Discipline Vocabulary

1. Discipline Vocabulary Carla K. Meyer, Ph.D. Appalachian State University

2. Today’s Agenda • Discipline Vocabulary

3. Vocabulary Matters • "A Postscript standard spooler usually runs on a piece of software connected to your network. The spooler's name appears when you access the chooser desk accessory. Standard spoolers let you take advantage of printer description files (APDs). The APD decides the printer configuration." • In your own words, please summarize the paragraph.

4. Vocabulary Matters • To read, write, and speak proficiently about specific content topics, students must have command of the language in each discipline. • (Jetton & Alexander, 2004).

5. Key Understandings Essential to Content Vocabulary Instruction(Harmon et al., 2009) • Vocabulary learning is closely tied to conceptual understanding • Explicit instruction in content-area vocabulary builds and supports conceptual understandings. • Explicit instruction involves multiple, varied, and meaningful experiences with the word. • Vocabulary occurs implicitly in content-area classrooms.

6. Key Understandings Essential to Content Vocabulary Instruction(Harmon et al., 2009) • The structure of expository text can impact vocabulary learning. • Classroom instructional time is necessary and must be sufficient. • Metacognitive awareness of vocabulary learning fosters independent learning in different content-areas. • Different content-area words require different types of instruction.

7. Four-level Framework (Flanigan and Greenword, 2007) • Level 1—critical “before” words • Concepts essential for comprehension • Require the most attention & time • Level 2—”foot-in-the-door words” • Basic understanding for comprehension • Short amount of instructional time • New word/New concept • Clear definition of word • A context rich sentence • New word/Familiar Concept • Definition and/or familiar synonym

8. Four-level Framework (Flanigan and Greenword, 2007) • Level 3—critical “after” words • important words on some level but not necessary for comprehension. • Words can be addressed during and/or after reading • Content words that do not need to be fully understood • Content words defined explicitly and clearly in the text • High-utility words • Precise language • Level 4—words not to teach • With limited time and resources these words should not be addressed • Words students already know • Words that do not align with instructional goals • Words supported by rich context from which the meaning is easily gleaned.

9. So what? • Think about “The key understandings essential to content vocabulary instruction” (Harmon et al., 2009) • Think about the “Four-level framework” (Flanigan and Greenwood, 2007). • Summarize you conceptualization of discipline vocabulary • What role does vocabulary instruction have in the content classroom? • How should it be integrated? • Share your thoughts with a partner • Share your thoughts with the group

10. Let’s try… • Excerpt taken from Written in Bone: Buried Lives of Jamestown and Colonial Maryland • Sally M. Walker

11. My Plan—How does archaeology help us build an understanding of the past? • Level 1 words— • Archaeology • Level Two Words • Excavation • Level Three Words • Subsoil • Soil Stains • Artifacts • Texture • Exposed

12. Level 1 Word Tree Memory Clue: The archaeologist who discovered King Tut’s tomb will be remembered in history. Ancestor: Greek arkhaiologia ‘ancient history,’ Relatives: Archaeological adjective Archaeologist noun Similar Words: History Artifacts Excavation Remains Word: Archaeology Definition: the study history through the excavation of sites and the analysis of artifacts and other physical remains. Logy-science and/or study of The archaeologist discovered remains of an ancient man at the excavation site. Two Sentences The archaeological dig was considered a success because…

13. Level 2 Definition & Synonyms • Excavation • The act of digging something up • Excavating (verb form) • Unearthing • Digging up

14. Level 3—After Reading • Integration- • Focus on semantic relationships • Concept Circle Excavation Subsoil Soil Stains Artifacts Archaeology

15. Level 3 Words • Texture • Exposed • Think about Beck, McKeown, and Kucan tier 2 words

16. You try… • Select a passage. • Identify purpose for teaching the passage. • Identify Level 1 words • Select a strategy to teach level 1 words • Identify Level 2 words • Select a strategy to teach level 2 words • Identify Level 3 words • Select a strategy to tech level 3 words and reinforce level 2 and 1 words. • Discuss—We will do this as an opener next.

17. Vocabulary Examples • Clarification • Focus is to refine word meanings and to clear up possible confusion (particularly important for ELL students) • Especially needed when students encounter polysemous (multiple-meaning) words • Contextual redefinition.

18. Vocabulary Examples

19. Vocabulary Examples • Linguistic Attention • Focus on the wide-ranging effect that teaching common roots and affixes have on vocabulary acquisition. • Syn/ chron i city • Word Family Tree

20. Vocabulary Example • Identification • Focus on learning and identifying a myriad of words. • Key word method-highlights visualization and mnemonic devices to help with recall.

21. Key Word Method

22. Activity • Revisit your words. Use one of the options presented in class to create an activity with the class. • Share activity with class.—Next week 

23. Questions?

24. Special Topics Groups • Adolescent Girls • Adolescent Boys • Struggling Readers • English Language Learners

25. To Do. • Read Countdown Chapters 31-40 • CWU: Letter to President Kennedy (e-portfolio) • Read discussion articles • On blog post your choices 1-4 for special topics interest group.