1. 1 Bolstering Confident and Competent Vocabulary Use Through Explicit Instruction From a Presentation by Dr. Kate Kinsella San Francisco State University ED.810.629/Supporting English Language Learners in Literacy and Content Knowledge Development (SELL)

2. 2  Read Dr. Kinsella’s overview of effective vocabulary instruction  Heard about the components of a school-wide vocabulary development program  Identified common vocabulary activities that fail to teach word meanings  Learned the steps in the research-informed explicit instructional routine  Viewed of taped lessons with explicit vocabulary instruction Outcomes: By the need of today’s class we will have

3.  Read the two pages that have been assigned to you from the article: “Preparing for effective vocabulary instruction.”  Highlight the main points  Get together with your classmates and share your section.  Work with your classmates to create a four sentence summary of the article. 3

4. 4 Building Academic Vocabulary: Instructional Cornerstones 1. Fluent, Wide Reading with Increased Nonfiction 3. Word Knowledge & Study Strategies 4. Structured Contexts for Applying New Words in Speaking, Writing Increased Lexical Power & Reading/Writing Proficiency 2. Explicit Teaching of Critical New Words

5. 5 Percentile Rank on Chapter Test 90 80 70 60 50 40 30 20 10 0 No Vocabulary Instruction Explicit Vocabulary Instruction: Content Related Words (effect size =.97) 50 83 Impact of Explicit Vocabulary Instruction Stahl & Fairbanks (1988)

6. o Independent or collaborative dictionary work devoid of explicit prior instruction in word meaning o Activities devoid of explicit prior instruction: word sorts, word walls, crossword puzzles, work sheets o Sustained silent reading to get exposure to new words o Context meaning guessing versus analysis followed by verification of work meaning and additional examples o Preparation-free meaning mentioning by the teacher at the point of word encounter within a lesson 6

7. 7 A common assignment in both elementary and secondary classes is looking up a list of lesson terms in a desktop dictionary then applying the new words in original sentences. Consider the potential limitations of this widespread task in terms of genuine vocabulary learning. WHY?

8. 8 Dictionaries Are Not Necessarily Productive Learning Tools Definition: categorize, v.t. Random House Webster’s Dictionary (2001): to arrange in categories; classify. Longman Advanced American Dictionary (2001): to put people or things into groups according to what type, level, etc. they are, or to say what group they are in. The population is categorized according to age, gender and occupation. How would you categorize your relationship with your parents?

9. 9 Receptive Vocabulary: Expressive (Productive) Vocabulary: words that are recognized and understood when we hear or see them; typically much larger than expressive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and connotations, or ever use them as we speak and write words we use comfortably in speaking and writing Receptive vs. Expressive Word Knowledge

10.  Conscientiously directing students’ attention to a new word, language rule, or form;  Clearly explaining and demonstrating that language element;  Guiding appropriate use of newly-taught language elements in a gradual release model: I do it, We do it, You do it;  Providing ample meaningful opportunities for use of newly-taught language elements with high accountability for application. 10

11.  Guide students in reading and pronouncing the word a few times.  Have students clap/tap out the syllables for polysyllabic words.  Provide a cognate connection when possible.  Explain the meaning using familiar language.  Provide two examples within students’ experiential realm. 11

12. “Natural” Grade 3 - "Natural" Write down the steps the teacher goes through to teach this word. 12

13. Grade 4 - "Ecstatic" Write down the steps Dr. Kinsella uses to teach this word 13

14. 14 (You either know a word or you don’t.)

15. 15 (Our familiarity with a word exists upon a continuum of knowledge.)

16. 16 A Word Form Chart for Academic Word Families to Foster “Word Consciousness” Noun Verb Adjective Adverb accuracy inaccuracy accurate inaccurate accurately inaccurately predictionpredict predictable unpredictable predictably productionproduce productive unproductive productively unproductively dependence independence depend (on/upon sth) dependent independent symptomsymptomatic asymptomatic

17. 17 Academic talk is “comprehensible verbal output” addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar. Dutro & Kinsella, 2009 Swain & Lampkin, 1998

18.  Expressing an opinion  Asking for clarification  Paraphrasing  Soliciting a response  Agreeing/Disagreeing  Affirming  Holding the floor  Acknowledging ideas  Comparing ideas  Justifying  Predicting  Summarizing  Offering a suggestion  Reporting/Citing 18

19. Criteria for selecting key words 19

20. 20 The AWL: A High-Incidence Academic Word List ( 570 Critical Word Families for Secondary Curricula) Group 1/10 (Highest Incidence): analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure... word family: assume, v. assumed, adj. assumption, n. Source: (Averil Coxhead, 2000)

21. 21 Words that Warrant Robust Instruction Words that Warrant Robust Instruction  “big idea” words that relate to lesson concepts stereotype, outsourcing, fossil fuel  high-frequency/high-utility “academic tool kit” words consequence, issue, analyze  high-use “disciplinary tool kit” words economy, metaphor, species  words to engage in literate discourse about the topic words relevant to discussing the theme or issues yet not included in the text (esp. with literature!)

22. 22 analyze approach role consist major require significant vary interpret respond consequence Word Types : A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific home dog happy see come again find go look boy volcano lava pumice glaciated abdominal peninsula molten phonological diphthong Research: Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml “brick” words “mortar” words

23. 23 Academic English is not a natural language that we acquire through extensive listening and social interaction. Academic English, including vocabulary, syntax and grammar must be explicitly and systematically taught, not merely caught.

24. 24 45,000 headwords 100,000 words and phrases 23,500 headwords 55,000 words and phrases 12,000 headwords 24,000 words and phrases 10,500 headwords 20,000 words and phrases

25. 25 Licensed Lexical Contractors NOT Lexical Decorators Equip your students with high-leverage words through explicit, accountable instruction!

26.  August, D. & Shanahan, T., (Eds.). (2006). Developing Literacy in Second- Language Learners: Report of the National Literacy Panel on Language- Minority Youth. Lawrence Erlbaum.  Goldenberg, C. (Summer 2008). Teaching English Learners: What the Research Does-and Does Not-Say. American Educator.  California Department of Education. (Fall 2009). Improving Education for English Learners: Research-Based Approaches.  Dutro, S. & Kinsella, K. (2009). English Language Development: Issues and Implementation in Grades 6-12. In CDE (Fall 2009).  Norris, J. & Ortega, L. (2006). Synthesizing Research on Language Learning and Teaching. John Benjamin.  Saunders, W. & Golderberg, C. (2009). Research to Guide English Language Development Instruction. In CDE (Fall 2009).  Spada, N. & Lightbown, P. (2008). Form-Focused Instruction: Isolated or Integrated. TESOL Quarterly, 42(2). 26

27. 27 The End Kate Kinsella, Ed.D. San Francisco State University katek@sfsu.edu (707) 473-9030