Instructional Tools to Bolster High-Leverage Word Knowledge with Long-Term English Learners

1. Instructional Tools to Bolster High-Leverage Word Knowledge with Long-Term English Learners Santa Clara County Office of Education Academic Success for English Learners and Migrant Students: Using Research-Based Practices March 5, 2011 Dr. Kate Kinsella San Francisco State University Center for Teacher Efficacy kateK@sfsu.edu 707.473.9030

2. Workshop Components • Viewing of taped lessons with explicit vocabulary instruction • Demonstration of evidence-based explicit vocabulary instruction • Guidelines for structuring verbal and written application tasks • Recommended formats for an academic vocabulary notebook • Practical daily “warm-up” interactive vocabulary assessments • Guidelines for selecting high-leverage words for explicit instruction

3. Building Academic Vocabulary: Instructional Cornerstones 1. Fluent, Wide Reading with Increased Nonfiction 2. Explicit Teaching of Critical New Words 3. Word Knowledge & Study Strategies 4. Structured Contexts for Applying New Words in Speaking, Writing Increased Lexical Power & Reading/Writing Proficiency

4. Receptive vs. Expressive Word Knowledge Receptive Vocabulary: words that are recognized and understood when we hear or see them; typically much larger than expressive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and connotations, or ever use them as we speak and write Expressive (Productive) Vocabulary: words we can use comfortably in speaking and writing

5. How Can We Develop Students’ Expressive Command of a Word? • Follow the explicit teaching routine • Include structured verbal tasks and writing tasks with sentence frames • Provide vocabulary notebook pages • Begin class with a “Daily Do Now” brief interactive assessment

6. Video Observation:Grade 7 Intermediate ELD As you observe the lesson, jot down the steps in the teacher’s explicit vocabulary instructional routine sequence. 1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________ 5. _________________________

7. Active Notetaking Task Identify the enhancements I make to the explicit teaching routine to bolster word knowledge and accurate oral fluency. • __________________________________ • __________________________________ • __________________________________ • __________________________________ • __________________________________

8. A Notetaking Guide to Facilitate Active Listening and Retention

9. Structured Oral Tasks For Newly-Taught Words For dinner we usually eat one portion of _ (noun: salad) If I wanted to eat a healthier diet, I could eliminate _ (noun: coffee) Students can reduce exam stress by _ (verb + ing:preparing…)

10. Explicit Vocabulary Teaching Routine with a Structured Verbal Task

11. Partnering Directions • Partner #1 shares first using the sentence frame. Partner #2 shares next. • Keep sharing until I say: “1-2-3, eyes on me.” • If you don’t have a second idea, share the teacher’s idea or your partner’s idea.

12. Response Frame One example I recorded was _

13. Explicit Vocabulary Teaching Routine with Structured Verbal and Writing Tasks Writing Task: Appropriate uses of classroom computers include searching for ________________ and writing _________________ while ________________ uses include playing _______________.

14. ExplicitVocabulary Teaching Routine • Guide students in reading and pronouncing the word a few times. • Have students clap/tap out the syllables for polysyllabic words. • Direct students to copy the word correctly. • Explain the meaning using familiar language. • Provide two examples within students’ experiential realm.

15. ExplicitVocabulary Teaching Routine • Structure an oral task with an engaging context to create some “vocabulary velcro”. • Model an appropriate response with a sentence frame. • Lead students in chorally repeating your response. • Partner students to share before calling on individuals. • Guide making a quick, simple sketch of abstract words. • Assign a writing task with a frame that requires application of the appropriate form of the word (plural, tense, etc.) and relevant content.

16. A Gradual Release of Responsibility Within Explicit Language Instruction I do it We do it You do it Curricula and instruction typically segue directly from “I do it” to “You do it”!

17. Vocabulary Notetaking Guide Prepared Using the Longman Elementary Dictionary Writing Task: Our community has some ___________________ for the ____________ holiday. For example, every year there is/are _____________________________________________________.

18. Lesson Planning Steps Using An English Learner’s Dictionary • Write the word. • Write the syllabication; separate syllables with dots. • Write the part of speech in parentheses. • Copy the definition and omit one or two words. Choose the appropriate meaning for the context. • Copy the example sentence. Omit one word or phrase and leave a blank. • Design a practice task using a different familiar context. Write a simple response frame. Determine the grammar necessary to complete the frame.

19. Student-Friendly Termsfor Parts of Speech • Nouna person, a place a thing, an idea • Verban action word • Adjectivea word that describes a person, place, or thing • Adverb a word that describes an action

20. How to Refer to Parts of Speech Each time you introduce a grammatical target, state the part of speech using the technical term and then define it using a consistent student-friendly phrase. The word we are learning, accurate, is an adjective, a describing word. This adjective is often used to describe information in reports or articles.

21. Sample Verbal TasksTarget Word: impact • One of the ________ of exams on students is less time for _________ • Losing your homework can have a negative _______ on your ________ • Plenty of ________ and ________ have a positive ________ on a farmer’s crops.

22. Tips for Writing an Effective Verbal Practice Task • Choose a familiar context. • Write a sentence frame that doesn’t require complex grammar. • Write a sentence frame that can be completed in many ways using students’ background knowledge. • Prepare a model response that you anticipate students will not come up with on their own. • Embed a grammatical target and specify the grammar to complete the sentence.

23. Bolster Expressive Word Knowledgewith Structured Writing Tasks Design writing tasks that require providing: 1) the appropriate form of the word (e.g., plural, past tense); 2) content that illustrates their conceptual grasp of the word. • DEMONSTRATE: A classmate ___________ respect to a lesson partner by _____________ and ______________. • REDUCE: Students in our school have _______________ the amount of trash they produce by __________________. • FACTOR: Two major ____________ influencing a teen’s driving insurance premium are _______________________.

24. Sample 5-Minute ”Do Now” Warm-Up Vocabulary Assessment Task Show your understanding of the word significantly. Write a “show you know” sentence in your vocabulary notebook using this sentence frame: Eating more __ and less __ would significantly improve my __. This is because __. Practice reading your response to prepare for our partner discussion.

25. Words that Warrant Robust Instruction • “big idea” words that relate to lesson concepts • stereotype, outsourcing, fossil fuel • high-frequency/high-utility “academic tool kit” words • consequence, issue, analyze • high-use “disciplinary tool kit” words • economy, metaphor, species • words to engage in literate discourse about the topic • words relevant to discussing the theme or issues yet not included in the text (esp. with literature!)

26. Vocabulary Analysis and Selection Read 180 rBook - B: A New Immigration Boom to respond, v. trend, n. minimum, adj. policy, n. impact, n. to influence, v. opportunity, n. percentage, n. high-utility academic words, very generalizable to other contexts, should become part of students’ academic vocabulary “tool kit” census, n, immigrant, n. immigration, n. newcomer, n. to settle, v. to be founded on, v. topic specific terms, although critical for comprehension, will not generalize as well to other academic or school-to-work contexts

27. The AWL: A High-Incidence Academic Word List(570 Critical Word Families for Secondary Curricula) Group 1/10 (Highest Incidence): analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . . word family: assume, v. assumed, adj. assumption, n. Source:(Averil Coxhead, 2000)

28. A Word Form Chart for Academic Word Familiesto Foster “Word Consciousness” Noun Verb Adjective Adverb

29. English Learners and striving readers need all of their teachers to be: Licensed Lexical Contractors NOT Lexical Decorators Equip your students with high-leverage words through explicit, accountable instruction!

30. The End Kate Kinsella, Ed.D. San Francisco State University katek@sfsu.edu (707) 473-9030