Explicit vocabulary Instruction Nov. 3, 2009 Explicit vocabulary Instruction

True or False Vocabulary is acquired incidentally by just encountering words in conversation and while reading. Word meanings can usually be inferred from the text. Students can learn word meaning from dictionary definitions. We can learn a word from a few exposures. Students know when they don’t know words. False Participants will individually take the quiz.

Jigsaw At your table group number 1-5. As an individual read your assigned research-based principle. In a round robin share at your table, read the quiz questions, and discuss evidence you found in the text. As a group select a sentence about vocabulary instruction to share to the larger group. Slides 6-7 2 Minutes Quiz Record answers on sheet 3 Minutes to read research individually Participants should number 1-5 at their table. 1-Reads Research Principle #1 2-Reads Research Principle #2 3-Reads Research Principle #3 4-Reads Research Principle #4 5-Read Section 1 What we know from research about vocabulary instruction 5 minutes to table share 5 minutes to share to larger group Total 15

Learning Objectives By the end of the learning session we will: Understand the components of systematic vocabulary instruction and how they relate to increasing student achievement. Know and explain the research-based principles that should guide an effective vocabulary program. Understand what effective vocabulary instruction looks like in the classroom.

Learning objectives continued Understand the relationship between vocabulary and academic language development in diverse populations. Contribute to large and small group discussions, learn from one another, and have fun.

Personalizing the Objectives What is it that you want to leave this session knowing, understanding, and being able to do related to systematic vocabulary instruction? How will you make that happen?

Personalizing the Objectives 1. 2. 3. 4.

Three Tiers of Vocabulary Math Language Science Language Literature Language History/Social Studies Language General Academic language for knowing, thinking, reading and writing Foundation of home and community language and cultural factors

When students enter school for the first time, those from Professional families- Have accumulated experience with 45 million words Low-income families- Have accumulated experience with 13 million words Professional Families- 2-1 Positive Statements/Negative Statements Low-income families- 1-2 Positive Statements/Negative Statements “Research tells us that not all of our students come to us with the same amount of exposure to basic Tier I words.” Foundation of home and community language and cultural factors

History/Social Studies Language Tier III/Brick Words Math Language Science Language Literature Language History/Social Studies Language Content-specific terms/vocabulary Technical words High-yield words that play a key role in the lesson Tools for understanding the lesson Words in big, bold-faced print Find some commonalities in the words Shoulder partner science/math Brainstorm together Find the common words table recorder Post them around the room

When teaching brick words, we have “expert blind spots”. we have lost the sense of being a learner in the early stages of the discipline. we need to communicate our thinking strategies to students. Building Academic Language Essential Practices for Content Classroom Jeff Zwiers

Research Impact of Direct Tier III Vocabulary Instruction 90 80 70 60 50 40 30 20 10 83 62 Percentile Rank on Test 50 Facilitator says, “Research has shown us that when Tier III words are chosen properly and taught directly and explicitly, they can have a significant impact on student achievement on assessments.” This chart illustrates the meta-analysis of Stahl and Fairbanks (1986). The white direct vocabulary reflects the typical 10-12 words a week taken from a list of high frequency words list. The red reflects a systematic vocabulary instruction targeting content terms that students will encounter in their reading material. Direct vocabulary Instruction (effect size = .32) No vocabulary instruction Direct vocabulary Instruction on words related to content (effect size = .97)

Tier II Words/Mortar Words General Academic language for knowing, thinking, reading and writing General academic words that are common terms in everyday communication Words used across a variety of domains Subtle words or expressions that connect bricks

Example of Tier II Words ELA Social Studies Math Science Any discipline implies contains reflects represents supports consequently therefore factors contrast differ from analyze ramifications

Why do we need to teach academic vocabulary? Hard to learn incidentally (especially for poor/reluctant readers) Found in content area texts and state tests Crucial to full comprehension, yet no one takes responsibility for it Teachers often overlook its importance Planned incidental words from research on McRel

Number of Words Per Week* Estimated Number of Terms That Can Be Taught at Various Grade Levels Grade Level Number of Words Per Week* Total Words in 32 Weeks Cumulative Total K 1 32 2 3 96 128 4 256 5 160 416 10 320 736 6 15 480 1,216 7 20 640 1,856 8 2,496 9 25 800 3,296 4,096 * Note: These are the total number of academic vocabulary terms that students should learn in a week—NOT in each classroom.

Brick vs. Mortar If we simply pile bricks up to make a wall-overdo vocabulary quizzes and dictionary work-the wall will fall. The bricks need mortar to stick together. Jeff Zwiers Building Academic Language Slides 8-16 8 minutes

Tier II and Tier III in the HAPG’s Academic Content Movement: Sitting in grade level teams. Math and Science HAPG example from the 2nd 6wks.

Academic and Content Specific Terms Balance Equation Coefficient One variable equation Atom Observation Connection Interpret Analysis Pattern Chemical Equation= Inference Equilibrium Subscript Reactant Product Compound Variable Distributive Property Systems of Equations Element Two variable equation

Science Word Sort Balance Equation Coefficient One variable equation Atom Observation Connection Interpret Analysis Pattern Chemical Equation= Inference Equilibrium Subscript Reactant Product Compound Variable Distributive Property Systems of Equations Element Two variable equation

Language of Math Math text is dense. There are more concepts per sentence. Each word and phrase is important to a process. Students that skim for information may miss key points. Math concepts are embedded within other math concepts: they depend on prior knowledge and experience. A student must not only read left to right but right to left and up and down. Historically there has been a lack of extended student talk about math in math classrooms.

Language of Science Connects abstract ideas illustrated by various media. Photos, diagrams, graphs, charts, math and chemistry symbols, lab experiences, and text all overlap to communicate concepts. Presents very few narratives or stories. Describes procedures with procedural language such as : analyze, calculate, graph, record, watch, predict, examine

www.wordsift.com

www.wordsift.com

5 Steps of Vocabulary Instruction Teacher steps back and present students with a brief explanation or description of the new term or phrase. Teacher matches the example with a nonlinguistic representation.

5 Steps of Vocabulary Instruction Students step out and generate their own explanation or description of the new term or phrase. Student matches the example with a nonlinguistic representation.

5 Steps of Vocabulary Instruction The teacher periodically asks students to review the accuracy of their explanations and representations.

Break 15 minutes

Vocabulary Pre-test Define the words.

Vocabulary Instruction- Dictionary and Sentence Please silently define each word and use the word in a sentence. Antipodes Digerati Garbology Otiose Pellucid

Vocabulary Instruction – Nonlinguistic Representations Borborygmus Cullet Defenestrate Expropriate Hallux

Reflect Upon Your Learning Capture your thinking about what you just experienced and what you want to remember as you transfer this learning to your campus.

Step 6 – Involving Students in Games Fly-swat Survival of the Fittest

Fly-swat Divide the class into group A and Group B. Participants must face the presenter. The presenter will read the definition of a word. Participants can then turn around to see the words on chart paper, and swat the correct word.

Survival of the Fittest Realistic Fiction Fantasy Biography Science Fiction Mystery Historical Fiction

Survival of the Fittest Octagon Parallelogram Hexagon Triangle Circle Trapezoid

Survival of the Fittest Mountain Bayou Peninsula Plateau Ridge Plains

Survival of the Fittest Dexter Weeds Man Men Nurse Jackie The Tudors Californication

Vocabulary Post-test Define the words.

What have we learned? Review your personalized objectives and complete the 2-minute essay.

General Announcements and Reflections What worked? What didn’t work? How do you plan to use this information on your campus?