Amy Benjamin

1. Amy Benjamin

3. The Big Skills: I. Academic Vocabulary: The “all-star” words II.Meticulous Reading: About text complexity III. Self-motivated Reading: Building up the reading muscles IV.Academic Writing, Part 1: Cultivating an academic voice V. Academic Writing, Part 2: Framing a task VI. Academic Writing: Part 3: Paraphrasing VII.Read, Write, Talk: A classroom sequence to improve academic skills

4. Big Skill I: Academic Vocabulary How Words Get Learned and Stay Learned: • The 4 E’s: • Repeated exposure in a variety • of contexts; use the target word in • multiple forms • Provide rich explanations of target • words, not just dictionary definitions: • Give lots of examples • Model the words with enthusiasm

5. Big Skill I: Academic Vocabulary • Facts and Figures 2. Vocabulary is the first hurdle to be overcome when processing information. 3. There’s no such thing as a “hard word.” 4. Most words are learned effortlessly as a result of repeated authentic exposure in variety of contexts and forms. 5. Words are learned incrementally, not on an “all or nothing” basis. Words are best learned in clusters: words with similar meanings, words about the same topic 6. 7. It pays to learn Latin and Greek prefixes and roots.

7. Language Learning: 8 Words a Day (3000 per year) 1.Deliberate learning of definitions, examples, forms of specific, targeted words 2. Deliberate practice in newly learned words 10% 90% 3. Assessment on specific words Language Acquisition: 1.Unconscious growth through exposure and need to understand messages 2.Grows through “comprehensible input” 3.Use, and response to feedback Dependent on the learner being relaxed, trusting, unselfconscious

8. 1. And he said, nonchalantly zeriliously ,”I can waltz.” 2. The next morning I hung around the house for a while, and then whistled my way out to the barn. nonchalantly zeriliously 3. I just got very cool and . nonchalant zerilious. 3. She was being very about picking the leaves off a bit of twig broken from the bushes, careful not to look at Jack or me. nonchalant zerilious Learning Words Through Repeated, Varied Context

9. School age: Predictive capacity (number of words expected to be learned per year) Cumulative, by age 3 (collection of spoken words) Emergence: 10-18 months (words heard per hour) …by age 5: Anna 500 616 750 (2 per day) 5 affirmative 11 prohibitive 2,000 Public assistance Sophie 1,251 700 3,000 Office and Hospital Workers (not mgmt) 1500 (4 per day) 12 affirmative 7 prohibitive James 2,153 1,100 5,000 3,000 (8 per day) 32 affirmative 5 prohibitive Col. profs

10. More Numbers: 6;30 Number of exposures to a new word during the initial lesson; Number of exposures during the ensuing month 10-15% Your chances of learning a word after a single exposure in context 2-3 Realistic number of words learned in a school day through explicit instruction 90-95% Percentage of words that need to be known for the text to be considered “instructional level” for that reader 20 Number of paragraphs of instructional level text that need to be read to add one word to your vocabulary 8-3000 Number of words that schoolchildren need to learn every day (3000 words per year) 25-1-1000 A fifth grader who spends 25 minutes a day reading will grow her vocabulary by 1,000 words in a year.

11. 1st exposure, one context 2nd exposure, another context 3rd exposure, another context 4th exposure, another context 5tht exposure, another context 2-3: Explicit Instruction 2-3: Reading 50 paragraphs 2-4 More Words 8 words a day

12. Some words are more important than others. Some words are essential for school and business. You are about to meet the Academic Word List: 1. The most commonly found (Tier II) words in college textbooks 2. 570 words, divided into 10 subsets; order of frequency in academic textbooks 3. Compiled by Averil Coxhead, Essentials of Teaching Academic Vocabulary (2006).

13. Academic Word List: Subset 1 analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary Academic Word List: Subset 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer Think about how these words apply to social studies. Now think about how these words apply to science. Now think about how these words apply to math.

14. Academic Word List: Subset 3 alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link maximize negate outcome philosophy physical proportion publish react register rely scheme sequence shift specify sufficient technical technique valid volume Academic Word List: Subset 4 access adequacy annual apparent approximate attitude attribute civil code commit concentrate confer contrast cycle debate despite dimension domestic emerge ethnic grant hence hypothesis implement implicate impose integrate internal investigate mechanism occupy option output overall parallel parameter phrase prior principal professional project promote regime resolve retain series statistic status stress subsequent undertake Now, think about how the words apply to English language arts. Now, think about how the words apply to music and art.

15. (Taking a little break from the list) 10% of the nouns, verbs, adjectives, and adverbs in academic textbooks and tests are on this list. 4.5% of the nouns, verbs, adjectives, and adverbs in newspapers are on this list. 1.4% of the nouns, verbs, adjectives, and adverbs in fiction and poetry are on this list. 80% of the words derive from Latin and Greek word components.

16. Academic Word List: Subset 5 academy adjust alter amend capacity clause compound consult decline discrete enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate liberal license logic margin modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas Academic Word List: Subset 6 abstract acknowledge accuracy aggregate allocate assign bond capable cite cooperate discriminate display diverse domain edit enhance estate exceed explicit federal fee flexible furthermore gender incentive incorporate incidence index inhibit initiate input interval mitigate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy trace transform underlie utilize Word knowledge comes incrementally. As a formative assessment, ask your students to characterize the extent to which they think they know these words. “Strangers” “Acquaintances” “Friends”

19. Academic Word List: Subset 7 Select three words that relate to what you are teaching this week. adapt advocate channel classic comprehensive comprise confirm contrary convert decade deny differentiate dispose dynamic equip eliminate empirical extract finite foundation gradient guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor thesis transmit ultimate unique voluntary Academic Word List: Subset 8 abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace eventual exhibit exploit fluctuate guideline implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset predominant prospect radical reinforce restore revise tension terminate theme thereby uniform vehicle via virtual widespread

20. Academic Word List: Subset 9 accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine restrain revolution rigid route scenario sphere subordinate supplement suspend trigger unify violate Academic Word List: Subset 10 adjacent albeit assemble collapse colleague compile conceive convince depress encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo whereby There is no such thing as a hard word: Only infrequent words.

21. Effective Vocabulary Instruction Depends on the 4 E’s, anagrammed below: Eesurpxo Exposure: Elevate your language when you speak in class Explanation: Provide ample information about a word; Exceed brief definitions Ennoilaatxp Emslxpea Examples Give several examples and non-examples, especially ones that evoke a visual image Enthusiasm Demonstrate your own excitement and interest in words; model yourself as a learner Esshmaiunt

22. Anagrams Cryptograms 1. otdazdp__ __ __ __ __ __ __ 2. ojylxtn__ __ __ __ __ __ ___ 3. pbfta__ __ __ __ __ 4. nzyqtcx__ __ __ __ __ __ ___ 5. nwlddtn__ __ __ __ __ __ ___ • egeutanra_________________ • 2. encoimsrevpeh_______________ • 3. nliiatmee___________________ • 4. ocprimes___________________ • 5. nnehenomop_________________ A cryptogram is a code. Solve the puzzle by breaking the code, letter by letter. When you see N in the cryptogram, replace it with C AWL Puzzle Page: Subset 7 Word Find (find 6 hidden words) Clueless Mini X-Word A T E X T R A C T H P E E V U N F D T D R I I E L A E T A L O S I V U I S T P M I O T R R H F E L R D S T N R G R I A D E C A D F E I I I I W C R T C O N V E R T Y Y G N S Y E C R E Y

23. Common Word Roots for Academic Subjects: Basic Element: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) Often end with: -ive -ation; -sion -ate -able; ible -or Often combine with: sub- re- pro- ex- ob- per- de- a-; ab- co- con- e-; ex- trans- Case against teaching word roots: Many words have wandered away from their roots: ex: mortgage; torture; vocation, adverse Some word roots have multiple forms: Case for teaching word roots 1. The more information you have about a word, the more likely you are to remember it 2. The more you can associate words with their look-alikes, the deeper your understanding 3. Root meanings reveal “deep truths” about a word

24. 13 Words PORT GRESSIVE SCRIBE RE A PRE CON VERSE DE VERT TRANS

25. 13 Words PORT RE A PRE VERT TRANS CON SCRIBE GRESSIVE DE VERSE

26. 13 Words PRE VERSE DE SCRIBE CON 1.describe 2. transcribe 3. deport 4. regressive 5. avert 6. aggressive 7. report 8. converse 9. perverse 10. revert 11. averse 12. ascribe 13. transport 14. reverse TRANS RE PORT GRESSIVE VERT A

27. Mapping the Master Words See: www.amybenjamin.com

28. disrupt erupt rupture interrupt subtract extract attract distract support report export import remit submit remit emit impel repel propel compel produce introduce reduce induce construct structure instruct obstruct attain maintain contain retain progress congress regress aggressive Can you think of at least 4 words for each of these roots? port to carry rupt to break tract to draw or drag mit to send pel duce to lead to drive struct to build gress to step tain to hold

30. “All I know is what I have words for.” Ludvig Wittgenstein 1896-1951

32. Big Skill II: Meticulous Reading About text complexity What features of text come to mind when you think about text complexity?

33. Common Core Measures: • Quantitative: • Word length • Sentence length • Qualitative: • Uniqueness of style • Appearance of text • Subtleties • Levels of meaning 3. Reader and task Background knowledge of the reader Purpose for reading About text complexity What features of text come to mind when you think about text complexity? • Outdated Measures: • Word length • Sentence length

34. Three Elements of Comprehension: Vocabulary: 90-95% of the words for instructional level Experience with the genre Self-understanding as a reader: How much time do I need? What kind of environment do I need? What kinds of assistance do I need?

35. 5 Gears Close Reading is Re-reading: Informational text Skim: get the gist Scan: look for specific information Sample: Read the most interesting paragraph Read, with awareness of how the text is organized and its purpose Study: Re-read for the purpose of greater understanding, clarification, in response to q’s

36. Tips for Reading Informational Text Use the visuals: Graphics, pics, charts Read all the headings first Develop experience with the genre: Anticipate where important information is to be found In text-bookish reading, expect: Definitions, examples Classification of items in a system A linear, outline-able organization Technical vocabulary In essays and editorials: Consider that the tone may be satirical Expect main points to be repeated Expect anecdotes

37. Close Reading is Re-reading: Literary text Visualize: Find pics of the setting Attention to detail: “no extra pieces” ;Important events can happen suddenly, buried within paragraphs. Attention to diction: Different characters speak with different kinds of words Attention to sequence: May go back and forth in time Attention to setting: Know where the action is taking place at all times

38. Tips for Reading Pre-20C and Early 20C Text: Slow down!: Establish a “reading budget” based on your rate Expect lengthy sentences: attend to punctuation Expect unfamiliar nouns: She gave birth to a bairn. Social classes are important in understanding how characters live and relate to each other.

39. Big Skill III: Becoming a Self-Motivated Reader More books + Time to read Higher rate of speed, more vocabulary, more information about the world, more models of well-written sentences, better spelling, better writing style, better grammar, better punctuation, better test grades, better performance in college, better self-esteem, even better ability to learn a foreign language =

40. From Stephen D. Krashen, The Power of Reading, 2nd Ed. (Heinneman, 2004) “Studies showing that reading enhances literacy development lead to what should be an uncontroversial conclusion: Reading is good for you. The research, however, supports a stronger conclusion: reading is the only way, the only way we become good readers, develop a good writing style, an adequate vocabulary, advanced grammatical competence, and the only way we become good spellers.”

41. Big Skill V: Academic Writing, Part 1: Cultivating an Academic Voice Read, Read, Read in the targeted mode. Point out the features of the language that you want students to emulate: Vocabulary Sentence Styles: 3rd person p.o.v. How punctuation is used Construction of paragraphs

42. Teach “Language Upgrades”: OK in speech, but not in academic style writing: Upgrade to: Any use of the word get (getting, got, gotten) Nearly all animals have four basic needs: water, oxygen, and shelter. A great deal of water comes in food. Oxygen is drawn from the air or water that animals breathe. Animals need shelter to protect them from harsh weather, predators and other sources of harm. Any use of the word stuff; minimal use of the word things Any use of a lot, except when referring to a tract of land Nearly all animals need to get four basic things. These things are water, oxygen, and shelter. A lot of water comes in food. They get oxygen from the air or water they breathe. They need shelter to protect them from harsh weather, predators and other harmful stuff. What differences do you notice? Any words from the AWL?

43. Teach “Language Upgrades”: OK in speech, but not in academic style writing: Upgrade to: If you begin a sentence with because or to, make sure it has two parts (clauses) Q: Why do some animals mimic the appearance of other animals or plants? A: Because they want to hide from predators, some animals mimic the appearance of other animals and plants. Q: Why do fish have gills? A: To breathe in water, fish have gills. Q: Why do some animals mimic the appearance of other animals or plants? A: Because they are hiding from predators. Q: Why do fish have gills? A: To breathe in water.

44. Teach “Language Upgrades”: OK in speech, but not in academic style writing: Upgrade to: In the book it says… In the book it goes… In the book it’s like… The (story, poem, passage): …states… …explains… …describes…

45. Big Skill VI: Academic Writing, Part 3: Paraphrasing Paraphrasing: Expressing someone else’s words in your own, preserving the meaning

46. Paraphrase Example Original: Education is what remains after one has forgotten what one learned in school. Albert Einstein Not-so-good Paraphrase: Education is what is left after a person no longer remembers what that person learned when that person went to school. That is what Albert Einstein said. Better Paraphrase: According to Albert Einstein, true education outlives the forgettable details that we learn in school.

47. Tips for Paraphrasing: 1. Decide which are the words that cannot be replaced. 2. Replace the replaceable words with synonyms. 3. Alter the sentence structure by doing one or more of the following: a. Rearrange: Move the phrases around in the sentence b. Combine: Collapse the information in two or more sentences of text into a single sentence. c. Simplify: Remove the modifiers to express the main ideas as simply as possible.

48. How would you paraphrase this sentence? “Although the readability measure on a text may be relatively low, the content can be quite challenging.” Douglas Fisher and Nancy Fry

49. True/False 1. You need to place quotations marks around a paraphrase. False 2. You need to provide a parenthetical citation for all paraphrases. False 3. A parenthetical citation is not required if you make it obvious to the reader where the paraphrase came from. True 4. You have to let the reader know exactly where a paraphrase begins and ends within a paragraph. False

50. Big Skill V: Academic Writing, Part 2: Framing a Writing Task Let the directions be instructive.