1 SVUSD English Language Arts

2 Today’s Objectives: Review what research says about vocabulary and reading comprehension. Discuss methods of selecting critical vocabulary words for direct instruction. Examine a 4-step method of “deep instruction” for selected vocabulary words. Discuss methods for practice and review of vocabulary words.

3 Teach the Meaning of Critical, Unknown Vocabulary Words Why the vocabulary gap? Children enter school with different levels of vocabulary. (Hart & Risley, 1995) Cumulative Vocabulary (Age 4) Children from professional families 1100 words Children from working class families 700 words Children from welfare families 500 words Linguistically “poor” first graders knew 5,000 words; linguistically “rich” first graders knew 20,000 words. (Moats, 2001)

4 Teach the Meaning of Critical, Unknown Vocabulary Words Why vocabulary? *As our vocabulary increases, so does our ability to comprehend what we read.” (NICHD 2000) The vocabulary gap between struggling readers and proficient readers grows each year. (Stanovich, 1986)

5 “Until schools are prepared to emphasize vocabulary acquisition … less advantaged children will continue to be handicapped even if they master reading written words”. Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, The Challenge of Vocabulary Instruction

6 What do we know from research about the best ways to teach vocabulary? Primary conclusions from report of NRP (2000) 1. Vocabulary should be taught both directly and indirectly. 2. Repetition and multiple exposures to vocabulary items are important. 3. Learning in rich contexts is valuable for vocabulary learning. 4. Vocabulary learning should entail active engagement in learning tasks. 5. Dependence on a single vocabulary instructional method will not result in optimal learning.

7 Based on an earlier presentation by: Anita L. Archer, Ph.D.

8 Teach the Meaning of Critical, Unknown Vocabulary Words Preparation: Selecting Words for Vocabulary Instruction

9 Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Select a limited number of words for robust, explicit vocabulary instruction. Three to ten words per story or section in a chapter would be appropriate. Briefly tell students the meaning of other words that are needed for comprehension.

10 General Guidelines: Select words that are unknown. Select words that are critical to passage understanding. Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986) Focus on Tier Two words (Beck & McKeown, 2003) Academic Vocabulary Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

11 Tier 1Tier 2Tier 3 Description The most basic words Words on Dale-Chall list High frequency for mature language users and found across a variety of domains Words that are critical to the understanding of the story (might be “show and go” or fast-mapped words) Frequency of use is low, often limited to specific domains. “Show and Go” Words Fast-mapped Words Examples clock, baby, happy, work absurd, maintain, fortunate peninsula, isotope, isthmus Instruction Rarely require instruction at school Instruction geared toward these words can be most productive Best learned when a specific need arises Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction (Beck, 2002)

12 Another way to state it: “Goldilocks Words” (Stahl & Stahl, 2004) Not too difficult Not too easy Just right Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

13 Also, teach idioms (A phrase or expression in which the entire meaning is different from the usual meaning of the individual words.) “The car rolling down the hill caught my eye.” “Soon we were in stitches.” “The painting cost me an arm and a leg.” “The teacher was under the weather.” Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction

14 Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003) Uses known words. Is easy to understand. “When something that was difficult is over or never happened at all, you feel relieved.” Scaffold the Dictionary Definition Relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure Prepare Student Friendly Definitions Teach the Meaning of Critical, Unknown Vocabulary Words Prepare Student Friendly Definitions

15 Student-Friendly Definition Example Dictionary Definition Attention - (a.) the act or state of attending through applying the mind to an object of sense or thought (b.) a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity Explanation from Dictionary for English Language Learners (Elementary Learner’s Dictionary published by Oxford) Attention - looking or listening carefully and with interest Prepare Student Friendly Definitions Teach the Meaning of Critical, Unknown Vocabulary Words Prepare Student Friendly Definitions

16 Your Turn… Write student-friendly definitions for these four words. Select Words for Vocabulary Instruction Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Dictionary DefinitionStudent-Friendly Explanations disgusting - to cause to feel disgust; be sickening, repulsive, or very distasteful to fragile - easily broken, damaged, or destroyed gratitude - a feeling of thankful appreciation for favors or benefits received loitering - to linger in an aimless way; spend time idly

17 Teach the Meaning of Critical, Unknown Vocabulary Words Robust, Explicit Vocabulary Instruction Attributes of good vocabulary instruction Multiple exposures Definitional information and contextual information Sufficient amount of instructional time to insure understanding of words Active engagement in instruction

18 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine (Note: Teach words AFTER you have read a story to your students and BEFORE students read a selection.)

19 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 1: Introduce the word A. Write the word on the board.  Write the word again in syllables  Write in lower case letters  The word should look like how students encounter the word in text. B. Read the word. Students repeat. C. Repeat for unfamiliar words. “This word is relieved. What word?” __________

20 Step 2: Present a Student-Friendly Definition A. A. Tell students an explanation, or B. B. Have the students read the explanation with you. “When something that is difficult is over or never happened at all, you feel relieved. So if something that is difficult is over, you would feel _______________. Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine

21 Word Relatives Introduce the word using the morphographs in the word. Introduce word in relationships to “word relatives.” Declare Declaration of Independence Analyze analyzing Analysis Analyze parts of word. Autobiography Auto=self Bio= life Graph= letters, words, or pictures

22 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 3: Illustrate the word with examples Concrete Examples Visual representations Verbal examples “When the spelling test is over, you feel relieved.” “When you have finished giving the speech that you dreaded, you feel relieved.”

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25 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 4: Check Students’ Understanding Option 1: Deep Processing Questions Option 2: Examples and Non-Examples Option 3: Students Generate Examples Option 4: Sentence Starter

26 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 1: Ask deep processing questions. When the students lined up for morning recess, Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved? When Maria was told that the soccer game had been cancelled, she said, “I am relieved.” Why might Maria be relieved?

27 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 2: Have students discern between examples and nonexamples. “If you were nervous singing in front of others, would you feel relieved when the concert was over?” Yes “Why?” “If you loved singing to audiences, would you feel relieved when the concert was over?” No “Why not?” It was not difficult for you.

28 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 3: Have students generate their own examples. “Tell your partner a time when you were relieved.”

29 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 4: Provide students with a story starter. Have them say a complete sentence. Sometimes your mother is relieved. Tell your partner when your mother is relieved. Start your sentence by saying, “My mother is relieved when________.”

30 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Instructional Routine Checklist: Did the teacher: 1. Introduce the word? 2. Present a student-friendly explanation? 3. Illustrate the word with examples? 4. Check students’ understanding?

31 Teach the Meaning of Critical, Unknown Vocabulary Words Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Vocabulary Review: After teaching the group of vocabulary words, review the words using a “word association” activity. Words written on board or overhead: enemy, disgusting, invited, relieved “Tell me the word that I am thinking about. Someone that hates you might be called an ________. If you didn’t like a food, you might say it is ________. When a test is over, you often feel _________. When you are asked to a party, you are _______.”

32 It’s All in the Family! (Dennis Parker) … if they can learn to see principles, patterns, and relationships in vocabulary, all students can win. They can make better sense of words, acquire them more easily, and improve spelling. Thus, no word should be seen as an entity unto itself, an isolated case. All words should be seen as members of a STRUCTURAL or SEMANTIC family, or both.

33 Structural Families Spelling patterns Prefixes Suffixes Compound Words Contractions By origin (Latin, Greek, Anglo-Saxon, Nahuatl, German, including Spanish – English cognates) Homophones (same sound, different spelling & meaning)

34 Semantic Families Synonyms (including tiered vocabulary) Antonyms Homonyms (same spelling, different meaning) Topics (volcanoes, parts of a novel, long division, elements of poetry, photosynthesis, the water cycle, causes of the Civil War) Etc.

35 How can your coach help you? PLC meetings to address grade level needsPLC meetings to address grade level needs Link to additional resourcesLink to additional resources Lesson DemonstrationsLesson Demonstrations Co-teachingCo-teaching Lesson PlanningLesson Planning Resources for independent vocabulary activitiesResources for independent vocabulary activities

36 Another Vocabulary Review Idea The students all have a page with the vocabulary pictures. The teacher asks questions and the students point to pictures or chorally respond to questions. Examples: “Touch the picture that shows a ‘troop’.”“Touch the picture that shows a ‘troop’.” “Touch the picture that shows that someone is ‘victorious’. What does it mean to be ‘victorious’?”“Touch the picture that shows that someone is ‘victorious’. What does it mean to be ‘victorious’?” “Touch the picture that shows someone is happy about something they did. What is the vocabulary word?”“Touch the picture that shows someone is happy about something they did. What is the vocabulary word?” “Touch a picture that shows someone has done something that is hard. What is the vocabulary word?”“Touch a picture that shows someone has done something that is hard. What is the vocabulary word?” “Touch the picture that shows ‘farewell’. What does ‘farewell’ mean?“Touch the picture that shows ‘farewell’. What does ‘farewell’ mean?

37 Practicing Vocabulary Words Practicing Vocabulary Words Use in combination with Template #17.

38 Template #17 Card # 17 Side B Vocabulary - Procedures for Specific Word Instruction Specific word instruction includes, but is not limited to, the below opportunities for multiple exposures. 1. Direct Definitions If a thing is fabulous it means it is wonderful or marvelous If a thing is fabulous it means it is wonderful or marvelous 2. Use Synonyms and Antonyms Which word is the same as fabulous - o.k. or super? Why does super go with fabulous? Which word is the same as fabulous - o.k. or super? Why does super go with fabulous? Is it fabulous if you fall and scrape your knee? What would it be?Is it fabulous if you fall and scrape your knee? What would it be? The boy had a fabulous time at the park. Did he have a great time or a terrible time? The boy had a fabulous time at the park. Did he have a great time or a terrible time? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? 3. Make Up a Novel Sentence Students make up a novel sentence: How could a family have a fabulous time? How could a family have a fabulous time? Why is a diamond necklace fabulous? A diamond necklace is fabulous because… Why is a diamond necklace fabulous? A diamond necklace is fabulous because… Teacher makes up a novel sentence: Maria thought her car was fabulous because it was hot pink. Maria thought her car was fabulous because it was hot pink. 4. Classify With Other Words Name some things that are fabulous. Name some things that are not fabulous. Name some things that are fabulous. Name some things that are not fabulous. The boy had a fabulous time at the park. Did he have a great time or a terrible time? The boy had a fabulous time at the park. Did he have a great time or a terrible time? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? The concert was the best he had ever heard. Every note seemed perfect. Am I talking about fabulous or discover? 5. Relate the Definition to One’s Own Experiences Describe a time that something fabulous happened to you. Describe a time that something fabulous happened to you. I know you had a fabulous time on the fieldtrip. Describe it.I know you had a fabulous time on the fieldtrip. Describe it. Name a time that your family had a fabulous time. Name a time that your family had a fabulous time. What could happen that would cause you to have a fabulous time? What could happen that would cause you to have a fabulous time?

39 Vary the Types of Independent Vocabulary Practice Activities! Example of Independent Activities: Day 1: Write new vocabulary words on vocabulary cards to add to a vocabulary ring or vocabulary card file. Day 2: Write student-friendly definitions on back of vocabulary cards. Day 3: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 4: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 5: Partner up and test each other on vocabulary definitions (using vocabulary cards students take turns saying the word and the other student gives the student-friendly definition -- or -- one student gives the student- friendly definition and the other student says the word).

40 Four-Square Vocabulary WordExamples DefinitionNon-Examples

41 Word Diagrams WordWhat it isWhat it is likeExamplesNon-Examples

42 Practice Vocabulary Instruction Observed or Not ObservedNotes Introduce the Word Observed Not Observed Present a Student- Friendly Definition Observed Not Observed Illustrate the Word with Examples Observed Not Observed Check Students’ Understanding Observed Not Observed Directions: Each person will get one chance to be the teacher. Rest of the group will be the students and observers. Teacher: Will teach vocabulary using the methods that have been discussed and modeled. Students: Will act as the students of the teacher. Please act as an average student, no behavior problems please. Be on task, but it’s okay if you make a “mistake” every once in a while. Remember your job is to allow your partner time to practice these techniques in a safe environment. Observers: Will use the observation rubric below to provide feedback to your partner. Always remember to offer 2-3 positive comments to one area of improvement. Keep your comments brief and specific.