explicit vocabulary instruction

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Explicit VocabularyInstructionDorchester Public SchoolsJanuary 16, 2013

+List of Funny Words

http://www.youtube.com/watch?v=lWiKvvRm0p8

+Vocabulary Basic Instructional Routine

1. Introduce the word Pronunciation,

spelling, syllabication

2. Introduce the meaning Student-friendly

explanation Word part analysis Critical attribute

identification

3. Illustrate the word with examples and non-examples

4. Check understanding Distinguish

between examples & non-examples

Generate examples Answer questions

(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)

+

3 Minute Write

What is one technique,

strategy, or activity I’ve used to teach or reinforce target

vocabulary?• brief written response• provide appropriate

structure for response

• sentence stems• target words to use• simple outline

Name it!

Describe It!

Say Why It’s Good!(Say What Might Make it

Effective)

+What We Know…

Must go beyond traditional methods (NRP, 2000; Stahl & Fairbanks, 1986, Marzano, 2004, etc.)

Students must be actively engaged with words (Marzano, 2004; Archer & Hughes, 2011; etc.)

Ownership requires multiple exposures immediately and over time 7 – 12 encounters for word ownership (Stahl, 1986) 10 encounters reliably predicted comprehension (McKeown et.

al., 1995) 15 meaningful exposures to own word (Biemiller; Nagy &

Anderson)

+Check for Understanding & Review Structures

“It’s about the architecture!”

(Kevin Feldman)

ALL thinking, elaborating, applying…

ALL making thinking visible ALL writing, speaking,

comparing, giving/getting feedback

+4. Check Understanding distinguish between examples & non-examples generate examples & non-examples answer deep processing questions generate and explain non-linguistic

representation discuss word meaning and application with

other students play games with words

Everyone – Every TimeSay Write Do

+4. Check for Understanding Meaningful Sentence Writing

Students write a sentence answering three to four of these questions: who, what, when, where, why, how

Not OK It was meager.

OK At the end of the month, our dinners were meager because

we had little money.

(Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012 presentation; adapted from Success for All))

+4. Check for Understanding Yes-No-Why

(Beck, Perfetti, & McKeown, 1982; Curtis & Longo, 1997; REWARDS PLUS, Sopris West)

1. Do territories that are possessions have autonomy?

2. Can incidents cause compassion?

3. Do people always comply with their obligations?

(Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012

presentation)

+

Yes – No – Why?

Line segment AB is / is not a chord because…

Is AB a chord?

A

B

C

D

R

EG

H

+4. Check UnderstandingAsk Deep Processing Questions

Combine two independent clauses into a single sentence. Be certain to avoid a comma splice.

I am tired I will take a nap later

it is nearly half past five we cannot reach town before dark

I didn't know which job I wanted I was too confused to decide

+COMMA SPLICE Critical Attributes

a grammatical error occurring when only a comma is used to connect two otherwise complete

sentences

Examples of Comma Splices I am tired, I will take a nap later.

It is nearly half past five, we cannot reach town before dark.

Ron didn’t know which job he wanted, he was too confused to decide.

+

Examples of ways to correct a comma splice!

COMMA SPLICE Non-Examples

a. I am tired, cranky, and ready for a nap.

b. I am tired I will take a nap later.

c. I am tired, so I will take a nap later.

d. Because I am tired, I will take a nap later.

e. I am tired; I will take a nap later.

f. I am tired; in fact, I will take a nap later.

+4. Check UnderstandingAsk Deep Processing Questions

Combine two independent clauses into a single sentence. Be certain to avoid a comma splice.

I am tired I will take a nap later

it is nearly half past five we cannot reach town before dark

I didn't know which job I wanted I was too confused to decide

+4. Check UnderstandingDistinguish between examples & non-examples

COMMA SPLICE OR NOT? Evelyn did the chicken dance, it was funny. Toby often knows what’s going on, but

sometimes he doesn’t. Because Lenny is semi-retired, I don’t see him

as often. Teaching vocabulary is serious business,

however, it can be very fun as well!

+neologism

neo (Gk, new)

logos (Gk, word)

-ism (noun, distinctive condition, doctrine, system, theory)

Critical Attributes

recently coined (first used/published)

not yet accepted as mainstream

+Example

+Which is the better example of neologism? Why?

a wedding that takes place out of town, usually at a vacation resort

earliest citation, 1990, Chicago Sun Times

an item of personal information posted online, particularly as it contributes (often unwittingly) to a personal narrative that individual is creating online [narrative + bit]

earliest citation, 2010, Global Media Journal

destination wedding narb

+Numbered Heads Together

wind farm nomophobia defriend (v.) spork Linsanity staycation Tebowing BYOD

Which are examples of neologism? Which are not? Why?

+4. Check Understanding

Consider interior (as the central area of a region—the area that is away from the coast, state line, or border)

+4. Check UnderstandingIdentify Example & Non-Examples

Newport, OR

• Summer Lake, OR

• Ontario Municipal Airport, OR

• Umatilla National Forest, OR

+4. Check UnderstandingGenerate Example & Non-Examples& Answer Deep Processing Questions

Activate Student Knowledge Why might you want to spend time in the interior of

Nebraska?

Sentence Stems After an excursion to the coast, we traveled to the interior

of the country because _____.

Non-Linguistic Representation Draw (or act, demonstrate, etc.) interior. Be ready to

explain how this represents the critical attributes of the word.

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637 percentile pts. higher than…

…students who kept repeating definitions.

Students who used imagery to learn vocabulary, on average, performed…

# of studies

(Pickering, 2007, ASCD presentation)

Research on Imagery as Elaboration

4 21 percentile pts. higher than…

…students who were using the terms in a sentence.

+4. Check UnderstandingIdentify Example & Non-Examples

leisurely or in a hurry? Taking a walk in the park Firefighters getting to a fire Runners in a race Sitting and talking to friends A dog lying in the sun

T-P-S: Think of more situations that sound leisurely.

+4. Check UnderstandingIdentify Example & Non-Examples

glimpse scrutinize Which can you do more quickly?

inspector spectator What would you probably call every person watching a

football game?

largo ritardando Which tells me to slow down gradually?

caldera crater Regarding volcanoes, which is generally larger?

+4. Check UnderstandingAnswer Questions

Connect with Student Knowledge Can you describe a place you know about that is

located in the interior of Nebraska?

What are the differences between how we use interior when discussing a state, country, or region and when discussing a room or an object?

+4. Check UnderstandingVocabulary-Alive Writing

Provide a list of terms for students to use in a single related piece of writing.

For Example: Use 8 of the 10 terms listed in a meaningful paragraph,

story, poem, or letter to convince me of your understanding. Underline the terms in your the writing.

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Write a paragraph using the words listed to describe the graph.

intercept slopedecreasing

parallel constantintersection

increasing quadrantperpendicular

+4. Check UnderstandingI Have… Who Has…?

Students practice pronouncing words, speaking clearly, and reinforcing definitions.

Pass out cards randomly. Ex. I have a right triangle who has

an angle that is less than 90 degrees. Who has…?

Students respond as prompted.

adjectiveWho has…

a person, place, thing, or idea?noun

Who has…

a word that expresses an action or state of being?

+4. Check for UnderstandingClassifying / Word Sorts

Provide students with vocabulary cards Have students place cards into categories

label the categories see how other groups classified their cards or regroup cards using

a different criteria

+Word Sorts (Gillett & Temple, 1983)

Word BankSenators House LawsJustices Senate ConstitutionVice president Congress UnconstitutionalPresident Supreme Court Declare warRepresentatives Agriculture Department Amend ConstitutionCabinet Defense Department Collect TaxesDepartments District Courts Veto Bills

(Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012

presentation)

+4. Check Understanding(Rasinski, Padak, & Nelson, 2007)

Odd Word Out

Read the four words. With your partner determine which word doesn’t fit with the other words. Generate all possible ways to eliminate a word.

humiliate emancipate

abuse cruelty

(Archer, A., “Dynamic Vocabulary Instruction in Secondary Classrooms”, June 2012

presentation)

+4. Check Understanding(Allen, 2007, p. 101)

Survival of the Fittest

In each cluster, determine which word does not fit with the other words. Eliminate that word and then create a label for the remaining words.

Challenge: generate another word that fits the new cluster

1. _________

dictatordespot

presidentautocrattyrant

2. __________

Legionellachicken poxsalmonellaE. colishigella

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4. Check Understanding

Plan at least one way to check understanding.

• distinguish between examples & non-examples

• generate examples & non-examples

• answer deep processing questions

• generate and explain non-linguistic representation

• discuss word meaning and application with other students

• play games with words

+Check for Understanding & Review Structures

“It’s about the architecture!”

(Kevin Feldman)

ALL thinking, elaborating, applying…

ALL making thinking visible ALL writing, speaking,

comparing, giving/getting feedback

+General Academic Words

words found in academic discourse (text & speech) & labels for school tasks

relatively high frequency, wide distribution across disciplines

specific, analysis, method, achieve, significant, diagram, journal, learning log, furthermore, advocate, diminish, exploit, deviate, inherent, academy, abstract, integrate, principle, subsequent, promote, implicate, constitute, context, distribute, function, indicate, process, policy, sector, theory, vary, achieve, acquire…

“Teaching words like these is

important.” (Dr. Kevin Feldman)

http://esu6vocabulary.wikispaces.com/Teacher+Resources

+High Quality Classroom Language

Tell students the meaning of words when first used. “Don’t procrastinate on your project. Procrastinate

means to put off doing something.”

Pair in the meaning of the word by using parallel language. “What was the significance of this incident...this

event?” “We need to differentiate...tell the differences..

between external and internal character problems.”(Archer, A., “Dynamic Vocabulary Instruction in

Secondary Classrooms”, June 2012 presentation)

Use high quality vocabulary in the classroom AND ensure understanding.

+Use Technology!http://esu3vocab.wikispaces.com

+Identify one strategy that’s worth a try.

Whip-Around (or Pass)Each person quickly share in round robin fashion