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Learning Targets

Building Background through Effective Vocabulary Instruction Roosevelt Perry Elementary January 9, 2012. Learning Targets. I can explain why vocabulary learning is important for my students. I can identify grade-level KCAS standards that address vocabulary.

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Learning Targets

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  1. Building Background throughEffective Vocabulary InstructionRoosevelt Perry ElementaryJanuary 9, 2012

  2. Learning Targets • I can explain why vocabulary learning is important for my students. • I can identify grade-level KCAS standards that address vocabulary. • I can identify vocabulary words my students need to know in the content areas. • I can use an effective process for teaching vocabulary, including a note-taking scaffold and a vocabulary notebook.

  3. Some Helpful Resources Literacy Instruction for English Language Learners, Cloud, Genesee, & Hamayan Bringing Words to Life: Robust Vocabulary Instruction, Beck, Beck, & Kucan Vocabulary Instruction for Academic Success ,Yopp, Yopp, & Bishop

  4. Why Teach Vocabulary? • Learning is dependent on vocabulary knowledge. • Vocabulary knowledge is highly correlated with overall reading achievement. • Vocabulary knowledge affects a student’s ability to participate fully in both social and academic activities. • It is required by KCAS. • It is an instructional accommodation on the Program Service Plan

  5. Research reveals that vocabulary knowledge... • ...is related to a student’s ability to comprehend text. • ...is related to overall academic success. • ...is related to higher status occupations. • ...influences peoples’ judgment of the speaker. • ...is influenced by instruction. Yopp, Yopp & Bishop

  6. Vocabulary Acquisition • At age 5-6 children typically have 2,500-5,000 words in their oral vocabulary. • 3,000 words per year are added during their early school years. • A large amount of vocabulary growth is incidental. • Vocabulary development is a primary factor in second language acquisition and the academic success of ELL students.

  7. Why Students Struggle With Vocabulary For ELL students this exposure is usually NOT in English.

  8. English Language Learners • Active, daily language use for ELL students should be structured to include both conversational and academic discourse. (Gersten & Baker, 2000) • Only about 4% of an ELL student’s day is spent engaging in “student talk.” • Only about 2% of an ELL students’ day is spent engaging in “academic talk.”(Vanessa Girard, Project ELLA)

  9. Looking at Some Data • SPA and student responses • What do you notice? How are these responses similar to or different from the ones you have seen your students write? • What implications do the student responses have for vocabulary instruction?

  10. What We Know • Vocabulary instruction is effective when… • key words are directly taught using strategies to make them clear. • students are repeatedly exposed to and given opportunities to use vocabulary words they are taught. • words to be taught are carefully and intentionally selected to help with comprehension.

  11. What Doesn’t Work • Assigning words for students to look up in a dictionary. • Expecting students to figure out the meaning of a new word using context. • Depending on spontaneous explanations. Why? Why? Why?

  12. Selecting Vocabulary Words • “Efficient and effective vocabulary instruction demands informed, intentional planning.” (Stahl, 1999) • Guiding question: What words do the students need to know to meaningfully participate in the lesson and to show what they know after the lesson?

  13. Selecting Vocabulary Words • Tiers of Words(Beck, McKeown, & Kucan, 2002) Tier 1 - Basic, everyday words that students are likely to already know (pencil, desk, run). This includes sight words. Tier 2 - Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics and understanding the meaning of these words promotes everyday reading and listening comprehension (coincidence, absurd, fortunate). Tier 3 - Refers to low-frequency words that are content-specific (metamorphosis, lava, circumference).

  14. Examples of Tier 2 and Tier 3 Words in Context • Read Appendix A, pages 113-115 from your KCAS binder. • Turn to a partner and discuss these questions: • What is the difference between tier 2 and tier 3 words? • Which words do you think your students need to focus on?

  15. Examining Words from Texts • Before reading check for: • Key words from the text or passage (includes Beck’s Tier 2 words) • Multiple meaning words (e.g., table, set, odd) • Cognates (ELLs) • Idioms

  16. http://www.colorincolorado.org/pdfs/articles/cognates.pdf

  17. The Facets of Vocabulary Instruction • Establish a word-conscious environment • Provide extensive experiences with language • Teach word-learning strategies • Teach words Yopp, Yopp, and Bishop

  18. Steps in Teaching a New Word 1) Show the words to your students. Pronounce the word for them. 2) Explain the word using student-friendly definitions, synonyms, and/or antonyms. Add a picture/ symbol/ graphic. Act the word out. Add gestures.  3) Students write the word. Students construct a picture / symbol / graphic representing the term.  4) Provide examples of how it is used. Include a sentence. 5) What about cognates? 6) Students repeat the word 3 times. 7) Engage students in activities to develop mastery.

  19. Student-Friendly Explanations • Characterize the word and explain how it is regularly used. • Describe the meaning of the word in everyday language. Include words like something, someone, or describes. These words assist students in attending to the whole definition.

  20. Not All Definitions are the Same Traditional Dictionary- Delicacy Delicate • A choice food. • The quality of or state of being delicate; fineness, weakness, sensitivity, etc. Student-Friendly Definition • Something good to eat that is expensive or special: Snails are considered a delicate tidbit in France. (a delicacy) • A careful and sensitive way of speaking or behaving so that you do not upset anyone (=tact): He carried out his duties with great delicacy and understanding.

  21. Vocabulary Notebooks and Note-taking Scaffolds • A note-taking scaffold has many advantages (Marzano et al, 2001) • It provides an advance organizer of the most essential lesson terms. • It keeps students on-task and accountable during vocabulary teaching. • It provides a reference for later study and practice of new terms.

  22. Let’s DO THIS!!!

  23. Kaju Katli

  24. Definition • Kaju katli is an Indian sweet similar to a barfi. • (not kid friendly)

  25. Kaju Katli • Describes an Indian candy made from cashews, sugar, cardamom powder, and butter.

  26. Kaju Katli • Synonym: Marzipan • (Instead of being made with almonds, it is made with cashews)

  27. Kaju Katli

  28. Cognate • Cashew (Kaju) काजू

  29. Kaju Katli • Kaju Katli • Kaju Katli

  30. Kaju Katli • Try it! • Can you write the word in a sentence? • What tier would you classify this word?

  31. Work Time Identify some vocabulary words you will need to teach your students in your next math, science, or social studies unit. Talk to your team about which words you think are most important to teach. Which note-taking scaffold (organizer) will you use? How will you use a notebook?

  32. Some Helpful Resources Literacy Instruction for English Language Learners, Cloud, Genesee, & Hamayan Bringing Words to Life: Robust Vocabulary Instruction, Beck, Beck, & Kucan Vocabulary Instruction for Academic Success ,Yopp, Yopp, & Bishop

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