Explicit Instruction Webinar #3 Designing Lessons Vocabulary and - PDF document

Explicit Instruction Webinar #3 Designing Lessons – Vocabulary and Skills Presented by: Gina Hopper, SESTA Director With permission from Dr. Anita A. Archer 1 Permission & Acknowledgements • The content of this session is expanded in Chapter 3 of this book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. • Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org • The slides in this presentation were designed by Anita Archer and modified as needed by the trainer, Gina Hopper. Special thanks to the Idaho Department of Education, Special Education Division and Boise State University’s, The Center for School Improvement and Policy Studies. 2 Purposes of Session Participants will be able to: 1. Select vocabulary for explicit instruction. 2 2. P Provide student-friendly explanations. id d f i dl l i 3. Develop examples and non-examples for vocabulary instruction. 4. Design basic lessons for teaching vocabulary. 5. Design elaborated lessons for teaching more difficult concepts. 3 1

Characteristics - Effective Vocabulary Instruction 1. Instruction is clear and unambiguous. 2. Instruction involves presentation of word meanings and contextual examples . Multiple exposures to the word are 3. provided. Sufficient instructional time is devoted to 4. vocabulary instruction. 5. Students are actively engaged in vocabulary instruction. 4 Explicit Vocabulary Instruction • Preliminary evidence suggests that as late as Grade 6, about 80% of words are learned as Grade 6, about 80% of words are learned as a result of direct explanation, either as a result of the child ’ s request or instruction, usually by a teacher. (Biemiller, 1999) 5 Preparation for Explicit Vocabulary Instruction 1. Select words for explicit instruction 2. Develop or adopt student-friendly explanations 3. Develop examples and non-examples for introducing word or for checking understanding 6 2

Explicit Vocabulary Instruction Selection of Vocabulary • Select a limited number of words for robust, explicit vocabulary instruction. • Three to ten words per story, portion of story, or section of a chapter. • Briefly tell students the meaning of other words needed for comprehension . 7 Explicit Vocabulary Instruction Selection of Vocabulary Select words that are unknown • Select words that are critical to passage understanding • Select words that students will encounter in future • (Stahl, 1986) • Focus on Tier Two words (Beck & McKeown, 2003) • Academic Vocabulary Select words that are more difficult to obtain • • Words having an abstract versus concrete reference • Words with unknown concept (most have a synonym, but these do not initially) • Words not adequately explained within the text 8 Selection of Vocabulary (Beck & McKeown, 1985) • Tier One - Basic words • chair, bed, happy, house • Tier Two - Words in general use, but not common General Academic Vocabulary General Academic Vocabulary • concentrate, absurd, fortunate, relieved, dignity, convenient, observation, analyze, persistence • Tier Three - Rare words limited to a specific domain Background Vocabulary • tundra, perimeter, igneous rocks, constitution, area, sacrifice fly, genre, foreshadowing 9 3

Practice Activity Select words for robust, explicit instruction First Graders Read Aloud The Tortoise and the Jackrabbit by Susan Lowell, Illustrated by Jim Harris tortoise tortoise springtime springtime drowsy desert patiently volunteered mesquite noticed prove it verbena snoozing silent 10 Practice Activity Select words for robust, explicit instruction Fifth Graders The Family Under the Bridge by Natalie Preparation for reading Chapter 1. Savage Carlson monsieur can’t abide cathedral th d l dignity di it cowered gratitude hidey-hole fastidious hyacinths loitering adventure roguish 11 Practice Activity Select 5 words for robust, explicit instruction Reading Level: Eighth Grade Passage: Breaker ’ s Bridge Series: Prentice Hall Words: *Selected for instruction in manual. obstacle* district amplify writhing* writhing gorge gorge Imperial Imperial* piers* miniature emerged executioner* defeated insult immortals desperation deposited emperor supervising deadline 12 4

Preparation - Student-Friendly Explanations • Dictionary Definition relieved (1) To free wholly or partly from pain, stress, pressure; (2) To lessen or alleviate, as pain or pressure • • Student Friendly Explanations Student-Friendly Explanations (Beck, McKeown, & Kucan, 2003) Uses known words • Easy to understand • You feel relieved when something that was difficult is • over or never happened at all. 13 Preparation - Student-Friendly Explanations • Dictionary Definition Attention - 1.) the act or state of attending through applying the • mind to an object of sense or thought 2.) a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity • Dictionary for English Language Learners (Collins COBUILD School Dictionary of American English) If you give someone or something your attention , you look at them, listen to them, or think about them carefully. 14 Dictionaries for English Language Learners - Online www.collinslanguage.com definitions and oral pronunciations www.ldoceonline.com definitions (oral pronunciations on CD) definitions (oral pronunciations on CD) www.learnersdictionary.com definitions and oral pronunciations Don ’ t know the pronunciation of a word, go to www.howjsay.com 15 5

Practice Activity Student-Friendly Explanations Dictionary Definition Student-Friendly Explanations disgusting - to cause to feel When something is disgusting , disgust; be sickening, repulsive, you really dislike it. It can or very distasteful to di f l almost make you sick. l k i k fragile - easily broken, If something is fragile, it can be damaged, or destroyed broken or damaged easily. gratitude - a feeling of thankful appreciation for favors or benefits received loitering - to linger in an aimless way; spend time idly 16 Designing Examples and Non-examples Step 1: Examine the definition and determine the critical attributes or parts of the definition • Glossary Entry foreshadowing. Foreshadowing is the author ’ s use of clues to hint at g g what might happen later in the story. Writers use foreshadowing to build their readers ’ expectations and to create suspense. • Critical Attributes foreshadowing • Author ’ s procedure • Use of clues • Hints at what might happen later in the story 17 Designing Examples and Non-examples • Glossary Entry Perpendicular lines. Two lines that intersect to form a right angle. • Critical Attributes Perpendicular lines 18 6

Designing Examples and Non-examples Step 2. Design examples in which all attributes are present Foreshadowing • • Author’s procedure • Author s procedure • Use of clues • Hints at what might happen later in the story Early in the story about Blue Cloud, the author indicated that Dakota babies are taught not to cry. Later in the story, the baby who was lost in the grass did not cry, making it impossible to locate the baby. This is an example of foreshadowing. The author gave us hints about what might happen later in the story. 19 Designing Examples and Non-examples Step 2. Design examples in which all attributes are present Perpendicular Perpendicular • two lines • intersect • form right angle 20 Designing Examples and Non-examples Step 3. Design non-examples in which some, but not all, critical attributes are missing Foreshadowing • Author ’ s procedure Author s procedure • Use of clues • Hints at what might happen later in the story Early in the story about Blue Cloud, the author told about the Dakota tribe moving to a new location. This is NOT an example of foreshadowing. The author is telling what is happening, but is not giving hints about what will happen later in the story. 21 7

Designing Examples and Non-examples Step 3. Design non-examples in which some, but not all, critical attributes are missing. Perpendicular lines • two lines • intersect • form a right angle 22 Video #1—Retrieve Video from www.explicitinstruction.org (Choose Elementary or Secondary Grades 2, 6, or 8) Practice what is implemented well. Steps in instructional routine Good practices 23 Basic Lesson Design - Vocabulary Step 1. Introduce the word a) Write word on board or display on screen b) Read word and have students repeat word c) If word is difficult to pronounce or unfamiliar have students repeat word a number of times Introduce the word with me “ This word is compulsory. What word? ” 24 8