Introducing Words Why? What? How? Crete Middle School September 19, 2011

ADULT A person who has stopped growing at both ends and is now growing in the middle. Just for fun!

WRINKLES Something other people have similar to my character lines. Just for fun!

DUST Mud with the juice squeezed out. Just for fun!

YAWN An honest opinion openly expressed. Just for fun!

HANDKERCHIEF Cold storage. Just for fun!

a SECRET Something you tell one person at a time. Just for fun!

TOMORROW One of the greatest labor saving devices of today. Just for fun!

Why should I teach some words explicitly? Explicit – ~ I do it, we do it, you do it ~ Explain, Model, Prompt, Practice

Facets of Purposeful Vocabulary Instruction Provide rich and varied language experiences discussion, focused attention on words, being read to, wide and frequent reading Teach word-learning strategies using context, using morphology (word parts), using a dictionary Foster word consciousness awareness, interest in words and their meanings, understanding of communicative power of language Teach individual words (Graves, The Vocabulary Handbook, 2006, p. 5)

Effective Vocabulary Instruction Teaching Individual Words Explicit instruction of specific words is effective. Vocabulary instruction should focus on critical words. Effective vocabulary instruction does not rely on definitions. Teaching word parts enhances understanding. Different types of words require different types of instruction. Active engagement improves learning. Repeated exposure is essential.

Which words merit explicit instruction? Not all words should be treated equally…

Types of Words Literary found in reading and sophisticated speaking relatively low frequency flustered, rambunctious, yelped Content-specific necessary for content achievement relatively low frequency electoral college, algorithm, gerund, photosynthesis General academic words found in academic discourse (text & speech) relatively high frequency, wide distribution specific, analysis, method, achieve School-task labels for academic tasks Venn diagram, journal, learning log (Hiebert & Lubliner, 2008)

Criteria to Consider Word Knowledge prior knowledge necessary understanding Relationship to other important words morphological (word parts) semantic (categories of meaning) Frequency & Distribution rate of occurrence in English text Utility instructional potential outside of particular school context generativity Importance reading comprehension (particular selection, general comprehension) content-specific achievement Conceptual difficulty

Questions Worth Asking Is this word unknown? Is this word critical to understanding (the particular text, the particular subject matter)? Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)? Is this word conceptually difficult (abstract, new concept, multiple meanings)? Does this word have high instructional potential (morphology, connections to other words, word learning)?

How might I introduce different kinds of terms most effectively? ~ 3 essentials ~ ways to engage with words

Quick Introduction Learning new words for known concepts in text During read-aloud Before students read text Read-aloud Provide known synonym/descriptive phrase after the word (without disrupting the reading) Prior to student reading Display or quick note with target word and known synonym/descriptive phrase Preview descriptions provided in textbooks (supplement as necessary)

How might I introduce different kinds of terms most effectively? ~ 3 essentials ~ ways to engage with words

Experience & Observe Strategy observer What steps/processes did you observe? Participant observer What words, behaviors, evidence of student learning did you notice? How many times did students respond? Participants What did you learn? What worked for you? How did you feel as a learner using this strategy?

Please answer: Yes or No: “Staycation” is a neologism. Rate your understanding of the word neologism. 1 I’ve never heard this word before. 2 I’ve heard this word, but I don’t really know what it means. 3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself. 4 Whether spoken or written, I know this word well and understand its meaning.

neologism neo (Gk, new) logos (Gk, word) -ism (noun, distinctive, trait or idea) Critical Attributes recently coined (first used) not yet accepted as mainstream

neologism or NOT?

neologism Yes – No – Why?: “Staycation” is a neologism Rate your understanding of the word neologism. 1 I’ve never heard this word before. 2 I’ve heard this word, but I don’t really know what it means. 3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself. 4 Whether spoken or written, I know this word well and understand its meaning.

Experience & Observe Strategy observer What steps/processes did you observe? Participant observer What words, behaviors, evidence of student learning did you notice? How many times did students respond? Participants What did you learn? What worked for you? How did you feel as a learner using this strategy?

Introducing Specific Words Three Essentials 1. Student Friendly Explanations Characterize word and typical use Explain meaning in everyday language Emphasize critical attributes Explore morphemes and cognates 2. Teacher-Created Contexts Develop instructional contexts that provide strong clues to meaning Provide examples and non-examples 3. Active Engagement with Words Short, lively opportunities for students to interact with words and meanings right away and over time with feedback (Archer & Hughes, Explicit Instruction, 2011; others!) IMPORTANT!

Vocabulary Basic Instructional Routine 1.Introduce the word Pronunciation, spelling, syllabication 2.Introduce the meaning Student-friendly explanation Word part analysis Critical attribute identification 3.Illustrate the word with examples and non-examples 4.Check understanding Distinguish between examples & non- examples Generate examples Answer questions (Archer & Hughes, 2011, p. 75; see video examples by Anita Archer,

Building Academic Vocabulary A Six-Step Process 4.Engage students in word activities 5.Discuss words 6.Engage student “play” with words 1.Introduce word 2.Students generalize meaning 3.Students create nonlinguistic representation (Marzano, 2004) Massed Practice initial word learning Distributive Practice all previous words

1. Student Friendly Explanations Consider resist Dictionary: “to withstand the force or the effect of” Student-friendly: “when a person struggles or fights not to give in to something” Cobuild Dictionary:

1. Student Friendly Explanations Consider compound (earth science text) Glossary: “a substance made up of atoms of two or more different elements joined by chemical bonds” Critical Attributes: a substance (e.g., Halite or “rock salt”, NaCl) made of two or more elements (e.g., sodium, Na and chlorine, Cl) joined by chemical bonds

2. Teacher-Created Contexts Consider convey Literary Context: “Of the Right Whale, the best outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick). Teacher Created: The speaker was successful in conveying his message to the audience. They all heard what he said, and understood his ideas. Though she can’t talk much, Lily quite clearly conveyed her want for her sippy cup by shouting “bup” and pointing at the cup on the table.

3. Active Engagement with Words identify examples & non-examples generate examples & non-examples answer questions generate and explain non-linguistic representation discuss word meaning and application with other students play games with words

3. Active Engagement with Words Identify Example & Non-Examples Consider interior (as the central area of a region—the area that is away from the coast, state line, or border)

3. Active Engagement with Words Identify Example & Non-Examples Newport, OR Summer Lake, OR Ontario Municipal Airport, OR Umatilla National Forest, OR

3. Active Engagement with Words Identify Example & Non-Examples leisurely or in a hurry? Taking a walk in the park Firefighters getting to a fire Runners in a race Sitting and talking to friends A dog lying in the sun T-P-S: Think of more situations that sound leisurely.

3. Active Engagement with Words Identify Example & Non-Examples glimpsescrutinize Which can you do more quickly? inspectorspectator What would you probably call every person watching a football game? largoritardando Which tells me to slow down gradually? calderacrater Regarding volcanoes, which is generally larger?

3. Active Engagement with Words Generate Example & Non-Examples Activate Student Knowledge Jake thought it would be fun to explore the interior of Alaska. Why might you want to spend time in the interior of Nebraska? Sentence Stems After a trip to the coast, we traveled to the interior of the country because _____. Non-Linguistic Representation Draw (or act, demonstrate, etc.) interior. Be ready to explain how this represents the critical attributes of the word.

6 37 percentile pts. higher than… …students who kept repeating definitions. Students who used imagery to learn vocabulary, on average, performed… # of studies (Pickering, 2007, ASCD presentation) Research on Imagery as Elaboration 421 percentile pts. higher than… …students who were using the terms in a sentence.

3. Active Engagement with Words Answer Questions Connect with Student Knowledge Why might someone want to spend time in the interior of Nebraska? Can you describe a place you know about that is located in the interior of Nebraska? What are the differences between how we use interior when discussing a state, country, or region and when discussing a room or an object?

3. Active Engagement with Words Answer Questions Consider Relationship to Previously Taught Words Would you suppress a profound thought? Would blurting out your thought be an example of indecorum? Could a seismogram indicate an impending tsunami?

Introducing Specific Words Three Essentials 1. Student Friendly Explanations Characterize word and typical use Explain meaning in everyday language Emphasize critical attributes Explore morphemes and cognates 2. Teacher-Created Contexts Develop instructional contexts that provide strong clues to meaning Provide examples and non-examples 3. Active Engagement with Words Short, lively opportunities for students to interact with words and meanings right away and over time with feedback (Archer & Hughes, Explicit Instruction, 2011; others!) IMPORTANT!

Please: Rate your understanding of the word sesquipedalian. Should teachers focus their direct instruction of vocabulary on sesquipedalian terms? 1 I’ve never heard this word before. 2 I’ve heard this word, but I don’t really know what it means. 3 I know the general meaning of this word, though I cannot specifically define it. 4 Whether spoken or written, I know this word well and understand its meaning.

sesquipedalian etymology (analysis of word origins & parts) sesqui (Latin, half as much again) ped (foot) -ian (one that is, one who) Examples: antidisestablishmentarianism pneumonoultramicroscopicsilicovolcanoconiosis floccinaucinihilipilification Examples: antidisestablishmentarianism pneumonoultramicroscopicsilicovolcanoconiosis floccinaucinihilipilification

sesquipedalian Everything that coruscates with effulgence is not ipso facto aurous. --All that glitters is not gold. “Nancy and Sluggo”

Please: Rate your understanding of the word sesquipedalian. Should teachers focus their direct instruction of vocabulary on sesquipedalian terms? 1 I’ve never heard this word before. 2 I’ve heard this word, but I don’t really know what it means. 3 I know the general meaning of this word, though I cannot specifically define it. 4 Whether spoken or written, I know this word well and understand its meaning.

Building Academic Vocabulary Steps Massed Practice 1.Introduce word  Student friendly descriptions, examples, explanations, images, etc.  Must connect to students’ prior knowledge 2.Students generalize meaning 3.Students create nonlinguistic representation Caution!  Monitor understanding carefully  May require more than one session Caution!  Monitor understanding carefully  May require more than one session

Reflect & Apply How does this fit with my previous vocabulary introductions? Do I use the three essentials? What should I remember and apply? Can I supplement my current materials? student-friendly definitions sufficient, clear examples and non-examples (visual, auditory, kinesthetic) sufficient, effective interaction with words right away and over time

Two Stars and a Wish Please share two of the most important or relevant ideas you heard. Please record something you wish: a question or comment about something you heard something you need to know to understand better a resource that would help you something to help make the session more engaging, relevant, accurate