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No More “Look up the list” !" " Vocabulary Instruction!

! Deep Engagement for Student " "

" " " " Word Learning!!

Charlene Cobb, Ed.D.!Camille Blachowicz, Ph.D.!SCIRA Winter Conference!

February 23, 2016!

What does work for learners…. Ge3ng to Deep Engagement •  Ensuringmeaningfulcontext(s)/integratedinstruc6onwheretheyhear,see,readandworkwithwordsastheylearn

•  Engagingstudentsinseman6cmanipula6onandmeaningfuluse

• Construc6ng,makingvisibleandplayfullyreviewingstudent-friendlydefini6ons

• Developingwordconsciousness(interestinandawarenessofhowweusewords)

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What is Word Consciousness (Interest+Knowledge)

•  Interestinandawarenessofwords----knowledgeofhowtheyworkandhowtheyareusedbywritersandspeakers.

• Whatkindofac6vi6ess6mulateWordConsciousness?(Graves&WaIs-Taffe,2002;ScoI&Flinspach,2006-13).

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Let’stryMostImportantWord

•  Awarenessofauthor’swordchoicesCCSS-Cra,andStructure4.…analyzehowspecificwordchoicesshapemeaningortone.• Readingtextclosely• Usingwordchoiceasevidencefromtextindiscussingandsuppor6ngideas• Keepormodifyideasbasedonargumentsofothers

Bleich,David.1975.ReadingsandFeelings:AnIntroduc4ontoSubjec4veCri4cism.Urbana,IL:NCTE.

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What’s YOUR most important word?

• Asinglewordthatisyourevidenceforsomethingimportanttheauthoristryingtocommunicate?

•  Lookattheauthor’swordchoicetofigureoutapointshewantstomake

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6 T’s =

But you need to have a base of Important Understandings

about Vocabulary Instruction

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Vocabulary Learning Is Incremental

• Takes TIME to develop fully articulated meanings;

•  incremental learning

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TALK/(Language) is critical…

• Conversational • Problem Solving

• Academic/Presentational

Importance? THE GAP

•Hart and Risley(1995) Meaningful Differences.

3 kinds of talk:

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•Volume of Reading •Volume of Writing •Vocabulary •Visibility

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Along with Talk: The TOTAL Literacy Environment Because we can’t teach directly all the words students need to know!!! (4000 per school year)

3.

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4. What TYPE of vocabulary should you teach?

•  Tier 3- specific to content-domain/disciplie specific- e.g. dividend

•  Tier 2- useful in real life pursuits (e.g. school, work, etc.) and general academic vocabulary – e.g. problem

•  Tier 1- everyday words (should be known by most in oral vocabulary but not always the case)

Beck & McKeown

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TRANSLATE words into “kid friendly definiVons”-tools

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5.“TranslaVon word walls“-”student-friendly” definiVons

Scientific Language Everyday Language

categorize report Observe * demonstrate explain record -- /re cord’ / * habitat evidence

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Blachowicz,C.L.Z.,Baumann,J.F.,Manyak,P.&Graves,M.(2013)Flood,Fast,Focus:Integra]ngVocabularyintheClassroom.IRAE-Essen]als-Reading,What'sNew?IRA;Newark,DE.hep://www.reading.org/general/Publica]ons/e-ssen]als/e8027

6.TEACHin

Variedways

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Focus InstrucVonal examples

• VocabularyFraming-amodelforfocusvocabularyinstruc6onthatisreflectedingrowthofvocabularyuseinwri6ng

•  Engagingreviewtosupportand“cement”learning

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Vocabulary Framing: Solid Research FoundaVon

• Crea6ngandusinggraphicrecordsbuildsstudentunderstandingofwordsandconceptsandenhancesreadingcomprehensiongivesthemlanguagetotalkabouttheirlearning(D.Johnson,Manyak,Blachowicz)

• Similarly,pre-wri6ngthinking&planningproducebeIerwri6ng(D.Graves;L.Calkins,SmokeyDaniels,SteveZemelman)withelaboratedvocabulary

• Talkisakeytowordlearning(StahlandVancil,1987).Preparingstudents,especiallythosewhoarereluctantspeakers,beforediscussionhelpsthempar6cipatemorefully(Evans,2002)

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Frame Variety

BasicFrames

�  CharacterTraitAnalysis-revisi6ngcontext(Manyak)

� Vocab-o-gram-usingstorygrammarasaframe(Blachowicz)

� KnowledgeRa6ng-Usingcontentstructure(Blachowicz)

� KWL-Ogle

ComplexFrames

•  I-Chart-Hoffman• VocabularyVisits-foracontentunit-(Blachowicz&Obrochta)

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Knowledge Rating 3-Know 2-Some 1=?

tipi villa dacha lean-to condo trullo geodesic dome

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Engaging revisiVng/review of words

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Review• Canengageanddevelopwordconsciousness• Providesanengagingrou6nethatstudentsandteacherscometoexpectandenjoy

• Personalizeswordlearningforstudents•  Increasedexposureinvariedcontexts•  Emphasizesimportantofcommitmenttowordlearning

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Be a Mind Reader •  AdaptedfromPatriciaCunningham’sWordWallAc6vi6es•  PrepTime:2-5minutes•  ClassTime:5-10minutes•  Organiza6on:wholeclass/teacher-directed• Materials:vocabchart;preparedwordclues; paper&pencilforstudents

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Procedure

• Chooseamysteryword.• Prepareasetof5clues.•  Studentsnumbertheirpaper/whiteboard1-5•  Teacherreadseachclue.•  Studentswriteawordfromthelistthatfitstheclueandanyprecedingclues.

• Askstudentswhoguessedthewordonthe5thclue,4th,3rd,2nd,1st.

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Leverage Strategies

• AssessmentwithSeman]cBasedWordSorts

• Diagnos]c

• Forma]ve

• Summa]ve22

Open Word Sorts – DiagnosVc-Day 1

•  Sortthesewordsintogroupsofatleasttwo•  Bepreparedtoexplainyourthinking

rhombus obtuse rays

rectangle parallel quadrilateral

acute right perpendicular

segments square

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Quick Writes - FormaVve

• Whatistherela]onshipbetweenacuteandobtuseangles?

• Explainthefeaturesofeachinyourresponse.

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Closed Sort - SummaVve •  Sortthesewordsaccordingtotheheadingslistedbelow.•  A,ersor]ng,writeaparagraphforeachheadingexplainingwhyyouincludedthosewords.

rhombus obtuse raysrectangle parallel quadrilateralacute right perpendicular

segments square

Two-DimensionalFigures Angles Lines

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Vocabulary Framing • Organizevocabulary

• Createseman]callymeaningfulstructures

• Tapintobackgroundknowledge

• Supportcomprehensionandrichdiscussion

• Providescaffoldsforwri]ng26

Vocabulary Frame Examples

• Vocab-o-gram

• Frayermodel

• Vocabularyjournals

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Defini6on:agovernmentbythepeopleexercisedeitherthroughdirectac]onorthroughelectedrepresenta]vesDefini]oninmyownwords:aformofgovernmentwherepeopleinacountryvoteandelectrepresenta]vestogoverntheircountry

Characteris6csofademocracy:•  peoplesetuptheirowngovernment•  leadersareelected•  themajoritydecides•  hasawrieencons]tu]on•  hasfreeandopenelec]ons•  peopleareac]veintheirowngovernment

Examples NonexamplesUnitedStates ChinaCanada NorthKoreaFranceBrazilArgen]naIndia

Illustra6on

Frayer Model

DEMOCRACY

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Word Illustra6on

Defini6on

Connec6on

Word: Pageintext: Partofspeech:

Defini6on:

Illustra6on:

Vocabulary Journals - Examples

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Vocabulary Journals - Examples

Word Sentenceintext WhyIchosethisword

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Sentence Frames : Connect Two Exit Slips

______________and___________areconnectedbecause

___________________________.

_____________and____________arenotconnectedbecause

__________________________.31

References•Manyak,P.,Peterson,H.,Autenreith,D.,Gillis,C.,Maestre,J.,McDermoI,E.,Baumann,J.F.,Blachowicz,C.L.Z.(2014).Fourprac6calprinciplesforenhancingvocabularyinstruc6on.TheReadingTeacher,Vol.68Issue1pp.13–23

•Cobb&Blachowicz(2014).Nomore“lookupthelist”vocabularyInstruc6on.Portsmouth,NH:Heinemann.

•Blachowicz&Fisher(2014)TeachingVocabularyinallClassrooms.Boston:PearsonPublishing

•Blachowicz,Fisher,Ogle,WaIsTaffe(2013)TeachingAcademicVocabulary:Effec6vePrac6cesAcrosstheCurriculum.NewYork:Guilford

•Blachowicz,C.L.Z.&Baumann,J.A.(2012).VocabularyStandardsForGrades3-5:Connec6ngtheCommonCoreStateStandardstoEvidence-BasedInstruc6on.InMorrow,L.M.,Shanahan,TandWixson,K.K.Eds).Connec6ngLiteracyInstruc6ontotheCommonCoreSchoolStandards3-5.NewYork:GuilfordPress

•Graves,M.F.,Baumann,J.A.,Blachowicz,C.L.Z.,Manyak,P.A.,Bates.A.,Cieply,C.,Davis,J.A.,VonGunten,H.(2014).Words,wordseverywhere:Butwhichonesdoweteach?TheReadingTeacher,67,5,333-346.

•Fisher,P.J.&Blachowicz,C.L.Z.(2013).Afewwordsaboutmathandscience.Educa6onalLeadership/November,71,3,46-51.

•Blachowicz,C.L.Z.,Baumann,J.F.,Manyak,P.&Graves,M.(2013)Flood,Fast,Focus:Integra6ngVocabularyintheClassroom.IRAE-Essen6als-Reading,What'sNew?IRA;

Newark,DE.hIp://www.reading.org/general/Publica6ons/e-ssen6als/e8027

•Blachowicz,C.L.Z.,&Fisher,P.J.(2011).Vocabularyessen6alsfortheelementarygrades.Educa1onalLeadershiponline.RetrievedfromhIp://www.ascd.org/publica6ons/educa6onal-leadership/mar11/vol68/num06/A-Word-for-the-Words.aspx

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