1. Closing the Vocabulary Gap: Vocabulary Building Strategies in Action Presented by: Sandi Yellenberg Science Coordinator Santa Clara County Office of Education sandra_yellenberg@sccoe.org

2. Agenda Vocabulary Pre-Planning Lesson ◦Front-loading some vocabulary ◦Building Prior Knowledge ◦Identify Content Standard(s) ◦Identify Language Objective(s)

3. Agenda  Teaching the lessons o Pre-assess for prior knowledge o Teach Concept o Structure Recording in Notebook o Discuss Sentence Frames o Support Concept with Accessible Reading

4. Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement. --Kate Kinsella, Isabel Beck, Robert Marzano, Doug Fisher, et. al.

5. Schools Often Have To Build Vocabulary With Students Average child from a low-income family hears about 3 million words a year vs. 11 million from a professional family (Hart & Risley, 1995) ◦By age 4, the gap in words heard grows to 13 vs. 45 million ◦Children from a professional family spoke more words than parents in a low-income family

6. What is meant by academic vocabulary? Thank-Pair-Share: Think (30 sec.) Pair Share  Choose partner “A” and “B” “A” shares (30 sec.) “B” shares (30 sec.)

7. Academic Vocabulary The language necessary to succeed in school. Academic Vocabulary falls into two major categories: content specific vocabulary transportable vocabulary (words that are used across the curriculum in multiple disciplines)

8. Vocabulary To front load, or not to front load? That is the question.

9. And the answer is It depends on the vocabulary.

10. Identify Vocabulary Defined Tier I, II, & III words Determine what to front-load

11. What is academic vocabulary? Tier ITier IITier III

12. Some people call them brick and mortar words As you’ll see, sometimes the mortar words can get messy.

13. Tier 1: The most basic words Survival English Examples— table hamburger walk dance happy red homework These words tend to be simple nouns, verb, and adjectives. These words should be front loaded before the lesson.

14. Tier 3: Low frequency words specific to a discipline Examples— omnivore Congress oxymoron square root longitude igneous rock Some people call these the brick words These words should NOT be front loaded.

15. Tier 2: High frequency words found across a variety of disciplines Examples— conduct classify monitor investigate declaration harmony analyze element Some people call these the mortar or functional mortar words In science, these words CAN be front loaded.

16. Larry Bell’s 12 Power Words Words that Help Students Take Tests Trace Analyze Infer Evaluate Formulate Describe Support Explain Summarize Compare Contrast Predict

17. We teach too many Tier I words, not enough Tier 2 words, and we’re just about right-on with our teaching of Tier 3 words. --Doug Fisher, “Secondary Literacy Conference Spring 2007”, Anaheim CA What do you think Doug Fisher means? Do you agree or disagree?

18. Identify Vocabulary Words Tier ITier IITier III light observe retina color conclude retinal cells eye predict white light white cones wavelength rods cells- learned in previous lesson

19. Identify Vocabulary Words Tier ITier IITier III light observe retina color conclude retinal cells eye predict white light white cones wavelength rods cells- learned in previous lesson = words can be front loaded

20. Front-load Appropriate Vocabulary Tier ITier IITier III light observe retina color conclude retinal cells eye predict white light & white cones wavelength rods learned in cells- learned in previous lesson previous lesson = words can be front loaded = words not normally front loaded – but previously taught

21. A Notetaking Guide to Facilitate Active Listening and Retention WordMeaningExamples 1. predict (pre*dict) (verb ) Spanish: predecir 2. prediction (pre*dic*tion) noun) Spanish: predicción affix-pre-before 1.To say that something will happen _______ it happens. 2. The fortune teller made a _________ about who I would marry. 1.The weatherman said, “I predict a _____day tomorrow. 2. Please make a careful prediction before you ________ what the winning lottery number will be. Writing Task: I have a _________ about which team will win the World Series. This Vocabulary Notebook strategy was developed by Kate Kinsella

22. Frayer Model Definition (in student’s own words) A living unit that can eat, and reproduce that can be a plant, animal, or joined together to make bigger plants and animals. Facts/Characteristics  Smallest part of living organ  Can be a 1 celled plant or animal  Has smaller parts inside it  It can divide to make 2 new cells  It can eat  It can poop Examples Muscle cell Nonexamples Blood cell Nerve cell Cell

23. Upper Grade adaption of Frayer Vocabulary Word DefinitionExamples Non- examples / metaphors Image / Icon cell A single unit of life – plant or animal Muscle Blood nerve Cell phone Prison cell

24. Science Notebook A connection to real science researchers: Table of Contents Numbered pages Each page dated Glossary in the back

25. Science Notebooks Sample Science Notebook from Using Vocabulary Strategies to Maximize Students’ Learning in Science NSTA Presentation March 11, 2011 Table of Contents Visible Light = white light 4 Reflection......... 6 Refraction & rainbows...9 How we see colors.... 12 Glossary cell - a living unit that can eat and reproduce can be animal or plant has organelles – like human organs wavelength – the distance between 2 peaks or troughs white light – light from the sun contains all the colors of the rainbow

26. Activate/ Build Prior Knowledge

27. Activate/ Build Prior Knowledge Anticipatory Set 1. Everyone sees any given color as the same color as everyone else. 2. Seeing colors is caused by a chemical reaction. 3. Our eyes can adjust to what we see at the speed of light.

28. Vocabulary Knowledge Rating Chart WordRating What I Think This Word Means Rating Scale: 4 = I can teach the word. 3 = I have some understanding. 2 = I have seen or heard it before. 1 = I have never seen or hear it before. a part of the eye This Vocabulary Notebook strategy was developed by Kate Kinsella retina3 cone cell rod cell

29. Start with the Standard 7 th grade – California State Standard 6.e. Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths.

30. Simplify Standard to a Learning Objective /Learning Goal Students will be able to explain how our eyes see colors.

31. Define a Language Objective Students will use at least 3 vocabulary words in their explanation of how people’s eyes see colors.

32. Kits for experiment's spinners available at RAFT ($4.00 for 20) Thanks to the volunteers at RAFT (Resource Area for Teaching) for assembling this spinners for today. www.raft.net

33. Materials Wall

35. Investigate Make Preliminary Observations – in your notebook Predictions – When you spin your disc, what do you think you are going to see? – draw or write it in your notebook. - Sentence frames: I think I will see _______. When I spin my disc, I predict that I will see _____.

36. Spin your Black & white top in your plate. What do you see?

37. Investigate Conduct Investigation ◦Spin and draw what you see in notebooks (Record results) ◦When I spun my disc, I saw ________ ◦When I spun my disc, I observed _____ ◦Share results with an elbow partner.

38. Investigate Teach concept to explain observations. Can be taught: ◦From students inquiry and observations ◦Through additional experimentation ◦Through direct instruction

39. Learning & Language Objectives Students will be able to explain how our eyes see colors. Students will use at least 3 vocabulary words in their explanation of how people’s eyes see colors

40. Vocabulary Cards

41. Investigate Extend and deepen knowledge – posters around the rooms

42. Discourse ObjectiveScientific Language Structure Make PredictionsI think ________ will _______. Based upon the evidence, I believe that ___________, is most likely to occur. Discourse ObjectiveScientific Language Structure Give and Support OpinionsI think ________ is _______ because of ______. My hypothesis is supported by _________, __________, and _________. Make PredictionsI think_________ will ________. Based upon the evidence, I believe that _______ has a substantial probability of occurrence. Draw ConclusionsThe ________ is ________ because____________. A logical conclusion of ___________ may be drawn from the experimental data. RetellFirst, _______, next_______, and then _______. The main point is__________, and _________, _______, and ______ are key supporting points.

43. Station 1: 1.Stare at the yellow dot in the middle of the flag for 20-30 seconds. 2.Then look at a blank white paper, and blink your eyes. 3.What do you see. 4.Discuss what you think just happened in your eyes. 5.Knowing what you do about how the eyes see color, please give your hypothesis of an explanation for what you just experienced. 6.Vocabulary to include: retina cones cell wavelength observation conclusion

44. Primary Colors vs Secondary Colors

45. Activate/ Build Prior Knowledge Anticipatory Set 1. Everyone sees colors the same way. 2. Seeing colors is caused by a chemical reaction. 3. Our eyes can adjust to what we see at the speed of light.

46. Remember Provide multiple opportunities to practice vocabulary using oral language Provide time to process information OFTEN Teach new concepts BEFORE having students read about them at an appropriate reading level for the student.

47. Questions? Thanks for coming. Have a great rest of the conference!