountered in complex written texts and are powerful because of their wide applicability to many sorts of reading.

20. Academic (Tier 2) Vocabulary Lists • Jim Burke • Robert Marzano • Smarter Balanced

21. Tiers of WordsTier Three • Domain-specific words that are specific to a field of study and key to understanding a new concept within a text. • Examples: lava, carburetor, legislature, circumference, aorta • More common in informational texts • Often explicitly defined by the author, repeatedly used, and heavily scaffolded.

22. Vocabulary – Identifying Tiers In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

23. Vocabulary – Identifying Tiers In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

24. Vocabulary – Identifying Tiers In early times, no one knew how volcanoesformed or why they spoutedred-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magmapoursforth on the surface, it is called lava. Grade 4-5 Text Complexity Band Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

25. History of Jazz Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues. Exactly why jazz developed the way it did on the streets of New Orleans is difficult to determine even though a spate of explanations has poured forth from the scholars of the subject. Obviously, the need for it there was coupled with the talent to produce it and a favorable audience to receive it. During those early years, the local urge for musical expression was so powerful that anything that could be twanged, strummed, beaten, blown, or stroked was likely to be exploited for its musical usefulness. For a long time the washboard was a highly respected percussion instrument, and the nimble, thimbled fingers of Baby Dodds showed sheer genius on that workaday, washday utensil. The story of the twenties—in Chicago—is almost too familiar to need repeating here. What seems pertinent is to observe that jazz gravitated toward a particular kind of environment in which its existence was not only possible but, seen in retrospect, probable. On the South Side of Chicago during the twenties the New Orleans music continued an unbroken development. The most sensationally successful of all jazz derivatives was swing, which thrived in the late thirties. Here was a music that could be danced to with zest and listened to with pleasure. (That it provided its younger auditors with heroes such as Shaw, Sinatra, and Goodman is more of a sociological enigma than a musical phenomenon.) But swing lost its strength and vitality by allowing itself to become a captive of forces concerned only with how it could be sold, not how it could be enriched. Over and over it becomes apparent that jazz cannot be sold even when its practitioners can be bought. Like a truth, it is a spiritual force, not a material commodity. During the closing years of World War II, jazz, groping for a fresh expression, erupted into bop. Bop was a wildly introverted style developed out of a certain intellectualism and not a little neuroticism. By now the younger men coming into jazz carried with them a GI subsidized education, and they were breezily familiar with the atonalities of Schonberg, Bartok, Berg, and the contemporary schools of music. The challenge of riding out into the wild blue yonder on a twelve-tone row was more than they could resist. Some of them have never returned. Just as the early men in New Orleans didn't know what the established range of their instruments was, so these new musicians struck out in directions which might have been untouched had they observed the academic dicta adhering even to so free a form as jazz. The shelf on jazz in the music room of the New York Public Library fairly bulges with volumes in French, German, and Italian. It seems strange to read in German a book called the Jazzlexikon in which you will find scholarly résumés of such eminent jazzmen as Dizzy Gillespie and Cozy Cole. And there are currently in the releases of several record companies examples of jazz as played in Denmark, Sweden, and Australia. Obviously, the form and style are no longer limited to our own country. And jazz, as a youthful form of art, is listened to as avidly in London as in Palo Alto or Ann Arbor.

26. Your Turn…Select from the list of words from “History of Jazz” Six words that meet the following criterion: • 2 important for text comprehension • 2 for word analysis (parts, scalability, map using tree, unusual or unique form or rule) • 2 academic vocabulary (Tier 2)

27. History of JazzVocabulary • traced • deviationists • enlivened • flamboyant • uncommonly • vital • spate • twanged • strummed • gravitated • retrospect • probable • derivatives • zest • auditors • sociological • enigma • phenomenon • introverted • intellectualism • neuroticism • atonalities • contemporary • bulges

28. Analyze the words using the Self-Awareness Chart.

29. Determine how you will learn the word: • Look back at the “History of Jazz “ for context clues • Make a personal connection to the word • Find dictionary definition

30. Independent Word Learners Self-Awareness Inventory Self-Selection of Words In addition to teacher-selected words Words in Context Connect Known to the Unknown From Teaching Vocabulary in All Classrooms by Blachowicz and Fisher, Merrill Prentice Hall, 2009. Allen, J., Words, Words, Words

32. Teaching words in context with synonyms or definitions. Guided Highlighted Reading for Vocabulary is a way to help students navigate a text that has many unknown words that need to be defined before they can read and comprehend the text.

33. Example of Guided Highlighted Reading for Vocabulary THE HISTORY OF JAZZ Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues. • In line 2 find and highlight the word that means disagreement. (dispute) • In line 2 find and highlight the word that means one who departs from the norm (deviationists) • In line 5 find and highlight the word that means flashy. (flamboyant) • In line 7 find and highlight the word that means developing. (evolving) • In line 7 find and highlight the word that means idea. (conception) 1234567

34. Teaching Individual Words To assist teachers in making word-choice decisions, researchers have proposed several criteria. In general terms, these criteria focus on two major considerations: • Words that are important to understand a specific reading selection or concept. • Words that are generally useful for students to know and that they are likely to encounter with some frequency in their reading. From The Vocabulary Book by Michael Graves From Vocabulary at the Center by Amy Benjamin See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; Hiebert, in press; Nation, 2001).

35. Why Not Teach All Unknown Words in a Text? • The text may have a great many words that are unknown to students – too many for direct instruction. • Direct vocabulary instruction can take a lot of class time; time that teachers might better spend having students read. • Students might be able to understand a text without knowing the meaning of every word in the text. • Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words. Armbruster, Lehr, and Osborn, 2001

36. Word Selection for Explicit Instruction Strategically select a relatively small number (3-10 per reading selection) of words for explicit instruction. Select words that • are unknown • are critical to the meaning • will likely be encountered in the future (Archer, 2008)

37. Marzano’s Six-Step Process for Vocabulary Acquisition • Step 1: Provide a description, explanation, or example of the new term. • Step 2: Ask students to restate the description, explanation, or example in their own words. • Step 3: Ask students to construct a picture, symbol, or graphic representing the term.

38. Marzano continued • Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Step 5: Periodically ask students to discuss the terms with one another. • Step 6: Involve students periodically in games that allow them to play with the terms. From Building Academic Vocabulary by Robert Marzano and Debra Pickering

39. Step 1: Provide a description, explanation, or example of the new term neuroticism: noun Comes from the word neurotic, an adjective describing an over anxious or overly concerned person; or a noun representing a person who is over anxious or overly concerned. The suffix “ism” refers to a system of belief. Example: Her neuroticism regarding feline health kept her veterinarian expenses very high.

40. Step 2: Ask students to restate the description, explanation, or example in their own words. • Turn to a neighbor and put the explanation or example of neuroticism in your own words.

41. Step 3: Ask students to construct a picture, symbol, or graphic representing the term. • Draw a picture or symbol for the word, “neuroticism.”

42. Step 4 - Engage students in activities Vocabulary Tree • To gain knowledge of Greek and Latin roots and prefixes and suffixes neuro “nerve,” “nerves,” “nervous system”

43. malevolent malicious maladjusted malformed malaria malnutrition malaise malice malnourish Vocabulary Tree To gain use knowledge of Greek and Latin roots and prefixes and suffixes malignant maltreatment malign Mal- “bad…”; “badly…”

44. Step 4 - Engage students in activitiesWord Sort Strategy This is a strategy that focuses on meaning and develops deep discussion with students. • Choose 12 – 16 words from the content that you are studying or about to study. • Write words on a 3 X 4 grid or 4X4 grid. Cut out. • Hand out sets of vocabulary cards to pairs or groups of students. • Ask students to sort (or categorize) into any kind of grouping. • Groups share results. 1) Which words did you group together? 2) Why did you group them that way? • Discuss relevance to the chapter. • Go over definitions or explanations of concepts. Does this change the way you sorted?

45. Step 4 - Engage students in activities Word Sort: Look over the list and with your group write down all the ways you can categorize the following words. derivatives zest auditors sociological enigma phenomenon introverted intellectualism neuroticism atonalities contemporary bulges

46. Step 4 - Engage students in activitiesJim Burke’s Vocabulary Squares

47. Step 4 - Engage students in activitiesLinear Arrays Linear arrays are visual representations of degree. An activity like this helps students examine subtle distinctions in the words. Linear arrays may be more appropriate for displaying other types of relationships among words. For example, many sets of words differ essentially in degree: annoyed, angry, enraged, and furious; or lukewarm, warm, hot, scalding. The relationship among such words can be illustrated visually by arranging them in a line. This is a graphic organizer for depicting graduations between two related words: freezing– cool – tepid – hot –boiling minute – small – average – huge – immense private – sergeant – captain – lieutenant – colonel past – yesterday – present – tomorrow – future. See Words, Words, Words written by Janet Allen (See pages 52-53) See Teaching Vocabulary to Improve Reading Comprehension by William Nagy (pages 16-20)

48. Step 4 - Engage students in activities Linear Array • Neuroticism • Paranoia • Nervousness • Fluctuation • Alertness • Concern • Carefree • Calmness • Calmness

49. Step 4 - Engage students in activitiesFrayer Concept Attainment Model neuroticism

50. Marzano continued • Step 5: Periodically ask students to discuss the terms with one another. • Step 6: Involve students periodically in games that allow them to play with the terms. From Building Academic Vocabulary by Robert Marzano and Debra Pickering