Explicit Instruction Webinar #3 Designing Lessons Vocabulary and - - PDF document

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Explicit Instruction Webinar #3 Designing Lessons – Vocabulary and Skills

Presented by: Gina Hopper, SESTA Director

With permission from Dr. Anita A. Archer

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• The content of this session is expanded in Chapter 3 of this book:

Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient

• Teaching. NY: Guilford Publications.

Permission & Acknowledgements

• Videos that illustrate explicit instruction can be found on this website.

www.explicitinstruction.org

• The slides in this presentation were designed by Anita Archer and modified as

needed by the trainer, Gina Hopper.

Special thanks to the Idaho Department of Education, Special Education Division and Boise State University’s, The Center for School Improvement and Policy Studies.

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Purposes of Session

Participants will be able to: 1. Select vocabulary for explicit instruction. 2 P id d f i dl l i

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2. Provide student-friendly explanations. 3. Develop examples and non-examples for vocabulary instruction. 4. Design basic lessons for teaching vocabulary. 5. Design elaborated lessons for teaching more difficult concepts.

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Characteristics - Effective Vocabulary Instruction

1. Instruction is clear and unambiguous. 2. Instruction involves presentation of word meanings and contextual examples.

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3. Multiple exposures to the word are provided. 4. Sufficient instructional time is devoted to vocabulary instruction. 5. Students are actively engaged in vocabulary instruction.

Explicit Vocabulary Instruction

• Preliminary evidence suggests that as late as

Grade 6, about 80% of words are learned as

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Grade 6, about 80% of words are learned as a result of direct explanation, either as a result of the child’s request or instruction, usually by a teacher.

(Biemiller, 1999)

Preparation for Explicit Vocabulary Instruction

1. Select words for explicit instruction 2. Develop or adopt student-friendly

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explanations 3. Develop examples and non-examples for introducing word or for checking understanding

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Explicit Vocabulary Instruction Selection of Vocabulary

• Select a limited number of words for robust,

explicit vocabulary instruction.

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• Three to ten words per story, portion of story,
• r section of a chapter.
• Briefly tell students the meaning of other

words needed for comprehension .

Explicit Vocabulary Instruction Selection of Vocabulary

• Select words that are unknown
• Select words that are critical to passage understanding
• Select words that students will encounter in future

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(Stahl, 1986)

• Focus on Tier Two words (Beck & McKeown, 2003)
• Academic Vocabulary
• Select words that are more difficult to obtain
• Words having an abstract versus concrete reference
• Words with unknown concept (most have a synonym, but these do

not initially)

• Words not adequately explained within the text

Selection of Vocabulary

(Beck & McKeown, 1985)

• Tier One - Basic words
• chair, bed, happy, house
• Tier Two - Words in general use, but not common

General Academic Vocabulary

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General Academic Vocabulary

• concentrate, absurd, fortunate, relieved, dignity,

convenient, observation, analyze, persistence

• Tier Three - Rare words limited to a specific

domain Background Vocabulary

• tundra, perimeter, igneous rocks, constitution,

area, sacrifice fly, genre, foreshadowing

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Practice Activity

Select words for robust, explicit instruction

First Graders Read Aloud The Tortoise and the Jackrabbit by Susan Lowell, Illustrated by Jim Harris

tortoise springtime

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tortoise springtime drowsy desert patiently volunteered mesquite noticed prove it verbena snoozing silent

Practice Activity

Select words for robust, explicit instruction

Fifth Graders The Family Under the Bridge by Natalie Savage Carlson Preparation for reading Chapter 1.

monsieur can’t abide th d l di it

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cathedral dignity cowered gratitude hidey-hole fastidious hyacinths loitering adventure roguish

Practice Activity

Select 5 words for robust, explicit instruction

Reading Level: Eighth Grade Passage: Breaker’s Bridge Series: Prentice Hall Words: *Selected for instruction in manual.

• bstacle*

district amplify writhing* gorge Imperial*

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writhing gorge Imperial piers* miniature emerged executioner* defeated insult immortals desperation deposited emperor supervising deadline

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Preparation - Student-Friendly Explanations

• Dictionary Definition relieved (1) To free wholly or partly

from pain, stress, pressure; (2) To lessen or alleviate, as pain or pressure

• Student Friendly Explanations

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• Student-Friendly Explanations

(Beck, McKeown, & Kucan, 2003)

• Uses known words
• Easy to understand
• You feel relieved when something that was difficult is
• ver or never happened at all.

Preparation - Student-Friendly Explanations

• Dictionary Definition
• Attention - 1.) the act or state of attending through applying the

mind to an object of sense or thought 2.) a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity

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• Dictionary for English Language Learners

(Collins COBUILD School Dictionary of American English)

If you give someone or something your attention, you look at them, listen to them, or think about them carefully.

Dictionaries for English Language Learners - Online

www.collinslanguage.com definitions and oral pronunciations www.ldoceonline.com definitions (oral pronunciations on CD)

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definitions (oral pronunciations on CD) www.learnersdictionary.com definitions and oral pronunciations Don’t know the pronunciation of a word, go to www.howjsay.com

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Practice Activity

Student-Friendly Explanations

Dictionary Definition Student-Friendly Explanations

disgusting - to cause to feel disgust; be sickening, repulsive, di f l When something is disgusting, you really dislike it. It can l k i k

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• r very distasteful to

almost make you sick. fragile - easily broken, damaged, or destroyed If something is fragile, it can be broken or damaged easily. gratitude - a feeling of thankful appreciation for favors or benefits received loitering - to linger in an aimless way; spend time idly

Designing Examples and Non-examples

Step 1: Examine the definition and determine the critical attributes or parts of the definition

• Glossary Entry
• foreshadowing. Foreshadowing is the author’s use of clues to hint at

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g g what might happen later in the story. Writers use foreshadowing to build their readers’ expectations and to create suspense.

• Critical Attributes

foreshadowing

• Author’s procedure
• Use of clues
• Hints at what might happen later in the story

Designing Examples and Non-examples

• Glossary Entry

Perpendicular lines. Two lines that intersect to form a right angle.

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• Critical Attributes

Perpendicular lines

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Designing Examples and Non-examples

Step 2. Design examples in which all attributes are present

• Foreshadowing
• Author’s procedure

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• Author s procedure
• Use of clues
• Hints at what might happen later in the story

Early in the story about Blue Cloud, the author indicated that Dakota babies are taught not to cry. Later in the story, the baby who was lost in the grass did not cry, making it impossible to locate the baby. This is an example of

• foreshadowing. The author gave us hints about what might happen later in

the story.

Designing Examples and Non-examples

Step 2. Design examples in which all attributes are present Perpendicular

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Perpendicular

• two lines
• intersect
• form right angle

Designing Examples and Non-examples

Step 3. Design non-examples in which some, but not all, critical attributes are missing

Foreshadowing

• Author’s procedure

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Author s procedure

• Use of clues
• Hints at what might happen later in the story

Early in the story about Blue Cloud, the author told about the Dakota tribe moving to a new location. This is NOT an example of foreshadowing. The author is telling what is happening, but is not giving hints about what will happen later in the story.

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Designing Examples and Non-examples Step 3. Design non-examples in which some, but not all, critical attributes are missing.

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Perpendicular lines

• two lines
• intersect
• form a right angle

Video #1—Retrieve Video from www.explicitinstruction.org (Choose Elementary or Secondary Grades 2, 6, or 8) Practice what is implemented well.

Steps in instructional routine Good practices

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Basic Lesson Design - Vocabulary

Step 1. Introduce the word

a) Write word on board or display on screen

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b) Read word and have students repeat word c) If word is difficult to pronounce or unfamiliar have students repeat word a number of times

Introduce the word with me

“ This word is compulsory. What word?”

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Basic Lesson Design - Vocabulary (continued)

Step 2. Introduce meaning of word Option # 1. Present a student-friendly explanation

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a) Tell students the explanation OR b) Have them read the explanation with you

Present the definition with me.

“When something is compulsory, it is required and you must do it. So, if it is required and you must do it, it is _______________.”

Basic Lesson Design - Vocabulary (continued)

Step 2. Introduce meaning of word

Option # 2. Have students locate definition in glossary or text

a) Have them locate the word in the glossary or text b) Have them break the definition into the critical attributes

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Glossary Entry: Industrial Revolution Social and economic changes in Great Britain, Europe, and the United States that began around 1750 and resulted from making products in factories Industrial Revolution

• Social & economic changes
• Great Britain, Europe, US
• Began around 1750
• Resulted from making products in factories

Basic Lesson Design - Vocabulary(continued)

Step 2. Introduce meaning of word

Option # 3. Introduce word using morphemes (meaningful parts of word)

• autobiography

auto = self bi lif

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bio = life graph = letters, words, or pictures

• dehydration

hydro = water

• inspection

spect = see

• telephone

tele = distant phone = sound

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Basic Lesson Design - Vocabulary (continued)

Step 3. Illustrate the word with examples a) Concrete examples

• Object
• Act out

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a) Visual examples b) Verbal examples

(Also discuss when the term might be used and who might use the term.)

Present the examples with me.

“Coming to school as 8th graders is compulsory.” “Stopping at a stop sign when driving is compulsory.”

Basic Lesson Design - Vocabulary (Continued)

Step 4. Check students’ understanding Option #1. Firm up with choices

Check students’ understanding with me.

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If something is compulsory is it required or not required? required If something is compulsory can you choose to not do it? Yes or No? no

Basic Lesson Design - Vocabulary (continued)

Step 4. Check students’ understanding Option #2. Have students discern between examples and non-examples

Ch k t d t ’ d t di ith

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Check students understanding with me.

Tell me compulsory or not compulsory Attending school as 8th graders compulsory How do you know it is compulsory? It is required Going to college when you are 25 not compulsory “Why is it not compulsory?” It is not required. You get to choose to go to college.

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Basic Lesson Design - Vocabulary(continued)

Step 4. Check students’ understanding Option #3. Have students generate examples

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Check students’ understanding with me. There are many things at this school that are compulsory. Think of things that are compulsory. Talk with your partner. List things that are compulsory at this school.

Basic Lesson Design - Vocabulary (Continued)

Step 4. Check students’ understanding Option #1. Ask deep processing questions

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p p p g q

Check students’ understanding with me.

Many things become compulsory. Why do you think something becomes compulsory?

Basic Lesson Design - Vocabulary

I do it

1. Introduce the word 2 P d f i dl l i

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2. Present a student-friendly explanation 3. Illustrate the word with examples

You do it

4. Check students’ understanding

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Practice Activity: Teaching Critical Vocabulary (Example A)

• 1. Introduce the word.

This word is migrate. What word?

• 2. Introduce the meaning of the word.

Present a student-friendly explanation.

When birds or other animals migrate they move from one place to

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When birds or other animals migrate, they move from one place to another at a certain time each year. So if birds move to a new place in the winter or spring, we say that the birds _________________. Animals usually migrate to find a warmer place to live or to get food.

• 3. Illustrate the word with examples.

Sandhill Cranes fly from the North to the South so they can live in a warmer place. Sandhill Cranes _______________.

Practice Activity: Teaching Critical Vocabulary (Example A continued)

The wildebeests in Africa move to a new place so that they can find water and grass. Wildebeests .

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_______

4. Check students’ understanding. (Deep processing question.) Why might birds migrate? Tell your

• partner. Start by saying: One reason

birds migrate is __________. (Monitor and coach. Then call on individuals.)

Practice Activity: Teaching Critical Vocabulary

(Example B)

1. Introduce the word. This word is survive. What word? 2. Introduce the meaning of the word. Present a student-friendly explanation. When people or animals don’t die when things are very bad or dangerous,

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When people or animals don t die when things are very bad or dangerous, they survive. So if people or animals don’t die when things are bad, they____________. 3. Illustrate the word with examples. Look at the people on this river. It is very dangerous. However, they don’t get hurt or die, they __________.

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Practice Activity: Teaching Critical Vocabulary (Example B continued)

4. Check students’ understanding. (Examples and non-examples) Get ready to tell me if this group would survive. f h ld d ll f d b d d h ld

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If the winter was very cold and all food was buried under the snow, would whooping cranes survive?________ Ones, tell your partner why they wouldn't’t survive. If whooping cranes had plenty of food and the weather was warm, would they survive? __________ Twos, tell your partner why they would survive? (Deep Processing Questions) If a rabbit was being chased by a coyote, what could the rabbit do to survive? (Give thinking time.) Ones, tell your partner. Begin by saying: The rabbit could survive by ________________.

Practice Activity: Teaching Critical Vocabulary (Example C)

1.

Introduce the word. This word is abundant. What word? ___________. Again, _____________. Abundant is an adjective.

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2. Introduce the meaning of the word. Present a student friendly explanation. When you have an abundant amount of something, you have plenty of

• something. So, if you have plenty of something, you have an amount that is

______________________.

Practice Activity: Teaching Critical Vocabulary (Example C continued)

3. Illustrate the word with examples. If you have lots of food in your house, you have abundant food. If you had a huge supply of paper, you would have

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If you had a huge supply of paper, you would have _______ _________. If you had enough pencils for everyone, you would have _____ _______. If you had more than enough money to live on, you would have _____ _______.

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Practice Activity: Teaching Critical Vocabulary (Example C continued)

4. Check understanding. (Examples and non-examples) Get ready to tell me if this would be abundant. Say abundant or not abundant. If you had 2 pencils for the year? Not abundant If you had 40 pencils for the year? Abundant If the class had 800 books? Abundant If the class had 30 books? Not abundant If the family had enough food for one day? Not abundant If the family had enough food for 3 months? Abundant

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Practice Activity: Teaching Critical Vocabulary (Example D)

1.

Introduce the word. This word is virtue. What word? ___________. Again, _____________. Virtue is a noun.

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2. Introduce the meaning of the word. Present a student-friendly explanation. When someone has a really good quality like honesty, that quality is a

• virtue. So when someone has a really good quality, that quality is called

a ________________________.

Practice Activity: Teaching Critical Vocabulary (Example D)

3.

Illustrate with examples. (And non-examples) Being honest is a virtue. Lying in not a virtue. Being kind is a __________. Being mean is not a _________________.

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Being generous is a ____________. Being greedy and not sharing is not a ______. Being reliable is a ______________. Being inconsistent so that people can not count on you is not a ______________.

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Practice Activity: Teaching Critical Vocabulary (Example D)

4. Check understanding. Make a T chart on your paper. Now, label the columns ‘virtue’ and ‘not virtue’. With your partner, write in a virtue and then the opposite of that virtue. Let’s read my ideas first my ideas first. _____Virtue _____________ ____________ Not a Virtue___________ patient impatient, feeling annoyed responsible irresponsible, careless

• rderly

messy courageous scared

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Practice Activity: Teaching Critical Vocabulary (Example E)

Step 1: Introduce the word.

This word is analyze. What word? Analyze is a verb, an action of people.

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Step 2: Introduce the meaning of the word. Provide a student friendly explanation.

When you analyze something, you carefully think about it in detail so that you can explain it. If you carefully think about something in detail so you can explain it, you _____________________.

Practice Activity: Teaching Critical Vocabulary (Example E continued)

Step 3. Illustrate with examples For example, when you carefully examine data from a science experiment, you .

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experiment, you ________________________. When you examine carefully a graph in social studies, you _______. When you carefully compare two meal plans for their nutritional value, you ________________________.

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Practice Activity: Teaching Critical Vocabulary (Example E continued)

Step 4. Check understanding Think, what are some things that you analyze in school. (Provide thinking time.) Ones, tell your partner something that you analyze in school. Start by saying: One thing that I analyze in school is ______.

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Practice Activity: Teaching Critical Vocabulary (Example E continued)

Word Family – Relatives (Display words on screen.)

Let’s read some words related to analyze. Echo read the words.

analyze

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analyzing analyzed analysis analyzable analyzer

Practice Activity: Teaching Critical Vocabulary (Example E continued)

These words are in the same word family as analyze. When I touch the word, please say it.

(Di l h )

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(Display paragraph on screen.)

When we examine the results of a science experiment, we analyze the results. Thus, analyzing experimental results is an important task in science class. In the past, you analyzed data in science class. You often had to write up your analysis. If the results were easy to explain, the results were analyzable. When you analyzed the results, you were the analyzer.

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Practice Activity: Teaching Critical Vocabulary (Example E continued)

Synonyms

Working with your partner, generate a list of words that are synonyms for analyze. You may use your dictionary, thesaurus, or electronic reference sources. Students suggest:

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examine explore think study contemplate look over inspect check investigate monitor scrutinize assess

Practice Activity: Teaching Critical Vocabulary (Example F)

Step 1: Introduce the word

This word is category. What word? Category is a noun.

Step 2: Introduce the meaning of the word

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Step 2: Introduce the meaning of the word Provide a student-friendly explanation

When you have a category, you have a group of people or things that have the same characteristic. They form a category. So, when you have a group of people or things that have the same characteristic, they form a ______________________.

Practice Activity: Teaching Critical Vocabulary (Example F continued)

Step 3. Illustrate with examples

For example, you could divide people into two groups by gender, male and

• female. Each gender would be a ______.

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You could divide people into groups by race. Each race would be a ________. You could divide people into groups by religion. Each religion would be a ____. You can can also divide things into categories. For example, you could divide cars into categories by make, color, year produced, size of engine, etc. Each of these would be a _________.

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Practice Activity: Teaching Critical Vocabulary (Example F continued)

Step 4. Check understanding

I will tell you one category. You tell your partner another category.

• People. Female. Another category? (male)

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• Books. Fiction. Another category? (Non-fiction, reference, poetry, etc.)

Political Parties. Republican. Another category? (Democrat, Independent) With your partner, list sets of categories that students can be grouped in. For example, the categories boys and girls The categories of blue-eyed, green-eyed, brown-eyed, other. Only school appropriate and respectful categories please.

Practice Activity: Teaching Critical Vocabulary (Example F continued)

Word Family - Relatives Let’s read some words related to the word category. Echo read the word and part of speech.

(Display words on screen.)

• category n
• categories n
• categorize v
• categorized v
• categorizing v
• categorization n
• categorical adj
• categorizer n

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Practice Activity: Teaching Critical Vocabulary (Example F continued)

This words are in the same word family as category. When I touch the word, please say it. There is not just one category of trees Trees can be put into two

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There is not just one category of trees. Trees can be put into two

• categories. You can categorize trees as deciduous and
• evergreen. Trees are often categorized in this manner.

You will find that this system of categorization is found in most books on the subject. When you determine the type of trees in your community, you would be a categorizer.

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Practice Activity: Teaching Critical Vocabulary (Example F continued)

Synonyms

Working with your partner, generate a list of words that are synonyms for category. You may use your dictionary, thesaurus, or electronic reference sources. Students suggest: class

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group type variety breed brand sort

Review meanings of critical, unknown vocabulary words

Review the words using a “word association” activity. Words written on board or display on screen:

• 1. enemy 2. disgusting 3. invited 4. relieved

I i ll b d F h b d k

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I am going to tell you about a word. Form the number on your desk. When I say show me, hold up your hand. Someone that you hate, might be an _______. A food that makes you sick would be _________. When a test is over, you often feel _________. When you are asked to a party, you are _____.

Vocabulary Instruction Extensions

1. Introduce the part of speech 2. Introduce synonyms (same), antonyms (opposite), homographs (same spelling - different meaning)

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3. Tell students when and where the word is often used 4. Introduce the etymology (history and/or origin) of the word

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Vocabulary Instruction Extensions

• 5. Introduce students to other members of word family

conform wild conforms wilderness

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conformed conforming conformist protest non-conformist Protestant non-conforming

Vocabulary Logs

• Have students maintain log of vocabulary to facilitate study

and review.

• What can be recorded on a vocabulary log?

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• Word
• Student-friendly explanation
• Any of these options
• Sentence to illustrate the word’s meaning
• Examples and non-examples
• An illustration
• In lower grades, create a group log on flip chart.

Word Walls

• Create a word wall in your classroom
• Post a reminder of the context
• Copy of the cover of the read-aloud book
• Copy of the first page in the story

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• Copy of the first page in the story
• The topic in science or social studies
• Post the vocabulary words
• Incorporate the words into your classroom language
• Encourage students to use words when speaking and

writing

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Video #2

Steps in instructional routine Good practices

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Elaborated Lesson Design Vocabulary and Concepts

I do it.

1. Introduce the word 2. Present student-friendly explanation 3. Illustrate the word with examples and non-examples

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We do it.

• 4. Guide students in analyzing examples and non-

examples using critical attributes You do it.

• 5. Check students’ understanding

Elaborated Lesson Design - Vocabulary

Step 1. Introduce the word

a) Write the word on the board or display on screen b) Read the word and have the students repeat the word If word is difficult to pronounce or unfamiliar have

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If word is difficult to pronounce or unfamiliar have students repeat word a number of times

Introduce the word with me.

Our first vocabulary term is perpendicular lines. What vocabulary term? perpendicular lines

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Elaborated Lesson Design - Vocabulary

(continued)

Step 2. Introduce meaning of word Present or have students determine critical attributes

Display on screen : perpendicular lines

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sp ay o sc ee : pe pe d cu a es

• two lines
• that intersect
• to form a right angle

Let’s look at the meaning of perpendicular lines. This vocabulary term refers to ___________. Two lines that _________ (intersect) to form a _______. right angle.

Elaborated Lesson Design - Vocabulary

(continued)

Step 3. Illustrate word with examples and non-examples

These lines are perpendicular. There are 2 lines that intersect and form a right angle. These lines are perpendicular. 65 There are 2 lines that intersect and form a right angle. These lines are not perpendicular. The lines do intersect but they do not form a right angle. These lines are not perpendicular. The lines do not intersect.

Elaborated Lesson Design - Vocabulary

(continued) Step 4. Guide students in analyzing examples and non-examples using the critical attributes Display on screen : perpendicular lines

• two lines

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• that intersect
• to form a right angle

Display examples and non-examples on screen Ask students questions to assist them in discerning between examples and non-examples. Are there two lines? Do the lines intersect? Do they intersect at a 90 degree angle?

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Elaborated Lesson Design - Vocabulary

(continued)

Step 5. Check students’ understanding Option #1. Have students discern between examples and non-examples

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p p

Example Are these lines perpendicular? Yes Ones, tell your partner why these lines are perpendicular. Non-example Are these lines perpendicular? No Twos, tell your partner why these lines are not perpendicular.

Elaborated Lesson Design - Vocabulary

(continued)

Step 5. Check students’ understanding Option #2. Have students generate examples and non-examples On your paper, make a T chart.

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y p p , Label the left column “perpendicular lines” and the right column “NOT”. Draw examples and non-examples in the columns. Examine your partner’s

• chart. Be sure that the examples are perpendicular and the non-examples are

not perpendicular.

Elaborated Lesson Design - Vocabulary

(continued)

Step 5. Check students’ understanding. Option #3. Ask deep processing questions. Perpendicular lines are very important when you do some home projects.

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Think for a moment when knowledge of perpendicular lines would be critical. Share your ideas with your partner.

(Teacher monitors and records ideas on paper or overhead transparency. Then, the teacher shares ideas with class.)

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Conclusion

“Words are all we have.”

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Wo ds a e a we ave.

Samuel Beckett

Questions

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