Quote of the Day “Exposure to varied vocabulary, extended discourse, and cognitively and linguistically stimulating environments were highly predictive.

Quote of the Day “Exposure to varied vocabulary, extended discourse, and cognitively and linguistically stimulating environments were highly predictive of kindergarten literacy and that kindergarten scores, in turn, were highly predictive of reading comprehension and vocabulary scores in fourth and seventh grades” ~Scott, 2004

Week Eleven Vocabulary Learning and Instruction April 6, 2009

Objectives We will be able to :  Participate in a book club  Reflect upon the use of book clubs as teaching tools  Identify types of vocabulary acquisition  Identify types of vocabulary instruction We will be able to :  Participate in a book club  Reflect upon the use of book clubs as teaching tools  Identify types of vocabulary acquisition  Identify types of vocabulary instruction

Agenda  Agenda Overview (3 min)  Housekeeping (10 min)  Announcements  Assignments, Final Exam Date, Thanksgiving; Field Trip  Book Club: A Central Theme (20 min)  How does your book address issues of social justice and human dignity?  Flossie and the Fox (30 min)  The story; Discussing dialect and instructional strategies  Vocabulary: Mini-lecture (20 min)  Break (10 min)  Vocabulary Learning Centers (55 min)  Role playing: Advocating for vocabulary development (25 min)  Coming Attractions (5 min)  Agenda Overview (3 min)  Housekeeping (10 min)  Announcements  Assignments, Final Exam Date, Thanksgiving; Field Trip  Book Club: A Central Theme (20 min)  How does your book address issues of social justice and human dignity?  Flossie and the Fox (30 min)  The story; Discussing dialect and instructional strategies  Vocabulary: Mini-lecture (20 min)  Break (10 min)  Vocabulary Learning Centers (55 min)  Role playing: Advocating for vocabulary development (25 min)  Coming Attractions (5 min)

 Assignments  Last thing due for your New Literacy project: response to a colleague’s blog: Due November 12th  Lesson plan reflection: Due November 19th  Focus on learning - what did you and your students learn from this lesson? Really evaluate the process  Final Notebook Entry: Due November 26th  An update on your mid-semester notebook entry: What’s changed? What are you walking away with?  A synthesis of your learning - your chance to reflect on your learning in the course  Final participation log: Due December 3rd - remember it’s more than just what you’re doing. You are observing, noting, analyzing, questioning, synthesizing, evaluating  Final Exam Date  Wednesday, December 10, 7:45 am - 9:45 am  1 hour with me, 1 hour with Khalel  Thanksgiving Announcements

Book Club - A Central Theme How does your book help us explore issues of social justice and human dignity? Take 3 minutes to jot down your ideas about the central question Share your book club responses with your group Group 1: Lindsay, Lauren K., Kayla, Mandie, Ashley Group 2: Stefanie M., Kelly F. Sarah N., Nina, Rebecca Group 3: Megan, Jody, Kelly N., Stefanie O., Heather Group 4: Lisa, Katie, Lauren D., Brittany Reflection on book clubs with group: –What are the benefits of book clubs? –What are the drawbacks of book clubs? –How would you use them in your class? –What did you learn from participating in a book club? –What kind of culture do you need to set up in your class? –How would you manage book clubs in your class? Class Discussion - share out

Flossie and the Fox  Listening to the story  As you listen, think about the reading on using Flossie and the Fox. What do you think is valuable about the three different activities? What might be difficult about using the three activities? Note your thoughts  Debrief  The value of different languages and dialect  Honoring vs. Dishonoring language  Code switching  Listening to the story  As you listen, think about the reading on using Flossie and the Fox. What do you think is valuable about the three different activities? What might be difficult about using the three activities? Note your thoughts  Debrief  The value of different languages and dialect  Honoring vs. Dishonoring language  Code switching

Literacy Framework: Vocabulary

Abstruse  Check for understanding: “Fist to Five”  Show if you know the meaning:  Fist: I have never seen or heard this word before  3 fingers: I think I may have heard of this word or at least know a similar word  5 fingers: I can tell you the definition of this word and use it in a sentence  Check for understanding: “Fist to Five”  Show if you know the meaning:  Fist: I have never seen or heard this word before  3 fingers: I think I may have heard of this word or at least know a similar word  5 fingers: I can tell you the definition of this word and use it in a sentence

Abstruse  Context:  “Besides, in our day, the very ABC has become a science greatly too abstruse to be any longer taught by pointing a pin from letter to letter.” ~Nathaiel Hawthorne, The House of Seven Gables  Word parts:  Latin abstrudere, to hide  Abs, ab-, away + trudere, push  Dictionary:  Abstruse (ab-stroos) adj. recondite  Dictionary:  Abstruse (ab-stroos) adj. difficult to understand  Context:  “Besides, in our day, the very ABC has become a science greatly too abstruse to be any longer taught by pointing a pin from letter to letter.” ~Nathaiel Hawthorne, The House of Seven Gables  Word parts:  Latin abstrudere, to hide  Abs, ab-, away + trudere, push  Dictionary:  Abstruse (ab-stroos) adj. recondite  Dictionary:  Abstruse (ab-stroos) adj. difficult to understand

Vocabulary Learning  Indirect Word Learning  Read alouds  Extensive Reading  Conversation/Oral Language Practice  Incidental  Word Learning Strategies  Context clues  Dictionary/Reference Books  Word parts/origins  Indirect Word Learning  Read alouds  Extensive Reading  Conversation/Oral Language Practice  Incidental  Word Learning Strategies  Context clues  Dictionary/Reference Books  Word parts/origins

Vocabulary Learning  Categories of words  Idioms  Homophones  Homographs  Antonyms/Synonyms  Parts of speech  Specific Word Learning  Often done before reading a text  Often in content area instruction  Use extended instruction (beyond giving the definition)  Movements, sentences, analogies, examples  Give repeated exposure  Word walls, class dictionaries, word games  How to choose  Important  Useful  Difficult

Break  Return at: 10:50

Vocabulary Learning Centers  Used for extended practice and repeated exposure  While at centers:  Think about what students would learn from participating in this center  Think about what might be difficult about using this center (from a teacher and/or student point of view)  Groups:  Brittany, Stefanie O., Kelly N., Lauren K.  Rebecca, Katie, Lindsay  Megan, Ashley, Sarah N., Jody  Nina, Kayla, Mandie, Stefanie M.  Lisa, Kelly F., Heather, Lauren D.  Used for extended practice and repeated exposure  While at centers:  Think about what students would learn from participating in this center  Think about what might be difficult about using this center (from a teacher and/or student point of view)  Groups:  Brittany, Stefanie O., Kelly N., Lauren K.  Rebecca, Katie, Lindsay  Megan, Ashley, Sarah N., Jody  Nina, Kayla, Mandie, Stefanie M.  Lisa, Kelly F., Heather, Lauren D.

The Topic from A to Z  Choose a text set that is of interest to your group.  Using the text set, search for a word that you think is important for the topic.  Each group member will need to record the word they are working on BEFORE beginning work on his or her book page, so as to avoid duplicate pages.  As you near the end of the book, you will likely want to see what letters are left, and search specifically for words beginning with those letters.  Print your word at the top of your page.  Write a definition of the word. If you use the same words as an author to describe the word, put the definition in quotation marks, followed by (author’s last name, page number).  Write a sentence using the word.  Draw an illustration that matches your sentence.  Choose a text set that is of interest to your group.  Using the text set, search for a word that you think is important for the topic.  Each group member will need to record the word they are working on BEFORE beginning work on his or her book page, so as to avoid duplicate pages.  As you near the end of the book, you will likely want to see what letters are left, and search specifically for words beginning with those letters.  Print your word at the top of your page.  Write a definition of the word. If you use the same words as an author to describe the word, put the definition in quotation marks, followed by (author’s last name, page number).  Write a sentence using the word.  Draw an illustration that matches your sentence.

Name that Dino! (primary version)  Choose two or three cards with red words that describe the dinosaur you want to create.  Flip the cards over to see the word roots written in blue.  Combine the word roots to create a new dinosaur name.  Draw your dinosaur, being sure to accurately reflect the characteristics it is named for.  Print the name of your dinosaur on your paper.  (optional) write the “equation” for your dinosaurs name, including the roots, what they mean, and where they came from.  (optional) Write a few sentences describing your dinosaur. Be sure to mention all of the characteristics referred to in its name.  Choose two or three cards with red words that describe the dinosaur you want to create.  Flip the cards over to see the word roots written in blue.  Combine the word roots to create a new dinosaur name.  Draw your dinosaur, being sure to accurately reflect the characteristics it is named for.  Print the name of your dinosaur on your paper.  (optional) write the “equation” for your dinosaurs name, including the roots, what they mean, and where they came from.  (optional) Write a few sentences describing your dinosaur. Be sure to mention all of the characteristics referred to in its name.

It’s All Relative  Select a set of related words.  With your partner or group, place the words along a meaning continuum, based on their nuanced meanings.  Place the words, in order, in the pocket chart.  Check your work, revising if necessary.  Record the words and the definitions your group comes up with for them, in order, in your notebooks. You may use a dictionary at this stage if necessary, but you may NOT copy the definition (see procedures below).  Based on your definitions, revise your order as necessary.  Select a set of related words.  With your partner or group, place the words along a meaning continuum, based on their nuanced meanings.  Place the words, in order, in the pocket chart.  Check your work, revising if necessary.  Record the words and the definitions your group comes up with for them, in order, in your notebooks. You may use a dictionary at this stage if necessary, but you may NOT copy the definition (see procedures below).  Based on your definitions, revise your order as necessary.

Word Sorts  Read through the word cards related to your text set with your partner or group. Discuss the meanings.  If there are any words you don’t know, use the text set to try to find their meanings (remember, try using the index or table of contents).  Decide how you want to sort the words: Which words go together? Will you use any of them as headings? Do you need to create headings? Are there any words that don’t fit? Be sure that everyone in your group understands and can explain the organization.  Find new words in the books and your text sets and add them to your organization scheme. You may need to add new headings or subheadings, or you may need to rethink your organization.  Read through the word cards related to your text set with your partner or group. Discuss the meanings.  If there are any words you don’t know, use the text set to try to find their meanings (remember, try using the index or table of contents).  Decide how you want to sort the words: Which words go together? Will you use any of them as headings? Do you need to create headings? Are there any words that don’t fit? Be sure that everyone in your group understands and can explain the organization.  Find new words in the books and your text sets and add them to your organization scheme. You may need to add new headings or subheadings, or you may need to rethink your organization.

Idioms: Figurative vs. Literal  Choose an idiom from the list  Write a complete sentence using the idiom  Draw a line down the middle of your paper  On one side, draw a literal picture of the idiom; one the other, draw its figurative meaning  Choose an idiom from the list  Write a complete sentence using the idiom  Draw a line down the middle of your paper  On one side, draw a literal picture of the idiom; one the other, draw its figurative meaning

Vocabulary Learning Centers  Used for extended practice and repeated exposure  While at centers:  Think about what students would learn from participating in this center  Think about what might be difficult about using this center (from a teacher and/or student point of view)  Groups:  Brittany, Stefanie O., Kelly N., Lauren K.  Rebecca, Katie, Lindsay  Megan, Ashley, Sarah N., Jody  Nina, Kayla, Mandie, Stefanie M.  Lisa, Kelly F., Heather, Lauren D.  Debrief: Each group will share their responses about the last center they visited  Used for extended practice and repeated exposure  While at centers:  Think about what students would learn from participating in this center  Think about what might be difficult about using this center (from a teacher and/or student point of view)  Groups:  Brittany, Stefanie O., Kelly N., Lauren K.  Rebecca, Katie, Lindsay  Megan, Ashley, Sarah N., Jody  Nina, Kayla, Mandie, Stefanie M.  Lisa, Kelly F., Heather, Lauren D.  Debrief: Each group will share their responses about the last center they visited

Agenda Agenda Overview (3 min) Housekeeping (10 min) Announcements Assignments, Final Exam Date, Thanksgiving; Field Trip Book Club: A Central Theme (20 min) How does your book address issues of social justice and human dignity? Flossie and the Fox (30 min) The story; Discussing dialect and instructional strategies Vocabulary: Mini-lecture (20 min) Break (10 min) Vocabulary Learning Centers (55 min) Role playing: Advocating for vocabulary development (25 min) Coming Attractions (5 min)

Role-Play Protocol  In groups of 2, choose a role play to act out  Decide who will be the teacher and who will be the person seeking advice  Debrief the process: What was done well? What was hard?  Switch role-plays and switch roles  In groups of 2, choose a role play to act out  Decide who will be the teacher and who will be the person seeking advice  Debrief the process: What was done well? What was hard?  Switch role-plays and switch roles

Role-Play Debrief  Volunteers to role play?  What did you learn from the situation?  What did you feel good about?  What was hard?  How has your understanding of vocabulary changed from the beginning of class?  Volunteers to role play?  What did you learn from the situation?  What did you feel good about?  What was hard?  How has your understanding of vocabulary changed from the beginning of class?

Coming Attractions - Week 11: Writing  Everyone reads:  Gibbons: Chapter 4: Writing in a Second Language Across the Curriculum  Jigsaw:  Tompkins, Chapter 2: pp. 57-73 - K/1st teachers  Tompkins, Chapter 13, pp. 416-424 - 2nd/3rd teachers  Tompkins, Chapter 14, pp. 431-443 - 4th/5th teachers  In the Field:  Continue working with your focus students  Remember to record your activities and reflections on your participation log and attach any lesson plans you use (templates on Angel under handouts)  Due Wednesday, 11/12:  Your response to one of your colleague’s New Literacy blogs  Notebook entry (bring to class): Pick a chapter from your book club book. If you were to read that book aloud, what vocabulary words would you focus on to teach before hand? Draft a mini-lesson that introduces the words, allows for extended interaction with the words, and plan for repeated exposure.  Upcoming due dates  11/19: Final version of your lesson plan and your reflection  11/26: Final notebook entry  12/3: Final participation log

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Quote of the Day “Exposure to varied vocabulary, extended discourse, and cognitively and linguistically stimulating environments were highly predictive.

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