1. TCH 264: Vocabulary and Word Choice March 17, 2014

2. This and That Final Project (see Wiki) Writing and Writer’s Workshop Expectations Response to PMI

3. Today’s Class Reader’s Workshop- Vocabulary Describe how people learn words Discuss strategies for teaching vocabulary Describe Academic Language Writer's Workshop  Describe the process of Revision  Minilesson- Word Choice

4. Purple

5. What came to mind? any color having components of both red and blue, such as lavender, especially one deep in tone.redtone cloth or clothing of this hue, especially as formerly worn distinctively by persons of imperial, royal, or other high rank. the rank or office of a cardinal. the office of a bishop. imperial, regal, or princely rank or position. deep red; crimson. any of several nymphalid butterflies How about these?

6. Vocabulary Generative process going from the known to the unknown, from simple to complex, and from the literal to the metaphorical Vocabulary depth Vocabulary breadth Needs to be taught not just tested—English language is complex

7. Vocabulary How do people learn words? We notice the names of things We hear others use words and attach the word to a situation We look for parts we might know and then figure out the meaning We experiment and try words out

8. Word Meaning vs. Concepts “…knowing a word is related to our experiences and that these experiences differ culturally and developmentally.” Turn and Talk: What does this mean for teachers when assessing a student’s vocabulary?

9. Several Different Vocabularies Listening Speaking Reading Writing

10. Levels of Vocabulary Tier 1:  The most basic words that are frequently used but require little instruction in school (Concrete nouns) Tier 2:  Words that are used by mature language users. These are also High Frequency words. O ccur frequently in media, readings, conversations that need to be taught (freedom, democracy, climate change, etc.) Tier 3:  Low frequency words that are content specific. We learn them when we need them for a specific task. (unicameral legislature, amorphous solid)

11. How do we know words? Stage 1: Never heard it Stage 2: Heard it, but don’t know what it means Stage 3: Recognize it in context and know that it has something to do with_________ Stage 4: Know it well

12. Ennui His ears were made of real rabbit fur, and beneath the fur there were strong, bendable wires, which allowed the ears to be arranged into poses that reflected the rabbit’s mood- jaunty, tired, full of ennui. His tail, too, was made of real rabbit fur and was fluffy and soft and well shaped. The Miraculous Journey of Edward Tulane, by Kate DiCamillo

13. Considerations for Teaching Vocabulary Provide Students with opportunities to extend knowledge of words in meaningful ways Provide direct instruction on how to infer Word Meanings Provide multiple encounters Promote active processing- give opportunities to use the words

14. Background Knowledge & Vocabulary Write down all of the words you can think of related to rainforest Virtual Field Trip Collecting Words

15. Vocabulary Instruction… Multimodal Glossaries http://www.readwritethink.org/files/resources/lesson_images/lesson1143/Gl ossaryGuide.pdf Collections Connotations http://fieldofpoppies.blogspot.com/2012/09/shades-of-meaning.html http://www.readwritethink.org/classroom-resources/lesson-plans/solving-word- meanings-engaging-1089.html?tab=3#tabs http://www.readwritethink.org/files/resources/lesson_images/lesson75/car_h andout.pdf Structural Analysis- working with affixes and roots Loaded Words Word Maps Figurative Language Acting out words (walk, amble, slide, skip, slink, stumble)

17. ACADEMIC LANGUAGE edTPA Understanding students’ language development and associated language demands Scaffolding students’ academic language and deepening content learning Developing students’ academic language and deepening content learning

18. Academic Language Academic language is the oral and written language students need in order to Understand (read, listen, think) Communicate (listen, speak, write, connect) Perform (think, read, write, listen, speak, solve, create) 6 Steps- Marzano http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf http://www.d11.org/Instruction/Literacy.LanguageArts/Pages/Six- Step-Academic-Vocabulary-Instruction.aspx

19. You Try It! Consider your Literature Circle text. What vocabulary do you believe needs to be understood in order to comprehend this text? How would you incorporate “”prior knowledge” or what type of “knowledge building” might you need to incorporate? How will you find out if your students know the meanings of these words?

20. Tips 1.Effective vocabulary instruction does not rely on definitions. 2.Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3.Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4.Teaching word parts enhances students’ understanding of terms. 5.Different types of words require different types of instruction. 6.Students should discuss the terms they are learning. 7.Students should play with words. 8.Instruction should focus on terms that have a high probability of enhancing academic success. (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)

21. Vocabulary Casserole Ingredients Needed: 20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 teacher who wants students to be quiet on Mondays copying words Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday. Perishable. This casserole will be forgotten by Saturday afternoon. Serves: No one. Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

22. Vocabulary Treat Ingredients Needed: 5-10 great words that you really could use 1 thesaurus Markers and chart paper 1 game like Jeopardy or BINGO 1 teacher who thinks learning is supposed to be fun Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most. Serves: Many Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

23. Effective Vocabulary Instruction Increase independent reading time. Facilitate read-alouds. Keep vocabulary in circulation. Keep vocabulary interactive. Use graphic organizers.

24. Looking Ahead- Comprehension While reading…. Get a good understanding of Close Reading How do teachers model comprehension strategies What do readers do to understand text? Start considering assessment (We’ll touch on this next week)

25. Quotes About Revision Revision is a way of seeing and then reseeing our words, training our eyes and ears to what good writing sounds like, and learning and practicing strategies that will make a difference in our writing.” “Ultimately, the point of revision is to learn how to help our writing match more accurately what’s in our hearts.” Georgia Heard, The Revision Toolbox “For me revision does not mean repairing a draft; it means using the writing I have already done to help me see more, feel more, think more, learn more.” Lucy Calkins, The Art of Teaching Writing “Many young writers think of revision as all hard work and drudgery. But revision is more than just a way to fix a broken piece of writing. It's also a way to honor a good piece and make it even better.” Ralph Fletcher, Tips for Young Writers

26. Revising With Students Model  Teachers can use own writing to show how he/she thinks about revision Craft Lessons/Minilessons  Teach lessons (whole group or flexible small groups) on word choice, writing leads and endings, adding voice, using students’ writing Use mentor texts  Show students authentic children’s literature so they can see how authors use their writing craft and practice using the craft in their own writing

27. Revision http://www.writingfix.com/PDFs/Process/SWG_Revision_C hecklists.pdf http://www.writingfix.com/PDFs/Process/SWG_Revision_C hecklists.pdf Give Students Stems to guide their discussion (Accountable Talk) Revision Workshop Protocol  Author reads the piece  Peer(s) Give Feedback Compliments Suggestions Corrections  Author has the option of accepting or rejecting suggestions (But should be able to explain their decisions as an author)

28. Stems http://www.readwritethink.org/professional-development/strategy- guides/peer-review-30145.html I enjoy your topic because… I think you used a lot of good details when… I liked when you used the word ______ My favorite part was ________ because… This was really fun to read because… I liked the way you________ Instead of using the word _____, maybe you can use the word ______ As a reader, it would be easier to understand the organization if you _______ If you add more details here, it would be clearer As a reader, I want to know more about ______

29. Writer’s Workshop Minilesson- Word Choice Independent Writing  Work on a Place writing (I Am From, or write a Small Moments Story from your map) Try out what our mentor texts showed us about setting a scene.  Revise one of your drafts for Word Choice  Use our list of what writers write about and draft a piece  Tell someone about something on your Heart Map and write a Small Moments story  Peer Revise Ending Meeting- We’ll share our successes and struggles

30. Next Time… Review text Ch. 5: Kids Need Thoughtful Literacy Read a Wiki article of your choice on Comprehension/Deep Reading (Complete a 3,2,1) While reading think about….  Get a good understanding of Close Reading  How do teachers model comprehension strategies  What do readers do to understand text?  Start considering assessment (We’ll touch on this next week) Writer’s Notebook Check  Continue write  Writing Lesson for 3/24- Developing Characters