Vocabulary Instruction

1. Active Engagement with Target Words General Academic Vocabulary Vocabulary Instruction Crete Middle School 3.2.12

2. What are the three essentials when introducing important terms? Think: • Individually Pair: • Close Partners A & B Share: • Tell-Help-Check Tell: • Partner A Help: • Partner B • respectfully agree or disagree with reasons Check: • together check notes / display

3. Introducing Specific WordsThree Essentials IMPORTANT! • Student-Friendly Explanations • Characterize word and typical use • Explain meaning in everyday language • Emphasize critical attributes • Explore morphemes and cognates • Teacher-Created Contexts • Develop instructional contexts that provide strong clues to meaning • Provide examples and non-examples • Active Engagement with Words • Short, lively opportunities for students to interact with words and meanings right away and over time with feedback (Archer & Hughes, Explicit Instruction, 2011; others!)

4. Active Engagement with Words • identify examples & non-examples • generate examples & non-examples • answer questions • generate and explain non-linguistic representation • discuss word meaning and application with other students • play games with words Everyone – Every Time Say Write Do

5. What is one technique, strategy, or activity I’ve used to teach or reinforce target vocabulary? 3 Minute Write brief written response provide appropriate structure for response sentence stems target words to use simple outline Name it! Describe It! Say Why It’s Good!(Say What Might Make it Effective)

6. To what extent were the essential components employed? student-friendly definitionsteacher-created contextsactive engagement with word meaning

7. Distort • v. to twist or bend out of shape; to change and make make false, to misrepresent

8. Your Task Prepare a two minute word introduction that accomplished the 3 essential components.

9. General Academic Words • words found in academic discourse (text & speech) & labels for school tasks • relatively high frequency, wide distribution across disciplines • specific, analysis, method, achieve, significant, diagram, journal, learning log, furthermore, advocate, diminish, exploit, deviate, inherent, academy, abstract, integrate, principle, subsequent, promote, implicate, constitute, context, distribute, function, indicate, process, policy, sector, theory, vary, achieve, acquire… “Teaching words like these is important.” (Dr. Kevin Feldman) http://esu6vocabulary.wikispaces.com/Teacher+Resources

10. Introducing Specific WordsThree Essentials IMPORTANT! • Student-Friendly Explanations • Characterize word and typical use • Explain meaning in everyday language • Emphasize critical attributes • Explore morphemes and cognates • Teacher-Created Contexts • Develop instructional contexts that provide strong clues to meaning • Provide examples and non-examples • Active Engagement with Words • Short, lively opportunities for students to interact with words and meanings right away and over time with feedback (Archer & Hughes, Explicit Instruction, 2011; others!)

11. What We Know… • Must go beyond traditional methods (NRP, 2000; Stahl & Fairbanks, 1986, Marzano, 2004, etc.) • Students must be actively engaged with words (Marzano, 2004; Archer & Hughes, 2011; etc.) • Ownership requires multiple exposures immediately and over time • 7 – 12 encounters for word ownership (Stahl, 1986) • 10 encounters reliably predicted comprehension (McKeown et. al., 1995) • 15 meaningful exposures to own word (Biemiller; Nagy & Anderson)

12. Review Structures “It’s about the architecture!” (Kevin Feldman) • ALL thinking, elaborating, applying… • ALL making thinking visible • ALL writing, speaking, comparing, giving/getting feedback

13. Active Engagement with WordsMake Thinking Visible with a Written Record

14. Written Record a Vocabulary Log Format • ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved • September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e

15. Written Record Table of Contents for Notes

16. Written Record Vocabulary Matrix < , >, ≤

17. Show Me! • Ask students to periodically rate their understanding of important terms. (Fist of Five) • Then say, “Show Me!” and prompt students to demonstrate understanding • response boards • kinesthetic demonstration • picture/explanation • To what extent do you understand what neologism is (linguistics)?

18. neologism neo (Gk, new) logos (Gk, word) -ism (noun, distinctive, trait or idea) Critical Attributes recently coined (first used) not yet accepted as mainstream

19. Numbered Heads Together • http://www.youtube.com/watch?v=BLHDHlVhcug

20. Numbered Heads Together life coach wind farm nomophobia defriend (v.) geotagging Linsanity staycation Tebowing Which are examples of neologism? Which are not? Why?

21. Line segment AB is / is not a chord because… C Yes – No – Why? A E G Is AB a chord? B D R H

22. Yes – No - Why • Encourage discussion and elaborative rehearsal • Provide interesting prompt using target word that requires students to take a position. • Students answer yes or no and explain briefly in structured writing or discussion. Variations • Combine words / concepts not taught together. • Would you suppress a profound thought? • Require sentence stem using academic language and syntax: • Yes, I agree with this assertion because… • Pose a controversial statement; require all students to answer yes and no before choosing their best response. • Require consideration from various perspectives (e.g., parents, teens or legal, ethical, subjective).

23. Sentence Stems • Ask students to apply the meaning of a target word in a different context by completing the sentence. • For deep understanding, students must make connections and add to their understanding of the word in different contexts. • Examples • My sister and I tried to coordinate our after-school schedules because… • Fission and fusion are similar because they both… (…are different because…)

24. Vocabulary-Alive Writing • Provide a list of terms for students to use in a single related piece of writing. • For Example: • Use 8 of the 10 terms listed in a meaningful paragraph, story, poem, or letter to convince me of your understanding. Underline the terms in your the writing.

25. intercept slope decreasing parallel constant intersection increasing quadrant perpendicular Write a paragraph using the words listed to describe the graph.

26. I Have… Who Has…? • Students practice pronouncing words, speaking clearly, and reinforcing definitions. • Pass out cards randomly. • Ex. I have a right triangle who has an angle that is less than 90 degrees. Who has…? • Students respond as prompted.

27. Classifying • Provide students with vocabulary cards • Have students place cards into categories • label the categories • see how other groups classified their cards or regroup cards using a different criteria cognitive/affective/communication prepared confused groan healed winced motions associated with objects (sometimes living things) bouncing gusted ignite crammed overturned nicked Verbs physical movements of people/animals chasing grip grasped raid burrowed straining

28. Morphemic Analysis inhabitation in + habit +ate +ion (to have, hold; to dwell) uninhabited inhabitable inhabitant habitat habitual • Explain the meaning of the root/base word. Have students build additional words using the root. Discuss common meanings. • ~60% of word meanings in printed school text (grades 3-9) might be predicted through morphemes (Nagy & Anderson, 1984; et.al.) http://esu6vocabulary.wikispaces.com/Word+Learning+Strategies

29. Occur before bases Have clear meaning Can alter meaning of root Consistently spelled

30. Derivational Suffixes • follow base words • may carry abstract, difficult to explain meaning • change part of speech Inflectional Suffixes • grammatical function • tense (-ed, -ing) • number (-s, -es) • degree (-er, -est)

31. Use Technology! http://esu3vocab.wikispaces.com

32. Personal Reflection Sentence Stem: As a result of this session, I will _____. Whip-Around (or Pass) Each person quickly share in round robin fashion