vocabulary instruction explicit instruction of new words why? what? how? april kelley...

VOCABULARY INSTRUCTIONEXPLICIT INSTRUCTION OF NEW WORDS

Why? What? How?

April [email protected]

October 28th, 2011

mailto:[email protected]

Introductions

FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION

Provide rich and varied language experiences discussion, focused attention on words, being

read to, wide and frequent reading

Teach word-learning strategies Using context, using morphology (word parts),

using a dictionary

Foster word consciousness Awareness, interest in words and their

meanings, understanding of communicative power of language

Teach individual words (Graves, 2006)

ESSENTIAL QUESTIONS Why should I teach some words

explicitly?

What criteria should I consider when choosing words?

How might I introduce different kinds of terms most effectively?

How might I encourage lasting and deep understanding of important vocabulary?

WHY SHOULD I TEACH SOME WORDS EXPLICITLY?

Explain why teaching individual words explicitly is important.

REFLECTIONS & FORWARD THINKING

VOCABULARY RESEARCHMUSICAL CARDS

Trade cards while the music plays

When the music stops, partner with the person currently trading with you.

Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: Why should I teach some words explicitly?

WHY SHOULD I TEACH SOME WORDS EXPLICITLY?

Which reasons are most compelling to you?

What concerns or questions must be addressed?

Explicit vocabulary instruction “can deepen students’

knowledge of word meanings” to help them “understand what they are hearing or reading” as well as “help

them use words accurately in speaking and writing.”

(National Institute for Literacy, 2003, p. 36)

WHAT CRITERIA SHOULD I CONSIDER WHEN CHOOSING WORDS?

Understand criteria for selecting words to teach explicitly.

Evaluate words from a unit or reading material based on appropriate criteria.


List 5 to 10 words that you currently teach (or are planning to teach) explicitly.

List 5 to 10 words that you currently teach (or are planning to teach) explicitly.

Vocabulary instruction

should focus on critical words.

National Reading Panel (2000)

PURPOSE FOR TEACHING To understand a specific text better

To learn a specific concept and its label

To improve comprehension of texts in general

To increase one’s understanding of some aspect of generative word knowledge

To improve writing Nagy & Heibert, 2007, presentation

WORD HIERARCHY

(Beck, McKeown, 1985)

What tier?


am

What tier?


revolution

am

What tier?


revolution

am

puzzled

What tier?


revolution

am

photosynthesis

puzzled

What tier?


revolution

am

puzzled

photosynthesis

What tier?


revolution

am

cheesecake

puzzled

photosynthesis

What tier?


revolution

amcheesecake

puzzled

constellation

What tier?


revolution

amcheesecake

puzzled

staccato

constellation

What tier?


revolution

amcheesecake

puzzled

staccato constellation


Review your list of words.

Are my words tier 1, 2, or 3?


Are my words tier 1, 2, or 3?

CRITERIA FOR WORD SELECTION Word Knowledge

prior knowledge necessary understanding

Frequency & Distribution rate of occurrence in

English text

Importance reading comprehension

(particular selection, general comprehension)

content-specific achievement

Utility outside of particular

school context instructional potential generativity morphology (word

parts) semantic-relatedness

(categories of meaning)

Conceptual difficulty

CONCEPTUAL DIFFICULTY Known concept that

can be expressed with a one-word synonym or familiar phrase Often found in

narrative text Often can be learned

from context or understand essential meaning of text without deep word knowledge

altercation (fight) apologize (to say

you’re sorry)

Unknown concept that can be learned from available experiences & information (background knowledge)

naive independence embarrassment nostalgia elation

(Nagy, Anderson, & Herman, 1987 adapted from Hiebert, 2008, presentation)

CONCEPTUAL DIFFICULTY Unknown concept

requiring learning of new factual information or related system of concepts Less likely to be

learned from context Understanding

meaning often necessary for comprehension of academic text

Often more abstract Often polysemus

(having multiple meanings)

divide (as boundary between drainage basins)

democracy

periodic sentence

(Nagy, Anderson, & Herman, 1987 in Hiebert, 2008, presentation)

How would you teach these words?(1) synonym, phrase, or picture (2) prior experiences (3) providing new information

revolution

amcheesecake

puzzled

staccato constellation



How difficult are these words?How might I teach them?


How difficult are these words?How might I teach them?

NASCENT :: MORIBUND

A. sophomoric : puerile

B. covetous : greedy

C. sycophantic : servile

D. shrewd : disingenuous

E. germinal : senescent

MORPHOLOGICAL FAMILIES Morpheme – smallest unit of meaning

bases, rootsprefixessuffixes

(http://www.wordworkskingston.com/)

"Morphological knowledge is a

wonderful dimension of the child's uncovering of "what's in a word," and one of the least

exploited aids to fluent comprehension" (Wolf,

2007, p. 130).

QUESTIONS WORTH ASKING Is this word unknown?

Is this word critical to understanding (the particular text, the particular subject matter)?

Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)?

Is this word conceptually difficult (abstract, new concept, multiple meanings)?

Does this word have high instructional potential (morphology, connections to other words, word learning)?



Based on the appropriate criteria, does each merit instructional time and energy?


Based on the appropriate criteria, does each merit instructional time and energy?

HOW MIGHT I INTRODUCE DIFFERENT KINDS OF TERMS MOST EFFECTIVELY?Know (and ultimately use) different types of instruction to explicitly teach different types of words.

ADULT

A person who has stopped growing at both ends and is now

growing in the middle.

COMMITTEE

A body that keeps minutes and wastes hours.

WRINKLES

Something other people have similar to my character lines.

DUST

Mud with the juice squeezed out.

YAWN

An honest opinion openly expressed.

HANDKERCHIEF

Cold storage.

MOSQUITO

An insect that makes you like flies better.

RAISIN

A grape with a sunburn.

A SECRET

Something you tell one person at a time.

TOMORROW

One of the greatest labor saving devices of today.


How do I currently introduce new words?

How does my program introduce words?

How do I currently introduce new words?

How does my program introduce words?

CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)

Effective vocabulary instruction does not rely on definitions.

Students must represent their knowledge of words in linguistic and nonlinguistic ways.

Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

Teaching word parts enhances students’ understanding of terms.

CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)

Different types of words require different types of instruction.

Students should discuss the terms they are learning.

Students should play with words.

Instruction should focus on terms that have a high probability of enhancing academic success.

RATE YOUR PRACTICE Rate your current vocabulary instruction

according to the characteristics of effective vocabulary instruction.

+ My instruction demonstrates this characteristic consistently and intentionally.

√ My instruction demonstrates this characteristic on occasion and/or with some intention.

- My instruction demonstrates this characteristic rarely.

QUICK INTRODUCTION Learning new words for known concepts

in text During read-aloud Before students read text

Read-aloud Provide known synonym/descriptive phrase

after the word (without disrupting the narration)

Prior to student reading Display or quick note with target word and

known synonym/descriptive phrase Preview descriptions provided in textbooks

(supplement as necessary)

CONTEXT-RELATIONSHIP Learning new words representing known concepts

1. Create a brief paragraph that gives the meaning of the word.

2. Follow the paragraph with a multiple-choice item that checks students’ understanding of the word.

3. Show the paragraph, read it aloud, and read the multiple-choice options.

4. Pause to give students a moment to answer the item, provide the correct answer, and discuss the word and any questions they have.

INDOLENCE

Fortunately, none of my English 9 R students could be described as indolent. Whereas an indolent student would try to sleep during class, slouch in her seat, procrastinate, and generally avoid exerting any effort, my students are diligent, hard-working, eager, and achievement-driven. I would be worried if someone described an English 9 R student as indolent, because it is worse than just occasional tiredness or laziness. Indolence implies a tendency to be lazy much of the time.

INDOLENT MEANS

A. often lazyB. sometimes lazyC. often hardworkingD. sometimes hardworking

Reception Check

Full Bars…Decent Reception…Dropped Call?

WORD INTRODUCTIONCommon Components from Experts

1. Student Friendly Explanations Characterize word and typical use Explain meaning in everyday language

2. Teacher-Created Contexts Develop instructional contexts that

provide strong clues to meaning Examples, Non-examples

3. Active Engagement with Words Short, playful, lively opportunities for

students to interact with words and meanings right away

BUILDING ACADEMIC VOCABULARY: THE SIX-STEP METHOD

Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.

Marzano, R. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD.

BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS

Learning new words representing known or unknown concepts

4. Engage students in word activities

5. Discuss words

6. Engage student “play” with words

1. Introduce word

2. Students generalize meaning

3. Students create nonlinguistic

representation

(Marzano, 2004)


Massed Practice

initial word learning

Distributive Practice

periodically

all previous words


5. Discuss words


1. Introduce word Student friendly descriptions, examples,

explanations, images, etc. Must connect to students’ prior knowledge


3. Students create nonlinguistic representation

STUDENT FRIENDLY EXPLANATIONS

Consider curiosityDictionary: “the quality of being curious”Student-friendly: “wish to learn about

something new, strange or interesting”

Write a student-friendly explanation for one of your words.

STUDENT FRIENDLY EXPLANATIONS RESOURCES

Oxford Dictionary of American English Longman Dictionary of Contemporary

English The Free Dictionary.com The Collins English Cobuild Dictionary

TEACHER-CREATED CONTEXTS Consider curiosity

Literary Context: “Goldilocks’ curiosity caused her to get caught by the Three Bears. She stayed in the house too long because she was interested in everything the bears had. (Goldilocks and The Three Bears).

Teacher Created: Lindee’s curiosity about the stars caused her to keep asking her teacher questions about the solar system.

Write a few sentences using your word in context to clarify meaning.

TEACHER-CREATED CONTEXTS Consider curiosity

Example: “I have always had a curiosity to learn a new language.

Non-example: “I do not have a curiosity to go bungee jumping because I am afraid of heights.”

Write down some examples and non-examples of your word that your students could relate to.

ACTIVE ENGAGEMENT WITH WORDS Consider curiosity

Questions Why would a person have a

curiosity for hiking in a jungle?

Example or Non-example? Which do you think people

might have a curiosity about? Hiking in a jungle or hiking

in a desert? Riding on a cruise ship or

riding in a row boat?

Finish the idea After watching the movie

advertisement, they had a curiosity to see the movie because _____.

Have you ever…? Have you ever had a

curiosity to learn something new?

Choices If what I say might be

something people have a curiosity for, say curiosity”…

Reading an adventure book Trying a new candy Picking out white socks at the

store















store

Write some questions for your word to provide active engagement opportunities for your students.

Instructional Strategies to

Actively Engage Students w/

Words

ANITA ARCHER’S VIDEO

Active Participation Procedures

STUDENT RESPONSESANITA ARCHER

What good instructional practices did you observe?

CHORAL RESPONSES (USE WHEN ANSWERS ARE SHORT & THE SAME)

When students are looking at the teacher… Ask a question Put up your hands to indicate silence Give thinking time Lower your hand as you say,

“Everyone.”

When students are looking at a common stimulus…Point to the stimulusAsk a questionGive thinking timeTap for a response


When students are looking at their own book/paper…

Ask a question Use and auditory signal (“Everyone.”)


Hints for choral responses: Give adequate thinking time Have students put up their thumbs to indicate enough thinking time If students don’t respond or

blurt out an answer, repeat


CHORAL RESPONSE REVIEW

Choral responses work best when answers are short and the _______.

An alternative to lower your hand is to say “_____________”.

Don’t forget to give adequate __________.

How do I plan to use this in my

classroom?

PARTNER RESPONSES (USE WHEN ANSWERS ARE LONG OR DIFFERENT)

Assign partners Lower performing students with

middle performing students Give the partners a number or letter Sit partners next to each other Utilize triads when appropriate


Other Hints LOOK, LEAN, AND WHISPER Have students come to the “rug

area” with their desk partner. To facilitate partners at small group

tables, tape cards on the table. Change the partnerships

occasionally


Uses of PartnersSay answers to partnerRetell content of lessonReview content (Tell, Help, Check)Brainstorm (Think, Pair, Share)Explain process, strategy, or algorithmRead to or with a partnerMonitor partnerShare materialsAssist partners during independent workCollect papers, handouts, assignments

for absent partners

PARTNER RESPONSE REVIEW A’s – When is it best to use partner

responses? B’s – Why would we pair lower

performing students with middle performing students?

A’s – What do we do if we have an odd # of students in the room?

B’s – How will we train the students to respond to a partner?


classroom?

INDIVIDUAL RESPONSE(USE WHEN ANSWER IS PERSONAL EXPERIENCE.)

Tips• Don’t call on volunteers when the answer is a product of instruction or reading. Instead expect that all students could answer your question.

• Don’t call on inattentive students

Option #1• Have students share answers with their partners• Call on student


Option #2• Ask a question• Raise your hand to indicate silence

• Give thinking time• Call on a student


Procedures for calling on students to insure that all students are involved

Different parts of room Cards or sticks


Student says, “I don’t know.” Consult with his/her partner and say

“I’ll be back” Refer to his/her book Tell the “best” of previous answers Tell student an answer


INDIVIDUAL RESPONSE REVIEW We call on individual students when the

answer is a product of a ____________? Why isn’t the question above a good

question for calling on individuals? When calling on individual students, we

want to ask a question, give think time, raise your hand to indicate silence and then call on an individual? What is going to be the most challenging part of that process for you?


classroom?















store

Vocabulary Lesson Experience

Learning new words representing known or unknown concepts


5. Discuss words


1. Introduce word



(Marzano, 2004)

EXPERIENCE & OBSERVE Strategy observer

What steps/processes did you observe?

Participant observerWhat words, behaviors, evidence of

student learning did you notice?

ParticipantsWhat did you learn? What worked for you?

How did you feel as a learner using this strategy?

Partners - A’s & B’s

CHORAL RESPONSE

ThinkDon’t Blurt

Answer

QUICK

Attention

Reluctant

ReluctantNot sure you want to do something.

Draw

Something you might be reluctant to do.

I would be reluctant to…

I would be reluctant to…

Draw

Something you’re willing to do.

I would not be reluctant to…

I would not be reluctant to…

A cat might be reluctant to…

ReluctantNot sure you want to do something.

EXPERIENCE & OBSERVE Strategy observer

What steps/processes did you observe?

Participant observerWhat words, behaviors, evidence of

student learning did you notice?

ParticipantsWhat did you learn? What worked for you?

How did you feel as a learner using this strategy?

BUILDING ACADEMIC VOCABULARYSTEPS 1 - 3

Massed Practice


explanations, images, etc. Must connect to students’ prior

knowledge


3. Students create nonlinguistic

representationCaution!

Monitor understanding carefully May require more than one session

Caution! Monitor understanding carefully May require more than one session

APRIL’S VIDEOExplicit Vocabulary Instruction

w/ Response Techniques

APRIL’S VIDEO - 2 GROUPS

A’s – Observe the steps from vocabulary planning guide that are used

B’s – Observe the response techniques that are used

637 percentile pts.

higher than… …students who kept repeating definitions.

421 percentile pts.

higher than… …students who were using the terms in a sentence.

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

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

# of studies

(Pickering, 2007, ASCD presentation)

RESEARCH ON IMAGERY AS ELABORATION


Plan how you might supplement your reading program in order to introduce 1-2 of your words. Refer to 6-step planning guide.

Plan how you might supplement your reading program in order to introduce 1-2 of your words. Refer to 6-step planning guide.

HOW MIGHT I ENCOURAGE LASTING AND DEEP UNDERSTANDING OF IMPORTANT VOCABULARY?

Understand the importance of distributed practice

Identify relevant strategies for classroom implementation

A woman brought a very limp duck into a veterinary surgeon. As she laid

her pet on the table, the vetpulled out his stethoscope and

listened to the bird's chest.

After a moment or two, the vet shook his head and sadly said, "I'm sorry,

your duck, Cuddles, has passed away."

The distressed woman wailed, "Are you sure?”

"Yes, I am sure. Your duck is dead," replied the vet..

"How can you be so sure?" she protested. "I mean you haven't done any testing on him or anything. He

might just be in a coma or something."

The vet rolled his eyes, turned around and left the room. He

returned a few minutes later with a black Labrador Retriever. As the

duck's owner looked on in amazement, the dog stood on his

hind legs, put his front paws on the examination table and sniffed theduck from top to bottom. He then looked up at the vet with sad eyes

and shook his head.

The vet patted the dog on the head and took it out of the room. A few

minutes later he returned witha cat. The cat jumped on the table and also delicately sniffed the bird from head to foot. The cat sat back

on its haunches, shook its head, meowed softly and strolled out of the

room.

The vet looked at the woman and said, "I'm sorry, but as I said, this is most definitely, 100% certifiably, a

dead duck."

The vet turned to his computer terminal, hit a few keys and produced

a bill, which he handed to the woman..

The duck's owner, still in shock, took the bill. "$150!” she cried, "$150 just to tell me my duck is dead!" The vet shrugged, "I'm sorry. If you had just taken my word for it, the bill would have been $20, but with the Lab

Report and the Cat Scan, it's now $150."


Massed Practice

initial word learning


periodically

all previous words


5. Discuss words



explanations, images, etc. Must connect to students’ prior knowledge



BUILDING ACADEMIC VOCABULARYSTEPS 3-6

Research Note: 60 Studies revealed that the use of

academic games in the classroom is associated with a 20 percentile point gain

-Haystead & Marzano, 2009

Research Note: 60 Studies revealed that the use of

academic games in the classroom is associated with a 20 percentile point gain

-Haystead & Marzano, 2009


periodically

all previous words


5. Discuss words


MASSED VS. DISTRIBUTED PRACTICE

24 focused practices to achieve 80% competency

Massed Practice

Distributed Practice

(Marzano, Pickering, & Pollock, 2001, p. 67)

MASSED & DISTRIBUTED PRACTICE

Week 1 Week 2 Week 3 Week 4 Week 5

Important Assumption:“Learning” implies that students can recall, understand, and use information for the long term.

FREQUENT STUDENT SELF-ASSESSMENT

Students self-rate level of word knowledge. Encourages student reflection, discussion

1 I’ve never heard this word before.

2 I’ve heard this word, but I don’t really know what it means.

3 I know the general meaning of this word, though I cannot specifically define it.

4 Whether spoken or written, I know this word well and understand its meaning.

STUDENT-CREATED DICTIONARIES Students maintain a collection of

words and elaborative information that is periodically reviewed, expanded, and shared.Synonyms, antonyms, semantically-related

words, pictures, authentic text, etc.

Various formsTeacher-created template, note cards,

matrix, using table of contents, electronic database

Teacher-generated lists, student-generated lists

ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved

September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e

WINK Books

Words I Need to Know

VOCABULARY MATRIX

< , >, ≤

Word Description

Word Parts Related Words

Visual

inequalitya relationship that is not equal

prefix: in- (not)root: equalsuffix: -ity (changes from adj to noun)

equalityequationequalinoperableinedibleintolerableIndependentjovialityindividualityneutrality

Vocabulary Rings

“Provide students with multiple

opportunities to MUCK AROUND

with words.”

(my friend, Lenny Vermaas)

Application

How can I make this workin my classroom?

Provoke/Vocabogram

Word Storm

A-B C-D E-F G-H

I-J K-L M-N O-P

Q-R S-T U-V-W X-Y-Z

INSIDE-OUTSIDE CIRCLE Pass out cards to every student. (Duplicate

cards can be used.)

Number off students by 1 (outside) and 2 (inside)

Match up so that each person is facing a partner.

Outside circle shares their word or definition; inside circle provides answer

SWITCH CARDS, outside circle rotate left

Application


Word WallActivities

Exit Slip / Admit SlipWord HuntMr. & Mrs. PickySynonym or Antonym

I 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.

50 points 50 points 50 points

100 points

100 points

200 points

Pyramid Game

motor trolley rail

harbor cargo

journey

50 points 50 points 50 points

100 points

100 points

200 points

Pyramid GameUnit Theme?

Interview a Word

Select key words important to understanding a concept or story.

Divide your class into teams.

Give each team a word and a list of questions.

Have students “become” the word and answer the questions.

In front of the group, one person on the team asks the questions. The team takes turns answering while everyone else listens.

After listening, the class tries to guess the word.

Application


VOCABULARY CONTINUUM Encourage student discussion and

elaborative processing of meaning among synonyms or related words.

VOCABULARY CONTINUUM

mistake error blunder

hate dislike loathe abhor

adore cherish blunder

Encourage student discussion!

CLASSIFYING Provide students with vocabulary cards

Have students place cards into categories label the categoriessee how other groups classified their cards or

regroup cards using a different criteria

“Children do not learn by doing …..They learn by

thinking, discussion, and reflection on what

they have done.”

Willam Speer (NCSM)

VOCABULARY – ALIVE WRITING

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

For Example:Use 15 of the 20 terms listed above

in a meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.

Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.

intercept slope decreasing

parallel constant intersection

increasing quadrant perpendicular

NAME THAT CONCEPT!1. Partner A: Provide clues to your

partner without using the actual words, derivatives, or rhymes.

definitions, examples, descriptions, contexts

2. Partner B: Name the concept or component or say “pass” to move on to the next item.

Goal: Successfully communicate all items in one

minute.

WORDS FROM GEOMETRY

sphere

congruent

cylinder

proportion

proof

Application


Encourage Word Consciousness & Excitement

Word of the Day

What is the purpose???

GAMES

Apples to Apples Balderdash Boggle Charades Listen Up! Mad Gab Outburst

Oodles Password Scattegories Scrabble Taboo Upwords Win, Lose, or Draw

IDIOMS & METAPHORIC EXPRESSIONS

Colors Dogs Cats Body Parts Farm Animals Baseball

Football Space Sky Numbers Food Insects


What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s good.

What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s good.

Evaluation

THANK YOU!!!!

CONTACT INFORMATION

vocabulary instruction explicit instruction of new words why? what? how? april kelley...

Documents