Nov. 3, 2009

1. Vocabulary is acquired incidentally by just encountering words in conversation and while reading. 2. Word meanings can usually be inferred from the text. 3. Students can learn word meaning from dictionary definitions. 4. We can learn a word from a few exposures. 5. Students know when they don’t know words.

 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.

 By the end of the learning session we will: 1. Understand the components of systematic vocabulary instruction and how they relate to increasing student achievement. 2. Know and explain the research-based principles that should guide an effective vocabulary program. 3. Understand what effective vocabulary instruction looks like in the classroom.

4. Understand the relationship between vocabulary and academic language development in diverse populations. 5. Contribute to large and small group discussions, learn from one another, and have fun.

 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?

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

 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 Foundation of home and community language and cultural factors

 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 Math Language Science Language Literature Language History/Social Studies Language

 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

No vocabulary instruction Direct vocabulary Instruction (effect size =.32) Direct vocabulary Instruction on words related to content (effect size =.97) Percentile Rank on Test

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

implies contains reflects represents supports consequently therefore factors contrast differ from analyze ramifications  ELA  Social Studies  Math  Science  Any discipline

 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

Estimated Number of Terms That Can Be Taught at Various Grade Levels Grade LevelNumber of Words Per Week* Total Words in 32 WeeksCumulative Total K , , , , ,096 * Note: These are the total number of academic vocabulary terms that students should learn in a week—NOT in each classroom.

 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

Content Academic

BalanceEquationCoefficient One variable equationAtomObservation ConnectionInterpretAnalysis PatternChemical Equation= Equation Inference EquilibriumSubscriptReactant ProductCompoundVariable Distributive PropertySystems of EquationsElement Two variable equation

BalanceEquationCoefficient One variable equationAtomObservation ConnectionInterpretAnalysis PatternChemical Equation= Equation Inference EquilibriumSubscriptReactant ProductCompoundVariable Distributive PropertySystems of EquationsElement Two variable equation

 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.

 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

 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.

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

 The teacher periodically asks students to review the accuracy of their explanations and representations.

 15 minutes

 Define the words.

 Please silently define each word and use the word in a sentence.  Antipodes  Digerati  Garbology  Otiose  Pellucid

 Borborygmus  Cullet  Defenestrate  Expropriate  Hallux

 Capture your thinking about what you just experienced and what you want to remember as you transfer this learning to your campus.

 Fly-swat  Survival of the Fittest

 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.

 Realistic Fiction  Fantasy  Biography  Science Fiction  Mystery  Historical Fiction

 Octagon  Parallelogram  Hexagon  Triangle  Circle  Trapezoid

 Mountain  Bayou  Peninsula  Plateau  Ridge  Plains

 Dexter  Weeds  Man Men  Nurse Jackie  The Tudors  Californication

 Define the words.

 Review your personalized objectives and complete the 2-minute essay.

 Reflections:  What worked?  What didn’t work?  How do you plan to use this information on your campus?