morphemes, cognates, & vocabulary: a governor's teacher network study
Post on 22-Jul-2015
321 Views
Preview:
TRANSCRIPT
Morphemes, Cognates, & Vocabulary: A GTN Study
Kenneth McKee and Emily Dodson
Buncombe County Schools
Charles D. Owen High School
Using Action Research
To Empower North Carolina EducatorsA Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
Outcomes
Distinguish between Tier 1, 2, and 3 vocabulary.
Explain the connection between Tier 2 vocabulary and morphology (roots, prefixes, and suffixes).
Play the role of students in an intervention lesson.
Design a lesson incorporating morphological instruction, connected reading, and games to support vocabulary acquisition.
Articulate to ways to support ELLs’ vocabulary development.
What is Action Research?
Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.
(Mills, 2014)
What is Action Research?
Main Goals Include:
•Positively impact student outcomes
•Identify and promote effective instructional practices
•Create opportunities for teachers to become reflective practitioners
•Share research results with other educators
(Mills, 2014)
What is Action Research?
A systematic research process to:● Identify an area of focus (critical, challenging
issue)
● Develop an action research plan
● Implement action research plan in classroom/school
● Collect, analyze, and interpret data
● Share findings to inform practice
(Mills, 2014)
Improving English Language Learners’ Academic Vocabulary
Problem of Practice:
How can I systematically and effectively improve English Language Learners' general academic
(or Tier 2) word knowledge?
What do you already know about Word Tiers?
Tier 1 words:
Tier 2 words:
Tier 3 words:
Word Bank
Adjust Depend Mitosis SadAllegory Girl Monarchy StructureBook Hypotenuse Run Translation
3 Tiers of Vocabulary
Tier 1 Tier 2 Tier 3
Everyday Words High Frequency Content Specific
(common in speech) Multiple Meaning
All Contents
(commonly written)
Zwiers, J. (2008). Building academic vocabulary: Essential practices for content classrooms, grades 5-12. San Francisco, CA: Jossey-Bass.
Word Tiers
Tier 1
(everyday speech words)
Tier 2
(general academic
vocabulary)
Tier 3
(domain-specific vocabulary)
Basic words that require little to no instruction.
Precise or sophisticated words that appear across domains.
Low-frequency words that appear in specific domains.
Book, girl, sad, run, etc.
Adjust, translation, depend, structure, etc.
Allegory, monarchy, hypotenuse, mitosis, etc.
Why is general academic vocabulary important?
• Students who lack extensive knowledge of general academic vocabulary are at a serious disadvantage in academic environments (Baumann & Graves, 2010; Coxhead, 2000).
• General academic vocabulary is most commonly an academic barrier for English Language Learners (ELL’s) and economically disadvantaged native English speakers (Kieffer & Lesaux, 2010).
Why is it important?
Limited Tier 2 vocabulary inhibits:
• Reading comprehension• Writing• Academic discourse• Achievement on assessments
Why is it important?
Secondary teachers teach domain-specific vocabulary, but general academic vocabulary (Tier 2) often goes untaught.
Blob Tree
Which blob best represents how you feel about about teaching general academic (Tier 2) vocabulary?
When the music stops, find someone with a different blob and discuss why you chose it.
Blob Tree
Now let’s think-pair-square, join with another pair and discuss your blobs!
This time introduce your original partner to the new pair.
Share his/her blob and reasoning.
Numbered Heads Together
Number off your group 1 through 4.
Discuss the following question:
“Why is Tier 2 vocabulary difficult to teach?”
We’ll roll dice to determine which group members will share.
Who would benefit from this research?
Any educator who works with English Language Learners – so…
pretty much any 21st century educator!
What Does Peer-Reviewed Research say about my focus area?
•Vocabulary should be connected to real reading (Bear et al., 2012; Donnelly & Roe, 2010; Kelley et al., 2010; Hiebert& Lubliner, 2008).
•Vocabulary should be introduced early in lessons (Donnelly & Roe, 2010; Flanigan, Templeton, & Hayes, 2012).
•Students need frequent opportunities (reading, talking, writing, playing games) to use words (Kelley et al., 2010; Townsend, 2009).
What Does Peer-Reviewed Research say about my focus
area?•Tier 2 words are morphologically complex.
•Morphemes generally retain meanings across languages.
Morph (shape,form); ology (study of)
(Bear et al., 2012; Coxhead, 2000; Hiebert & Lubliner, 2008)
Generative Morphology
Prefixes
Suffixes
Roots
Students generate“known” words to link to“new”
words.
(Bear et al., 2012)
Cognate Knowledge
• Better comprehension in English texts correlates with the ability to see cognate relationships.
• Worse comprehension for students who do not recognize cognate relationships.
(Nagy et al., 1993)
What Does Peer-Reviewed Research say about my focus
area?Generative vocabulary principles include:
1. move from concrete and familiar to more abstract and unfamiliar,
2. model and demonstrate generative processes to guide students, and
3. apply knowledge in support of individual learning.
(Bear et al., 2012; Flanigan, Templeton, & Hayes, 2012).
What Does Peer-Reviewed Research say about my focus
area?Teaching students how words work, so they make inferences and connections between words, may be more efficient than teaching individual general academic words.
(Flanigan, Templeton, & Hayes, 2012; Hiebert & Lubliner, 2008)
Fun Facts about Tier 2 Vocabulary
We are going to use Plickers in order to learn some more about what research says about Tier 2 words.
How will this innovation benefit students?
• Increase Tier vocabulary of selected words.• Use morphology to infer meanings of Tier 2
words in any reading.• Improve speaking vocabulary.• Increase students’ abilities to leverage first
language knowledge in learning English.• Increase engagement in vocabulary learning.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Focus Statement
How can I systematically and effectively improve English Language Learners' general academic (Tier 2) word knowledge?
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Purpose of the Study
To determine the impact of morphological instruction on the general academic vocabulary development of English Language Learners in a high school setting.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Study Participants
• Four ESL students
• First language is Spanish
• In the U.S. between one and three years.
• 3 boys and 1 girl
• Other students participated in class activities…
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Study Variables
•General academic vocabulary knowledge - the familiarity students have with sophisticated words that appear in texts regardless of the discipline. These words are often untaught as many teachers focus on the discipline-specific words students must know for their content areas.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Study Variables
English Language Learners- students whose first language is not English. Although the English mastery of each student in the class varies, none of the students are considered proficient in English by ACCESS tests of language, reading, and writing.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Research Questions
• Does morphological knowledge assist students in unlocking the meanings of general academic vocabulary?
• Which instructional strategies best develop students’ general academic word knowledge?
• What impact does using student background word knowledge have upon new word learning?
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Innovation/Intervention
1. Teacher selects short, engaging text.
2. A Tier 2 word from the text is selected for vocabulary instruction.
3. The word is introduced before reading the text .
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Innovation/Intervention
4. Teacher provides explicit instruction on the meaning of morphemes within the word.
5. Student groups generate English and Spanish words that share morphemes and meaning with the target morpheme. These words are collected on a poster.
6. Teacher will introduce other words to students that are morphologically related.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Co
llec
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan Innovation/Intervention
7. Students will read, making note of target words and morphologically-related words.
8. Target words and morphologically-related words will be regularly integrated through vocabulary games.
Selecting Texts
• Pre-Survey about Student Interests
• Student Responses
Target Word Introduction
(Nat)ive= associated with the country, region, or
circumstances of a person's birth.
Nat - (occasionally nais or nasc) – birth
Nav-, nat, nac- en espanol
Reading Instruction: Building Background/Creating InterestWe will use visuals to spur thinking.
• Describe details you can observe in the pictures.
• What are similarities and differences you see in the two pictures?
• What are your reactions to these two pictures?
Reading Instruction
Go ahead, and make some notes about your personal reactions to Pharrell’s dress on the T-chart.
Reading Instruction: Reading for Purpose
As you read the Newsela article,
“Native Americans urge others to stop wearing feathered headdresses,” adapted from The Kansas City Star…
Collect evidence on the T-chart that would support either position.
Reading Instruction: Synthesizing Evidence
Use your thoughts and textual evidence to write a statement representing your argument.
We have included some sentence frames to assist you.
Kahoot!
This is a review game we played after studying the following morphemes:
• Con-, com-, co-, cor- = together, with• Rupt = break• Nat = birth
Let’s play!
Brainburst
1. Select a root. Set a timer for two minutes. Each team generates as many words as possible derived from that root.
2. When timer goes off, each group draws a line under their last word and counts the total number of words.
3. The group with the longest list reads the list aloud. If any other group has the word, it is crossed off from all lists. Any words that are not on another list are crossed off.
Brainburst
4. Each group in turn reads any words that have not been called to determine if they have a unique word. Disputes can be settled with the help of a dictionary.
5. The team with the most unique words wins the round.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Dat
a C
oll
ecte
d Data Collected
Quantitative
•Adapted vocabulary knowledge rating pretest and posttest
•Student attitude surveys
Qualitative
•Ongoing interviews with the regular classroom teacher
•Student interviews
•Researcher journal
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Vocabulary lessons had a positive impact on Tier 2 word knowledge. (46%)
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Related (but not explicitly taught) word knowledge grew! (31%)
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Students said:
• Studying word parts helps them learn new words.
• Studying word parts is interesting.
• Talking about words helps them learn.
• Making words with word parts is enjoyable.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Cognate Relationships work!
Every student strongly agreed with this statement:
Comparing how words parts are used in English and Spanish helps me learn words.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Highly effective strategies included:
• Morpheme anchor charts
• Connecting vocabulary to text
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Findings
Bonus: High Student Engagement!
• Game play• Thematic units around
student interests• Modeling reading and
vocabulary activities• Movement
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Recommendations
• Morphology should be explicitly taught
• Context clues can assist “within-word” knowledge of morphemes, but they are not enough alone.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Recommendations
• Morphology instruction is more successful when it is connected to words in informational texts
• Student engagement increases when informational texts relate to their interests.
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Recommendations
• Integrating cognates utilizes student background knowledge for new word learning
• Exploring cognates shows students the value of their first language in learning English
Mak
e K
no
wle
dge
Pu
bli
c
An
aly
ze/I
nte
rpre
t D
ata
Inn
ov
atio
n/I
nte
rven
tio
n
Act
ion
Res
earc
h P
lan
Co
llec
t D
ata Recommendations
• Anchor charts both provide scaffolding and inspiration in word learning.
• Games are awesome!
Build Your Own Lesson!
Either scan the QR Code or use the following address to access materials to construct your own lesson.
Conclusion of Presentation
Kenneth McKee, Buncombe County Schools
(828)230-3286
Kenny.mckee@bcsemail.org
Kennycmckee.com; @kennycmckee
Emily Dodson, Owen High, Buncombe County Schools
Emily.dodson@bcsemail.org
References
Baumann, J. F., & Graves, M. F. (2010). What is academic vocabulary? Journal of Adolescent & Adult Literacy, 54(1), 4-12.
doi:1598/JAAL. 54.1.1
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction. (5th ed.). Upper Saddle River, NJ: Pearson.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238. doi:10.2307/3587951
Donnelly, W. B., & Roe, C. J. (2010). Using sentence frames to develop academic vocabulary for English learners. The Reading Teacher, 64(2), 131-136. doi:10.1598/RT.64.2.5
ReferencesFlanigan, K., Templeton, S., & Hayes, L. (2012). What’s in a word? Using
content vocabulary to generate growth in general academic vocabulary knowledge. Journal of Adolescent & Adult Literacy, 56(2), 132-140. doi:10.1002/JAAL.00114
Hiebert, E. H., & Lubliner, S. (2008). The nature, learning, and instruction of general academic vocabulary. In A. E. Farstrup & S. J. Samuels (Eds.). What research has to say about vocabulary instruction (p. 150-181). Newark, DE: International Reading Association.
Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher, 64(1), 5- 14. doi:10.1598/RT.64.1.1
ReferencesKieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active
word learning for English language learners and their classmates in middle school. Journal of Adolescent and Adult Literacy, 54(1), 47-56. doi:1598/JAAL.54.1.5
Mills, G. E. (2014) Action Research: A Guide for the Teacher Researcher. Boston, MA: Pearson
Nagy, W. E., Garcia, G. E., Durgunoglu, A. Y., & Hancin-Bhatt, B. (1993). Spanish-English bilingual students’ use of cognates in English reading. Journal of Literacy Research, 25(3), 241-259. doi:10.1080/10862969009547816
References
Townsend, D. (2009). Building academic vocabulary in after-school settings: Games for growth with middle school English-language learners. Journal of Adolescent & Adult Literacy, 53(3), 242-251. doi:10.1598/JAAL.53.3.5
Zwiers, J. (2008). Building academic vocabulary: Essential practices for content classrooms, grades 5-12. San Francisco, CA: Jossey-Bass.
top related