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Academic Vocabulary

Academic Vocabulary. Athena MS March 19, 2013. Our Agenda:. Understand the tiering of words Distinguish between Tier 2 and 3 words Explore Tier 2 words in greater depth Activity. Some Food for Thought…. Most children enter first grade with 6,000 words in spoken vocabulary

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Academic Vocabulary

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  1. Academic Vocabulary Athena MS March 19, 2013

  2. Our Agenda: • Understand the tiering of words • Distinguish between Tier 2 and 3 words • Explore Tier 2 words in greater depth • Activity

  3. Some Food for Thought… • Most children enter first grade with 6,000 words in spoken vocabulary • Students will learn 3,000 more words per year through third grade (Beck, McKeown, & Kucan, 2002)

  4. Some Food for Thought… • Socioeconomic status has a huge impact on vocabulary: • First grade students from higher-SES groups have twice as many words as lower-SES children • High school seniors near the top of their class know 4 times as many words as lower-performing students • High-knowledge third graders have vocabularies equal to lowest-performing 12th graders With so many words to learn, and such a huge vocabulary gap, how do we know which words to teach??? (Beck, McKeown, & Kucan, 2002)

  5. Tiers of Words Helpful lens through which to consider words for instructional attention From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan 3 2 1

  6. From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan • Tier 1 • Most basic words • Rarely require instructional attention • (baby, happy, clock)

  7. Tier 3 • Low frequency • Content-specific • (isotope, peninsula) From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan

  8. From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan • Tier 2 • High frequency for mature language users • Found across a variety of domains • Have a powerful impact on verbal functioning • Mostly found in written language • (Coincidence, absurd, industrious, fortunate) **Instruction of Tier II words can be most productive.**

  9. For example… “Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)” From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.

  10. For example… “Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)” From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.

  11. For example… “Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)” From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.

  12. Which words will give you the biggest bang for your buck??? Tier 3 vs. Tier 2 Words • Marsupials • Mammals • Lima bean • Marsupium • Incredibly • For instance • Survive Which words will give you the biggest bang for your buck???

  13. Criteria for Selecting Tier 2 Words • Importance & utility • Instructional potential • Conceptual understanding (Beck, McKeown, & Kucan, 2002)

  14. “The final decisions about which words to teach may not be as important as thoughtful consideration about why to teach certain words and not others.” (Beck, McKeown, & Kucan, 2002)

  15. Building Academic Vocabulary Where do I begin??? Trade books Text books Complex text

  16. Building Academic Vocabulary When do I infuse this type of instruction? • During reading • On the spot, brief explanations to avoid comprehension barriers • After reading • Direct, rich, lively instruction of several story words • Direct=explain meaning • Rich=requires processing • Lively=“not boring” (Beck, 2003)

  17. For more information… • Bringing Words to Life • Building Academic Vocabulary, Teacher’s Manual • Monroe 2 BOCESlive binder:http://www.monroe2boces.org/professionalDev.cfm?subpage=2388

  18. Activity

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