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Academic Vocabulary

Academic Vocabulary. Carol Redmond. My teacher said that the school has tough new standards and I need to improve my vocabulary. What is vocabulary?. Agenda. Definition Tiered Approach SWIT Approach Intentional Incidental Examples Assessment. Academic Vocabulary.

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Academic Vocabulary

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  1. Academic Vocabulary Carol Redmond

  2. My teacher said that the school has tough new standards and I need to improve my vocabulary. What is vocabulary?

  3. Agenda • Definition • Tiered Approach • SWIT Approach • Intentional • Incidental • Examples • Assessment

  4. Academic Vocabulary • Words critical to understanding concepts taught in kindergarten all the way through advanced placement courses taught in high school • Specialized words and words used by mature adults in conversation as opposed to high frequency words students learn through reading and writing.

  5. Academic Vocabulary • the language used in the classroom and workplace • the language of text • the language assessments • the language of academic success • the language of power www.ColorinColorado.org/webcasts

  6. Why Focus on Vocabulary? Children who have been exposed to rich and wonderful words enter school prepared with the language skills necessary to become readers Collins, 2009;2010, Hirsch, 2006 Meaningful differences exist: In both the amount and the types of words children are exposed to and this is tightly tied to relative economic statusBeauchat, Blamey, & Walpole, 2009; Hart & Risley, 1995

  7. Why Focus on Vocabulary? Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later Cunningham & Stanovich, 1997; IRA & NAEYC, 1998

  8. Tier 2 Will Help Students Comprehend Informational Text

  9. Two Methods for Choosing Vocabulary: 1. Tiered Vocabulary by Beck and McKeown 2. SWIT Approach from The Reading Teacher, Vol. 67, Issue 5, Words, Words, Words.

  10. How to Choose Words With Tiered Approach Beck & McKeown, 2001; 2007

  11. How to Choose Words With SWIT Approach Selecting Words for Instruction From Text Words, Words, Words, Graves et, al, 2014 Crucial for Comprehending Text (Tier 2 or 3) General Utility in Relation to Ability of Student (Tier 2) Higher Frequency Words Needed for Students With Limited Vocabulary (Tier 1) Connect or Enhance Key Concepts but Not in Text (Tier 2 or 3)

  12. Choosing Words With SWIT

  13. Intentional and Incidental Academic vocabulary needs to be taught both intentionally and incidentally.

  14. Intentional Teaching Students need 10-15 exposures to a new word before is becomes established in their vocabulary. Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young Children. The Reading Teacher 65(1) pp. 71–75.

  15. Levels of Acquisition • Unknown: The word is completely unfamiliar and its meaning is unknown. • Acquainted: The word is somewhat familiar; the student has some idea of its basic meaning. • Established: The word is very familiar; the student can immediately recognize its meaning and use the word correctly.

  16. Before Reading • Word walk • Point out text features • Point out words in content • Guess what word the might mean

  17. Predict With Word Clouds

  18. Scrambled Words Give Students a Theme or Focus • ylavocuba • itre wot • ttelaoinnin

  19. Anticipation Guide

  20. Graphic Organizers

  21. During Reading • Infer student friendly definition of word • Look at word parts (roots and affixes) • Connect to student schema • Think of synonym or antonym for word • Use in a different sentence (Think, pair, and share)

  22. Use Word Collectors for Teaching Word Consciousness

  23. After Reading • Create a word rich environment (Word walls even in secondary!) • Promote word play • Use graphic organizers • Foster word consciousness through writing • Model word use in when appropriate Essential Strategies for Teaching Vocabulary http://www.sagepub.com/upm-data/40627_4.pdf

  24. Print Rich Environment

  25. Print Rich Environment

  26. Print Rich Environment

  27. Share With Content Teachers

  28. Kindergarten Tiered Lesson for SMART Board

  29. Secondary Tier Lesson for SMART Board

  30. Greek and Latin Roots

  31. Graphic Organizers ecosystem http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

  32. Foldables ecosystem

  33. Play With Words http://www.appsusergroup.org/news/jeopardy-game

  34. How Many Words? • The average student learns about 3,000 words per year. • If words are taught at a rate of eight to ten per week, students will learn 300 to 500 words per year. • Many words will be learned through wide, independent reading.

  35. Academic Vocabulary Instruction Will Help Close the Gap Reading Research Quarterly (3) 1998.

  36. Incidental Teaching of Vocabulary • Incidental vocabulary learning occurs all of the time when we read. Based on the way a word is used in a text we are able to determine its meaning (wide reading). • Model this sort of incidental vocabulary learning for students to help them develop their own word consciousness (read alouds). eps.schoolspecialty.com

  37. Incidental Teaching of Vocabulary • Use read alouds of outstanding children’s literature. • Teach word consciousness during independent reading and writing. • Have a print-rich classroom environment where the walls are plastered with interesting words found by both teacher and students. • Students collect words in their reader’s response notebook.

  38. Play With Words

  39. Play With Words  A pun is the use of a word or words that either have multiple meanings or sound like other words, the result of which is humorous.  • Corduroy pillows are making headlines. • Did you hear about the optometrist who fell into a lens grinder and made a spectacle of himself?

  40. Play With Words A Palindrome is a word spelled the same backwards or forward. • Eye • Noon • Level • Radar • Kayak • Rotator

  41. Play With Words • Evil olive. • Stack cats. • Doom mood. • Rise to vote sir. • Step on no pets. • Never odd or even. • A nut for a jar of tuna. • No lemon, no melon.

  42. Websites • Websites for Fostering Vocabulary Development  • http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html • http://www.symbaloo.com/mix/vocabularyspellingcity?searched=true • http://learningtasks.weebly.com/vocabulary-strategies.html • http://www.vocabulary.co.il/vocabulary-words-html/ • http://www.learninggamesforkids.com/vocabulary_games.html • http://www.superkids.com/aweb/tools/words/ • http://www.vocabularycoach.com/default.aspx • http://www.funbrain.com/brain/ReadingBrain/ReadingBrain.html • Videos: • http://www.doe.virginia.gov/instruction/english/middle/vocabulary/index.shtml# • Academic Word List: • http://www.hpcsd.org/district.cfm?subpage=29208 • http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf

  43. Review • Name two methods for choosing vocabulary. • Explain the difference between intentional and incidental teaching of vocabulary. • Name two methods used after reading to help establish vocabulary. • Share one idea you will try next week.

  44. Padlet for Formative Assessment: • Go to: http://padlet.com/wall/Tiertwo • Add one academic vocabulary word based on what you have learned today. Thank you for joining me today. If you have more questions, please email me at redmondc@csp.edu or call my cell at 651-231-2895

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