1. Word Nerds Systematic Vocabulary Instruction

2. Activator Consensogram You will use the colored “dots” on the table Answer each question by placing a dot above the corresponding number that explains your current feeling about the topic.

3. Goals I will explore the research base underlying vocabulary instruction & assessment I will learn about a 5-step model for implementing systematic vocabulary instruction. I will hear from real classroom teachers about their experience using the model & improving students’ “word confidence.” I will participate in a shared vocabulary experience that illustrates active vocabulary instruction.

4. What’s the big deal about vocabulary instruction? Quote to ponder “For students who arrive at school with a limited ‘school talk’ background, systematic vocabulary instruction opens a door to a secret world.” Vocabulary knowledge is correlated with school achievement. Over 100 years of research supports the importance of vocabulary instruction (Graves, 2006) most teachers provide very little direct vocabulary instruction (Beck, McKeown, & Kucan, 2002) 10 big-ideas from research

5. Systematic vocabulary instruction Rich varied language experience Word consciousness Word learning strategies Individual word instruction

6. Big-Ideas from Research 1.Some words are more important to teach than others 2.Students learn vocabulary on a continuum 3.Multiple exposures to words are required to “own” learning 4.Looking up words in the dictionary is not helpful and may hinder learning 5.Students need to build “word schemas” 6.Wide reading can improve word learning 7.Students need rich academic conversation with adults and peers 8.Word play can increase word learning 9.Direct instruction is important 10.Specific strategies needed

7. 1. Some words are more important to teach than others. In Bringing Words to Life (2002) Beck, McKeown, and Kucan talk about the levels of words that they call Tier One, Tier Two, and Tier Three. Tier OneTier TwoTier Three These are words that the students already know when they come to school. These are high- frequency words that students will likely encounter in school yet probably don’t know well. These words are domain- specific. Addressed during content instruction. Clock, happy, baby Coincidence, absurd, industrious Habitat, peninsula, refinery FOCUS HERE!

8. No knowledge General sense Narrow, context- bound Knowledge-can’t apply it Rich, decontextualized knowledge 2. Students have to learn at more than one level- word learning occurs on a continuum.

9. 3. Students learn words when they experience them multiple times. Research has proven students need multiple exposures over time (Stahl 2003). Typically between six exposures (Jenkins, Stein, and Wysocki 1984) and twelve exposures (McKeown, Beck, Ormanson, and Pople 1985) A strategic vocabulary plan can provide sufficient exposures.

10. 4. Asking students to look up words in the dictionary and write the definition does not help them learn words. Research: In one study, 63% of students’ responses were “odd.” (Miller & Gilden, 1985); students often interpret one or two words from a dictionary definition as the entire meaning (Scott & Nagy, 1989); 60% of students’ responses were unacceptable (McKeown, 1993). Dictionary definitions may actually cloud a word’s meaning rather than help the student learn it. Introducing words in plain, everyday language helps students learn vocabulary (Beck, McKeown, & Kucan, 2002). Webster’s Definition of Fortunate 1.bringing some good thing not foreseen as certain 2. receiving some unexpected good 7 What does the word fortunate mean in paragraph 1? A wise B happy C lucky D proud

11. 5. When students learn words, they build patterns and networks of meaning called “word schemas.” Students make connections to their own background & connect new words to terms they already know. Schema= how students use patterns of word learning Students with well-developed word schemas can infer context.

12. 6. Students can learn some words through the use of wide reading. Wide reading is important-different types of text Direct/explicit teacher instruction & rich vocabulary experiences using varied texts Continuous building of word schema All students need explicit vocabulary instruction…For children not yet reading, most vocabulary learning has to be facilitated by adults and older peers

13. 7. Students can learn some words through rich conversations with adults and peers. All students should participate in academic discussions on a regular basis, particularly those at risk for academic failure, including children of poverty, minority students, and ELL students. Intentional, structured, and planned Students do most of the talking Teachers weave in background knowledge and ask open-ended questions to build schema and create word networks

14. 8. Students can learn some words through word play. Helps students develop the habit of being curious about words. Helps students take risk in learning. Multisensory vocabulary instruction creates motivation and helps students internalize meaning.

15. 9. Students can learn some words by direct instruction. There are too many words in the English language to teach all of them individually. Direct teaching of some words can be helpful, especially with at-risk students. If individual word teaching is needed, Marzano’s (2009) Six Step Instructional Plan provides a clear model.

16. 10. Most students need word-learning strategies to become independent readers. Students must be able to determine the meanings of unfamiliar words without help when independently reading. To be able to do this, students need word schemas to infer context and be taught morphology (the study of the smallest units of meaning) includes prefixes, suffixes, affixes, upper grades-root words.

17. Classroom rituals and routines Choose words to teachIntroduce words Begin vocabulary journals Add synonyms/antonyms or examples/non-examples Create anchor chart Whole-group community building practice Small-group & independent active practice Vocabulary celebrationAssess understanding Planning Cycle

18. Classrooms that foster word confidence Quote to ponder “We know that vocabulary development does not and cannot exist in a vacuum. To achieve the goal of multiple exposures that build word schema, we have to emphasize vocabulary instruction throughout the curriculum and across the school day.” Rituals & Routines Classroom management-scheduling and planning for explicit vocabulary instruction Fostering self-reliance Vocabulary instruction is part of the bigger picture: Literacy Model Choosing words is crucial to success Multi-day plan with intentional experiences (5-day or 10-day cycle)

19. Choosing words to teach Importance and utility-appear frequently Instructional potential-build representations Conceptual understanding-precision and specificity Words that will give you the most bang for the buck

20. Planner example WORDKID-FRIENDLY DEFINITONSENTENCESSynonyms or ExamplesAntonyms or non- examples Picturesidioms and/or other meanings Chapter 1 persisted To try something even when it is difficult. After ten attempts her persistence paid off she crossed the monkey bars. continue, follow-through, pursue give up, discontinue, halt Chapter 2 beckoning To tell someone to come closer. Tom beckoned Sam to come look at the turtle. tempt, entice, summonpush, repel, repulse Chapter 3 ambled To walk in a slow and relaxed way. “Please amble back to your desks,” said Mrs. Wilcox. saunter, stroll,power walk, march Chapter 4 contentedly Feeling happy or satisfied.Rebecca was the picture of contentment holding the tickets to the Taylor Swift concert. gratified, satisfied, displeased dissatisfied Chapter 5 scuffling To move quickly and with short steps. Children scuffled down the hall to P.E. class. tramp, shuffleglide, slide Extra Word Definitions Vocabulary Planner For : The Chocolate Touch by Patrick Skene Catling Week of: September 11,2013

21. Making introductions Quote to ponder “Students need time to explore new words, play with them, and connect them to concepts they already know. Words without a meaningful context remain random.” Pocket charts, word cards, word prediction models (cloze sentences, etc.) Predict and try out the new words Begin Vocabulary journals (looks different in primary and intermediate) Explicit vocabulary instruction seems “expensive.” The payoff is well worth the investment.

22. Squeezing the “juicy” words Quote to ponder: “When we introduce synonyms and antonyms, we help students build word relationships and vocabulary networks. Activities that require them to contemplate word meanings and engage in academic discussions about vocabulary enable them to construct deeper content knowledge, which in turn leads to higher achievement.” Use reference materials to locate synonyms & antonyms When you cannot locate a definitive synonym or antonym, use example-non- examples (Frayer models) Record findings for additional reference and use in writing Intentional-builds word networks-relates words to other words-word knowledge grows exponentially

23. Active vocabulary practice Quote to ponder: “With activities that incorporate art, movement, technology, music, drama, public speaking, and more, vocabulary practice can not only motivate students to learn but also ensure that they remember more.” Connected words are remembered words Movement, art, technology, music, drama, public speaking motivates students and improves learning Whole-group practice and independent/small-group practice

24. Active Engagement

25. Example 1: whole-group Whole group practice video Counting Dude, Bragging Dude

26. Example 2: small-group/independent

27. Celebrate to validate Quote to ponder: “In our classrooms, we want to see more of our students using new vocabulary confidently, but we also want them to feel joyful about their growing facility with words.” In vocabulary practice-students are still tentative and may make mistakes. In celebration, near the end of a cycle, students confidently engage and apply learning. Reinforces social use of language and academic talk.

28. Learning through assessment Quote to ponder: “Formative vocabulary assessment is the glue that holds the pieces of our instruction together, and it helps us understand what our students actually know and can do. Summative assessment provides a record of vocabulary progress that we can report.”

30. Wrap-Up & Review Revisit goals I will explore the research base underlying vocabulary instruction & assessment. I will learn about a 5-step model for implementing systematic vocabulary instruction. I will hear from real classroom teachers about their experience using the model & improving students’ “word confidence.” I will participate in a shared vocabulary experience that illustrates active vocabulary instruction.

31. Wrap-Up Summary Turn & Talk T.O.T.D

32. Contact information ashleyc@acpsd.net Ashley Clark (4 th grade) ashleyc@acpsd.net acoleman@acpsd.net Angela Coleman (1 st grade) acoleman@acpsd.net amymcclure@acpsd.net Amy McClure (principal) amymcclure@acpsd.net