developing academic language what about the common …€¦ · academic language/vocabulary k-12!...

Academic Language/Vocabulary K-12!

Dr. Kevin Feldman [email protected] ! 1!

Developing Academic Language & Vocabulary in Light of Common

Core State Standards (K-12)

Dr. Kevin Feldman [email protected]

North Dakota RTI Summer Conference Fargo, North Dakota

June 17, 2014

The Common Core State Standards outline end of the year standards that students at different grade levels should meet.

The Common Core State Standards intentionally do not tell how the standards will be taught.

What About the Common Core Standards?

- Archer, 2012

The Common Core State Standards tell us the destination.

“We are off to see the Wizard….”

(“But how do we get to the Emerald City?”)

What we must do……. We must use evidence-based instructional practices to get to the destination.

Don’t be seduced by simplistic quick fixes such as; so called “discovery learning”, “project based learning”, “inquiry learning”… Follow the data – ask for best evidence research (e.g. IES Practice Guides)… Keep your “BS” detector charged & at the ready!!

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The Texts Are More Challenging

What is one lesson that could be learned from reading this passage? Use information from the passage to support your answer.

Choose one thing Shannon Lucid did that helped her become an astronaut. Explain why it helped her.

Think about the kind of person Shannon Lucid needed to be in order to become a space pioneer. Choose a real person you know or have read about, or a character you have seen in movie or/television show. Explain how that person or character is like Shannon Lucid.

4th Grade NAEP Passage: Dr. Shannon Lucid: Space Pioneer

by Vicki Oransky Wittenstein

Q: What do you notice about the nature of these questions & the response demands for kids? Implications?



3rd Gr. Sample Item “Smarter/Balanced” CCSS Test

Q: What do you notice about the nature of these questions & the response demands for kids? Implications?

In describing the women's suffrage movement, the author uses such words as "battle," "militant," and "showdown." Do you think this is an effective way to describe the women's suffrage movement? Support your answer with two references to the article.

Based on what you have read in this article, do you think the problem of tech trash will be difficult to solve? Explain your answer using two references to the article.

Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

2011 8th Grade NAEP – Sample Questions

Critical Academic Literacy ! Ability to critique, analyze , defend, unpack, explain, think deeply – “between the lines” – handle complex texts/ideas

And this language/thinking must be TAUGHT – (not just assigned/tested)

! ”Argumentative literacy” (Graff, 2003) - ability to persuade, to debate, argue multiple perspectives - explain why/how, cite examples, evaluate, make judgments

! Make a point and support it w/evidence and clear evidentiary thinking, text-based support, clear explanations

! Use appropriate Academic Language – sophisticated prose to explain, articulate… communicate understanding

! No longer just what you know (bubble in “b”) – but can you explain why/how b is a better answer than a, c, d

Practical Wisdom

There are two ways to improve results: redesign the school based on best instructional practices or get new kids.

- Tim Westerberg, former high school principal in Littleton, CO

How do we adjudicate “best”? A requirement without which coherence is impossible !

Meta-Analysis Meta + Analysis = ? Meta-cognition = thinking about your thinking...

Meta-Analysis is…

What is the “gold standard” for best evidence in education?

Heuristic for Improving K-3 Comprehension



IES Research Summary: Improving Adolescent

Literacy (Gr. 4 and above)

FREE: www.centeroninstruction.org

1st Step? Begin w/the best research evidence available...

Synthesis of IES Literacy Recommendations Across Content Areas/Grades K - 12

1)  Provide explicit vocabulary/academic English* instruction 2)  Provide direct & explicit comprehension strategy/critical thinking skills instruction 3)  Provide opportunities for extended discussion/writing* re: text/content meaning, explanations, and interpretations 4) Increase motivation and engagement in literacy learning (e.g. connections, choice, applications, etc) 5) Make available intensive individualized interventions for struggling readers beginning with screening everyone Fall of K, and providing Tiers of support (or RTI) based on assessed needs using evidence based practices demonstrated to be effective (e.g. see www.rti4success.org)

Tier 1

Tier 2 & 3

* “double down” here for ELLs + ELD as indicated

CCSS calls for 6 shifts

•  More informational texts •  Shared responsibility for Literacy with

Science, History/Social Studies, and Technical Subjects

•  Increased text complexity •  Text-dependent questions •  Argumentation with text-based

evidence •  Focus on academic vocabulary/

academic language http://www.fisherandfrey.com

Components of Academic Language?

Vocabulary: the specialized words used in academic settings: 1) Content specific (e.g. caldera, numerator, simile) form the lesson “Brick terms” whereas, 2) High use academic terms (e.g. analyze, significant, predict, or whereas!) form the lesson “Mortar terms” – holding the bricks together!

Components of Academic Language?

Plus:

Syntax: the way words are arranged in order to form sentences or phrases… and the

Grammar: the rules according to which the words of a language change their form and are combined into sentences Thus, students must learn to USE Academic Vocabulary in the context of doing the work everyday, e.g. discussion the lab, explaining their problem solving in math, inferring the author’s implied meaning in Language Arts, and so forth…



Where is Academic English Found? – the Texts!

Most School Texts – esp. CCSS

Academic Language as a “Second Language”

Every student in all of your content area classes are “AESL”.... Academic English as a Second Language.

* modeling, practice, feedback, meaningful applications in speaking and writing... just like Spanish or French... DAILY !

Academic Language is the “lingua franca” of Successful Students

Our Goal: ALL students will learn to speak/write like

a young or apprentice: !  Scientist

!  Historian

!  Mathematician

!  Writer

!  Artist

Explicit/Intentional Vocabulary Focus: Learn to Talk/Write Like a Scientist r( (Mathematician, etc.)

- Pearson, 2008

Everyday Language Scientific Language figure out conclude group categorize, classify guess, think predict, infer see observe, analyze, discover show demonstrate tell report, explain write down record home habitat clues, proof evidence

Intentional Teaching

See: http://seedsofscience.org/

Close or Strategic Reading Annotation Key

Underline key ideas – essential details (2)

Circle any essential vocabulary terms (not more than 2)

Triangle around words you are unsure of...

? Author in your head! – ask a Q, make a comment, connection, application, agree/disagree… interact!!

“Visible Thinking”

Star – the most essential idea

The Power of Teaching Student to Annotate During Content Reading

- Zywica & Gomez 2008, 52 (2), JAAL

Why does structured annotation help comprehension?



Kindergarten—Use wiki sticks (http://www.wikkistix.com/) to underline key ideas in big books; develop notes collaboratively about books as part of interactive writing instruction.

" Grade 1—Use all of the above plus use wiki sticks in personal books.

" Grade 2—Phase out wiki sticks and introduce writing instruments to record notes on texts; continue interactive writing of notes.

" Grade 3—Use all of the above plus underline the major points in texts; use bookmarks to sticky notes to note key ideas; circle keywords or phrases that are confusing or unknown to you.

Suggested Annotation Scope/Sequence K-6

Doug Fisher & Nancy Frey , The Reading Teacher Vol. 66 Issue 3 November 2012

" Grade 4—Use all of the above, plus use an exclamation mark (!) for things that surprise you; write single-word comments in the margins.

" Grade 5—Use all of the above, plus use a question mark (?) for questions that you have during the reading and write your question in the margin; Mark EX when the author provides an example; write two or three-word comments in the margins.

" Grade 6—Use all of the above, plus draw an arrow when you make a connection to something inside the text or to an idea or experience outside the text.

Suggested Annotation Scope/Sequence K-6

Doug Fisher & Nancy Frey , The Reading Teacher Vol. 66 Issue 3 November 2012

Prompting Student to Use Academic or “College Words”... Routines such as:

! Point them out when they occur in texts - “Fast Mapping”, link to known words quickly

! Validate then prompt students to use a more precise academic or “college word”..

! Provide sentence stems that include AL e.g. Three critical attributes of the ___ were___

! Talk UP – use College Language w/synonyms e.g. The beginning or genesis of the labor

movement was _______.

Explicit Vocabulary Instruction: A Brief Demonstration

Synonym Explanation/Examples Image

Among the various scenic locations in Sonoma Co California, the Dry Creek Valley is the _____________.

apotheosis, n. a•poth•e•ó•sis 0-1-2-3-4-5

Now it’s your turn....

Among the various scenic locations in North Dakota,_____ is the apotheosis.

1) Introduce (say together, syllables, identify part of speech, morphology) – often rate (1-5) to guide

2) Explain using “student friendly” words

----------------- 3) Provide Examples/Non-examples to check for understanding 4) Deepen Understanding (if necessary) 5) Review & Coach Use Over Time

Instructional Guidelines for Explicitly Teaching a New Term

“Fast mapping”



Bottom Line Summary? Architecture of Effective Vocabulary Instruction:

Connection – new to the known, building the “semantic network” in the mind/brain

No single correct method or strategy – it will depend on how important the term is, how difficult it is to grasp, level of your students, content area etc. ...but the same essential architecture is there – Prioritize, Connect & Use

Use – academic speaking and writing as we construct and apply knowledge (not simply memorize or match, multiple choice etc.)

Prioritize – key terms that drive comprehension & require additional focus, high use academic words... only the “big dogs”!

Vocabulary Notebook

Key Principles: ! personalized connections ! other common word forms (e.g. verb to noun) ! routine use (brief & extended writing, study – quiz/test ! morphology as appropriate (roots/affixes)

Reflection: ! what is your current practice? ! how might you “tweak” or improve next year? ! specific examples?

Our language is a rich verbal tapestry woven together from the tongues of the

Greeks, the Latins, the Angles, the Klaxtons, the Celtics, the 76’ers and

many other ancient peoples, all of whom had severe drinking problems.”

– Dave Barry

Learning the “layers” of English Generative Word Knowledge - Templeton, 2010

Most students are not likely to notice the relationships between relate and the following words – it takes a teacher to intentionally point them out – prompt students to use them/see the connections.

relative, relatives, relational, correlate, correlation, correlative, correlational

“In general, students are not making associations between such words as reduce and reduction...74 percent of fourth graders know pretend, but pretense, the noun form of pretend, is not commonly known until the twelfth grade” (Dale, O’Rourke, & Bamman, 1971. p.172

The “generative value” of Teaching Word Families

Explicitly Teach How Words Work: The Power of Morphology

“When you learn one word, you learn ten” - Shane Templeton

courage courageous courageously encourage discourage discouragingly discourageable encouragement encouragingly



s, es more than one 31% characters verb marker

ed in the past; quality/state 20% walked ing when you do something; 14% walking

quality, state ly how something is 7% safely er, or one who, what/that 4% drummer

which tion, sion state, quality; act 4% action/mission able, ible able to be 2% disposable,

reversible al, ial related to, like 1% final, partial

Suffix Meaning % of suffixed example words

The Most Common Suffixes in English

** Usually changes the word type (part of speech) and preserves the meaning...

un not; reversal of 26% uncover re again, back, really 11% insert dis away, apart, negative 7% discover en/em in; within; on 4% entail mis wrong 3% mistaken pre before 3% prevent pro in favor of; before 1% protect a not; in, on, without 1% atypical

Prefix Meaning % of prefixed example words

The Most Common Prefixes in English

** Changes the meaning of the base or root word

High Frequency Latin/Greek Roots

Key: contextualized practice, connections to other words students know (e.g. spec – spectrum, inspect, spectacles)

(Stahl, 1999)

Don’t Forget to Have FUN w/Language !! (this supports student motivation/curiosity… and it is FUN!)

http://www.freerice.com/

Cool Online Resources-Improve the World While Building Vocabulary!

Other sites w/Cool Tools for Teachers/Students

http://www.etymonline.com/ http://www.visualthesaurus.com/vocabgrabber/ http://www.wordsift.com/ http://www websters-online-dictionary.org http://www.er.uqam.ca/nobel/r21270/textools/web_vp.html

Best Vocabulary Blog EVER: Dr. Susan Ebbers http://vocablog-plc.blogspot.com



The key “take away” here… 50 years of cognitive psychology has concluded the essential attribute of ALL effective comprehension strategies… they ALL clearly cause:

“Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively.” - CCSS

The Critical Role of Discussion

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

CCSS Speaking & Listening Standards Gr. 2 * Same as Gr. 2 PLUS

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

CCSS Speaking & Listening Standards Gr. 5

3. Summarize the points a speaker/text/media makes and explain how each claim is supported by reasons and evidence.

GR. 6 add: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

Analyze the purpose of information presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation.

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

8th Grade CCSS: Speaking & Listening re: Info Texts

Preparation

Structure

Effective Discussions

(Murphy et al., 2009; Soter et al., 2008)

What Does the Research Say re: Effective Discussions ?



The Power of a Basic Sentence or Response Frame

Turn the Question into part of the Answer…

e.g. What are the essential characteristics of _______?

The essential characteristics of_______ are _____.

Benefits: !  Structures students speaking in complete sentences. !  Structures students using essential academic vocabulary embedded in the question (e.g. predict) !  No preparation required, simply a habit/routine to form

Sentence Frames

The most essential idea in these paragraphs was_______ because____.

The author’s contention that ______ is of paramount import because______.

Academic Language to Paraphrase Verify (Check) Understanding

Academic English

"  You think that_____. You said that_____. "  So what you are saying/suggesting is __. "  In other words, you believe that __. "  If I understand you correctly, you think that

__.

Make Vocabulary/Words a BIG Deal School Wide!

Explicitly Teach & Scaffold the Use of Precise Language Within Each Discipline

e.g. Science Lab

Word Bank (Precise Science Terms)

!  mass !  density !  displacement !  volume

Word Bank (General Academic Terms)

!  characteristic !  increase !  graduated !  equivalent

* After initial teaching – briefly model 1-2 example/non-example of how to use precise language during the lab, prompt-monitor-feedback during the lab… incredibly powerful (and easy to do!)

School-Wide Focus on Academic Vocabulary - Clear indicators/evidence in EVERY Classroom

Importance of using new words in regular writing



Prompting Student to Use Academic or “College Words”... Routines such as:

! Point them out when they occur in texts - “Fast Mapping”, link to known words quickly

! Validate then prompt students to use a more precise academic or “college word”..

! Provide sentence stems that include AL e.g. Three critical attributes of the ___ were___

! Talk UP – use College Language w/synonyms e.g. The beginning or genesis of the labor

movement was _______.

http://online.stanford.edu/courses/topic/5 FREE MOOC Course

Great Archives – and more FREE MOOC Courses from Stanford

We Need to MARINATE them in Academic Language !!

http://wg.serpmedia.org/ FREE!! Gr. 4-8

Take the Academic Language Oath !!

“I will ensure that EVERY single student in my class speaks, and often also writes, at least one meaningful academic sentence EVERY day !”

* Elem. every lesson *

Thanks for Attending !

Please send along any questions; [email protected]

Kevin Feldman

developing academic language what about the common …€¦ · academic language/vocabulary k-12!...

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