SLIDE 1 Vocabulary Across the Workshops
PCL Summer Institute, 2017 Colleen McCarthy and Dawn Stiegert School District of Belleville
SLIDE 2 Purpose - What you signed up for:
- 1. Strategies to enhance vocabulary skills
- 2. Choosing vocabulary
- 3. Deepen comprehension through vocabulary
- 4. Intentional vocabulary instruction through word
work, language workshop, and literature discussion groups
- 5. Tools and ideas for your application
SLIDE 3
Resources ❖Dr. Linda Dorn: PCL Institutes ❖Fisher, Frey, and Lapp: In a Reading State of Mind (2009)
❖Isabel Beck et al.: Bringing Words to Life (2013)
❖Andrew Biemiller: “Teaching Vocabulary” ❖Our theory into practice
SLIDE 4 Why Vocabulary Instruction?
- 1. Most neglected part of the day - get caught up
in “word work”.
- 2. Developmentally appropriate for the
intermediate grades.
- 3. Vast increase in comprehension and test
scores with vocabulary as a focus.
SLIDE 5 Today we will...
- 1. Learn some of the research and methods
around vocabulary instruction.
- 2. See sample lessons from different CLM
workshops.
- 3. Have time to explore texts to find words to
intentionally teach vocabulary.
SLIDE 6
Turn and Talk: What are your current classroom practices with vocabulary across the instructional day?
SLIDE 7
Why Explicit Vocabulary Instruction?
SLIDE 8 Where to Start?
Andrew Biemilller Robert Marzano Elfrieda H. Hiebert Douglas Fisher & Nancy Frey
SLIDE 9
Rationale for Academic Vocabulary Instruction
❖ As students progress through the grades, print vocabulary increasingly includes words that are rarely a part of oral language. ❖ Academic or content vocabulary share a large portion of the meaning in upper-level texts ❖ Research clearly shows explicit vocabulary instruction across the curriculum enhance acquisition
SLIDE 10 Rationale Continued
❖ Comprehension! ➢ The more terms a person knows about one subject the easier it is for them to understand new information
- n the subject they read and hear
SLIDE 11 The Gap!
Background Knowledge, Background Knowledge, Background Knowledge
Direct Vocabulary Instruction is for ALL of our students to build background knowledge and close the gap Strugglers tend to have 2000 fewer words than their peers
SLIDE 12 The average fourth grader knows about 5,000-10,000
- words. The average high school graduate knows about
50,000 words. To acquire this extensive vocabulary, the students has to learn about 3,500 words a year. This translates to learning 10 new words a day!
From Linda Dorn, 2015 Summer Institute
SLIDE 13
Vocabulary: When and How
SLIDE 14 “Growing a student’s vocabulary requires the nurturing of
teachers across each grade level, as well as the time and experiences needed to foster vocabulary acquisition that is independent of the teacher. You simply can’t be there to teach all 88,500 word families that students will encounter in print by the time they reach high school.”
Fisher, Frey, and Lapp - In a Reading State of MInd (2009)
SLIDE 15
SLIDE 16
As teachers, we need to: Understand vocabulary deeply Select it purposefully And teach it well...teach it explicitly
SLIDE 17 Beck’s Three-Tier System
Description Example Tier 1 Basic, common words students need to
- know. Explicit instruction is not
necessary School, think, love, day Tier 2 Frequently occurring, high-utility words that cross many disciplines. Pervasive and less likely to be fully understood. Words with multiple meanings. Basic, emphasis, riot, throughout, language, range, dominate Tier 3 Rarely occurring words with highly specialized, domain-specific, technical meanings. Alliteration, abiotic, integer
SLIDE 18 Vocabulary Instruction Planning
- 1. Contextualize the Word
- 2. Say the word together
- 3. Provide a student friendly definition
- 4. Share a visual representation
- 5. Use in other contexts
- 6. Engage students
- 7. Say the word together
SLIDE 19
Explicit Vocabulary Instruction
SLIDE 20 UALR Center for Literacy
Resource for Explicit LIteracy Instruction: UALR Vocabulary Resource
SLIDE 21
After Instruction ❖The words need to come up again and again ❖Put on anchors - place in room - review ❖Language/Vocabulary tab in Thoughtful Logs - make it a goal to increase the rigor in this section. ❖Talk about it at the dinner table
SLIDE 22
Stages of Learning the Word Acquisition - Heard the word, learning the word Consolidation - Using the word, some transfer to other contexts Consultation - Can teach the word to others
SLIDE 23
Personal Story
SLIDE 24
Vocabulary Across the Workshops
SLIDE 25
Vocabulary vs. Spelling in Intermediate Grades
Vocabulary: 15 minutes of the day that used to be “Word Work” in primary grades. ALL Students get access to Vocabulary Instruction Focuses on the meaning of words (multi-meaning words, roots, etc.) Spelling: Taught in small groups for students whose spelling is not proficient Focuses on phonics and patterns of words
SLIDE 26 Step-by-Step Protocol for Teaching Vocabulary:
- 1. Teacher says the word.
- 2. Students say the word.
- 3. Teacher tells the part of speech and meaning of the word in
a student-friendly definition.
- 4. Teacher provides an example of the word used in a
sentence.
- 5. Teacher asks students for examples of the word used in a
sentence (turn and talk and/or whole class share out).
- 6. Teacher recaps: “What is a word that means….?”
SLIDE 27
Vocabulary Instruction During “Word Work”
Purpose: To increase vocabulary students use in conversation and writing, as well as increasing student comprehension while reading. How to Choose Words from Texts: Words that students may be familiar with, but have multiple meanings and/or used in an unfamiliar way.
SLIDE 28
Vocabulary Instruction During “Word Work”
Monday-Wednesday:
Focus on one multi-meaning word a day and use vocabulary protocol and anchor chart paper. Introduce the word and connect to past learning, repeat steps 3-5 to go through all the definitions, and then recap all definitions with steps 6 & 7. If extra time, do a quick check in on previous words learned at Vocabulary time earlier in the year.
SLIDE 29
Vocabulary Instruction During “Word Work”
Monday-Wednesday:
SLIDE 30
Vocabulary Instruction During “Word Work”
Thursday-Friday: Students receive a copy of the anchor charts with words and definitions taught Monday-Wednesday. They are glued into the Vocabulary/Language tab of their Thoughtful Log. Students work with the words covered for the week on a graphic organizer.
SLIDE 31
Vocabulary Instruction During “Word Work”
SLIDE 32
Vocabulary Instruction During “Word Work”
Video(s): Multiple Meaning- Riot Multiple Meaning- Steel Multiple Meaning- Key
SLIDE 33
Vocabulary during Language Workshop
Purpose: To aid students in comprehending complex mentor texts. How to Choose Words from Texts: Words that students may not be familiar with that are important/key to understanding the meaning of the text.
SLIDE 34 Vocabulary during Language Workshop
Interactive Read Aloud Planner:
SLIDE 35 Vocabulary during Language Workshop
Updated Interactive Read Aloud Planner:
SLIDE 36
Vocabulary during Language Workshop
Focus on 1-4 words that are unfamiliar to the students and the meaning isn’t easily inferred, but are important for them to understand to access the complex text. Follow the interactive read aloud planner and before reading the mentor, use the 7 step vocabulary protocol to go over words. Tell students as you read that you’d like them to raise their hands to give them a purpose and show that they are looking for these new words.
SLIDE 37 Vocabulary during Language Workshop
What if there are more than 4 words the students need to know to access the text?! Adjust the protocol:
Have all new words and their definitions on a pre-made anchor chart. Go through each word one by one. Explain the definition and give an example sentence using the word. Have students turn and talk after explaining them all, choosing one word off the list. Share out: Depending on time, you can have a specific number
- f students share out whatever word they tried, or ask
for one student to share out with each word.
SLIDE 38
SLIDE 39
Vocabulary during Language Workshop
Video: Vocabulary in an Interactive Read Aloud
SLIDE 40
Vocabulary during Literature Discussion Groups
Purpose: To aid students in comprehending new texts. How to Choose Words from Texts: Words that students may not be familiar with that are important/key to understanding the meaning of the text.
SLIDE 41 Vocabulary during LDGs
Literature Discussion Group Lesson Planner:
SLIDE 42
Vocabulary during Literature Discussion Groups
Focus on 1-4 words that are unfamiliar to the students and the meaning isn’t easily inferred, but are important for them to understand to access the text. Follow the LDG planner and while introducing a text, or a new section of text, use the 7 step vocabulary protocol to go over words. You might want to write the word to have a visual.
SLIDE 43
Vocabulary during Literature Discussion Groups
Video:
SLIDE 44 Vocabulary during Content
Often, I go over word and the definition, and connect it to what we have already learned about the subject we are studying in content. Then, students are “sharing out” the word as they use it (and see it) in their Science labs and discussions or in their Social Studies reading, discussions, and projects. Often in Units of Study,content specific vocabulary shows up in mentor texts and LDG texts and are broken into the 7 step protocol in those & a natural transfer of the vocabulary can
SLIDE 45
Questions?
SLIDE 46
Explore with texts at tables
SLIDE 47
Share out words that stood out in texts to whole group
