teaching vocabulary secondary literacy 5

TEACHING VOCABULARYSECONDARY LITERACY 5SECONDARY LITERACY 5

Domenica VilhottiLiteracy Specialist

Journal

In 1995, Hart & Risley studied vocabulary development of high SES and low SES children over time. They did intense observations of children of professors at the University of Kansas and children of the Turner House, a pre-school located in the impoverished Juniper Gardens area of Kansas City.

Journal

The following graph shows the general trend they found.

What are the implications of it for you?What responses does it raise for you?

Turn to your notebooks and reflect on your thoughts after looking at the following data.

Betty Hart and Todd R. Risley:Corps Members in Spirit

Findings: In terms of words addressed to children:30 million word gap by age 3

The achievement gap is a word gap

What Did You Write?

Final Thoughts on Hart & Risley “Estimating the hours of intervention

needed to equalize children’s early experience makes clear the enormity of the effort that would be required to change children’s lives” (Hart & Risley, “The Early Catastrophe”).

TFA as an intervention that does not end, therefore not an intervention, but the norm, the common experience.

What are we learning?

CMWBAT… Explain three key principles of

effective vocabulary instruction Choose appropriate words to teach Outline a lesson plan using these

three principles

Why are we learning this?

Given the word gap and high vocabulary demands of secondary text, effective vocabulary instruction is critical

Agenda DO NOW Introduction: the achievement gap is a word gap How to choose appropriate words to teach How to teach them How to anticipate and address pitfalls How content-area model LPs teach

vocabulary Output: outline a lesson teaching 5

vocabulary words Close

Words to Teach

• Do teach

– “Brick,”

– “Mortar,” and

– “Capstone” words

• Avoid

– “Window-dressing” words

How to choose words to teach? Brick Words

Key content words Essential to understanding of content Teach many of these

Observations, data, hypothesis, nomad, assimilate, mean, median, evidence, protagonist, essay

How to choose words to teach? Mortar Words

Connecting words & multi-use academic verbs

However, Analyze, Compare

Mortar Words – Think Bloom’s Verbs

For “Analyze”:Interpret, classify, analyze, arrange,

differentiate, group, compare, organize, contrast, examine, scrutinize, survey, categorize, dissect, probe, create an inventory, investigate, question, discover, inquire, distinguish, detect, diagram, chart, inspect

How to choose words to teach? Capstone Words

Big academic concepts built upon brick wordsScientific method, probability, character development, culture clash

How to choose words to teach? Window dressing words

Rare & exotic words with low-utilitySupercilious, banal, cravatAvoid teaching these

The Bottom Line

Students will encounter unfamiliar words

Focus: pre-teach key wordsBricks, mortar and then

capstone wordsBuild meaning, avoid window

dressing words

Best Practice: CFU Constantly, Informally

C? I CFU – Constant, Informal Checks for Understanding

Particularly for English Language Learners, check for vocabulary understanding constantly and informally

Fist-to-five, Stop & Jot, TPS, direct questioning to representative subgroups

LS THROWDOWN!

CM Binder page 555 HS social studies text Our job: PRIORITIZE

Which words help meet the objective? Which words they can they not do without?

How do I teach them?

Using the Frayer Model to learn about concept of “effective vocabulary instruction” – page 556

Frayer Model: Effective Vocabulary Instruction

Definition:

Well-planned and purposeful instruction that provides

students with deep understanding of key

words

Frayer Model: Effective Vocabulary Instruction

Key Characteristics: Be NIMble

1. NUMBER: Teaching a small number of words providing student-

friendly definitions.

2. INTERACTION: Creating meaningful interactions with words that

lead to deep processing.

3. MULTIPLE EXPOSURE: Providing multiple exposures in a variety of

contexts

Frayer Model: Effective Vocabulary Instruction

Example:Monday: Student-friendly definitions for 5 brick & mortar words Models a vocab-learning strategy: roots and suffixes Example sentences TPS – meaningful sentences

Tuesday: Guided reading of the text, clarifying meanings

Wednesday: Students use words in RAFT writing activity responding to text

Think – Pair – Share

How is this biology teacher practicing NIMble, effective vocabulary instruction?

Refer back to your 3 key principles of vocab instruction under “Key Characteristics.”

Frayer Model: Effective Vocabulary Instruction

Non-Example: On Monday, teacher interrupts reading to have

students copy 15 words and their definitions from the glossary.

On Tuesday, they complete a worksheet filing in the blanks for 15 unrelated sentences.

On Friday, they take a spelling test on the words.

Think – Pair – Share:1. Which principles of NIMble vocab instruction does this

teacher ignore?

2. What are the possible effects on student achievement?

Frayer Model: multiple uses

Vocab, List 23

Adaptation Culinary Gourmet Gastronomy Delectable Pungent

Adaptation

To alter, change, or modify abilities, structures, or behaviors in order to better survive in an environment

Culinary

Relating to cooking and kitchen activities

Gourmet

Having high-quality or exotic tastes or preferences in food and drink

Gastronomy

Art or science of good eating Artistic or scientific approach to cooking

or eating

Delectable

Adj: Delicious, delightful, enjoyable Noun – “Delicacy”: an especially

appealing or appetizing food

Pungent

Very strong, usually biting or sharp, smell or taste

Definitions

Choice Assignments

Reader’s Theater

NIMble instruction sounds easy. What could possibly go wrong?

Avoid These Planning Pitfalls! Not planning WHAT key words to pre-

teach Not planning HOW to teach key words Not planning HOW to address and teach

non-key words

Content Area Groups

Analyze vocabulary lesson plans for your content area Jot down in your notebooks answers to the following:

1. How does teaching the selected words help further the content objectives?

2. How does the lesson engage students meaningfully with the words and thinking critically about vocabulary?

3. What could you do to improve it in this regard?4. What would be needed to reinforce the learning

of these words?

The Big Three: Vocab Teaching, be NIMble

1. NUMBER: Focused on small number of words that were essential to content objectives

2. INTERACTION: Opportunity for students to actively work with the words’ meanings by providing examples, testing partners, creating visuals…

3. MULTIPLE CONTEXTS: Multiple contexts for the words, sometimes just discussing the word, then reading it, or many contexts as in the math example

When to be NIMble?

In terms of lesson structure, when did your content LP use vocab instruction?

Before? Full Lesson? Avoid After – unless reteaching to

address misunderstanding

Workshop

Hand-out: Vocabulary Lesson Outline Using a text you are going to teach:

Select 5 key academic words of different types Bricks, mortar & capstone Essential to understanding text Serve the purpose for reading the text

Complete outline Hand-out: Playing with Vocabulary and

model lessons

What did we learn?

Key Characteristics: be NIMble

1. NUMBER: Teaching a small number of words

providing student-friendly definitions.

2. INTERACTION: Creating meaningful interactions with

words that lead to deep processing.

3. MULTIPLE EXPOSURE: Providing multiple exposures in a

variety of contexts

Our bigger purpose

To close the achievement gap, we must address the vocabulary gap.

To do so, teach key academic words in multiple, meaningful ways.

Check-out

Homework? Journals to mailbox Names returned

Reading Comprehension is an Interactive Process

RAND Model, 2002

Today’s Session

Today’s Session