Vocabulary Across the Workshops PCL Summer Institute, 2017 Colleen McCarthy and Dawn Stiegert School District of Belleville
Purpose - What you signed up for: 1. Strategies to enhance vocabulary skills 2. Choosing vocabulary 3. Deepen comprehension through vocabulary 4. Intentional vocabulary instruction through word work, language workshop, and literature discussion groups 5. Tools and ideas for your application
Resources ❖ Dr. Linda Dorn: PCL Institutes ❖ Fisher, Frey, and Lapp: In a Reading State of Mind (2009) ❖ Isabel Beck et al.: Bringing Words to Life (2013) ❖ Andrew Biemiller: “Teaching Vocabulary” ❖ Our theory into practice
Why Vocabulary Instruction? 1. Most neglected part of the day - get caught up in “word work”. 2. Developmentally appropriate for the intermediate grades. 3. Vast increase in comprehension and test scores with vocabulary as a focus.
Today we will... 1. Learn some of the research and methods around vocabulary instruction. 2. See sample lessons from different CLM workshops. 3. Have time to explore texts to find words to intentionally teach vocabulary. 4. Process along the way
Turn and Talk: What are your current classroom practices with vocabulary across the instructional day?
Why Explicit Vocabulary Instruction?
Where to Start? Andrew Biemilller Robert Marzano Elfrieda H. Hiebert Douglas Fisher & Nancy Frey
Rationale for Academic Vocabulary Instruction ❖ As students progress through the grades, print vocabulary increasingly includes words that are rarely a part of oral language. ❖ Academic or content vocabulary share a large portion of the meaning in upper-level texts ❖ Research clearly shows explicit vocabulary instruction across the curriculum enhance acquisition
Rationale Continued ❖ Comprehension! ➢ The more terms a person knows about one subject the easier it is for them to understand new information on the subject they read and hear
The Gap! Background Knowledge , Background Knowledge , Background Knowledge Direct Vocabulary Instruction is for ALL of our students to build background knowledge and close the gap Strugglers tend to have 2000 fewer words than their peers
The average fourth grader knows about 5,000-10,000 words. The average high school graduate knows about 50,000 words. To acquire this extensive vocabulary, the students has to learn about 3,500 words a year. This translates to learning 10 new words a day ! From Linda Dorn, 2015 Summer Institute
Vocabulary: When and How
“ Growing a student’s vocabulary requires the nurturing of teachers across each grade level, as well as the time and experiences needed to foster vocabulary acquisition that is independent of the teacher. You simply can’t be there to teach all 88,500 word families that students will encounter in print by the time they reach high school.” Fisher, Frey, and Lapp - In a Reading State of MInd ( 2009)
As teachers, we need to: Understand vocabulary deeply Select it purposefully And teach it well...teach it explicitly
Beck’s Three -Tier System Description Example Tier 1 Basic, common words students need to School, think, love, day know. Explicit instruction is not necessary Tier 2 Frequently occurring, high-utility words Basic, emphasis, riot, that cross many disciplines. Pervasive throughout, language, and less likely to be fully understood. range, dominate Words with multiple meanings. Tier 3 Rarely occurring words with highly Alliteration, abiotic, specialized, domain-specific, technical integer meanings.
Vocabulary Instruction Planning 1. Contextualize the Word 2. Say the word together 3. Provide a student friendly definition 4. Share a visual representation 5. Use in other contexts 6. Engage students 7. Say the word together
Explicit Vocabulary Instruction
UALR Center for Literacy Resource for Explicit LIteracy Instruction: UALR Vocabulary Resource
After Instruction ❖ The words need to come up again and again ❖ Put on anchors - place in room - review ❖ Language/Vocabulary tab in Thoughtful Logs - make it a goal to increase the rigor in this section. ❖ Talk about it at the dinner table
Stages of Learning the Word Acquisition - Heard the word, learning the word Consolidation - Using the word, some transfer to other contexts Consultation - Can teach the word to others
Personal Story
Vocabulary Across the Workshops
Vocabulary vs. Spelling in Intermediate Grades Vocabulary: Spelling: 15 minutes of the day that Taught in small groups for used to be “Word Work” students whose spelling in primary grades. is not proficient ALL Students get access to Focuses on phonics and Vocabulary Instruction patterns of words Focuses on the meaning of words (multi-meaning words, roots, etc.)
Step-by-Step Protocol for Teaching Vocabulary: 1. Teacher says the word. 2. Students say the word. 3. Teacher tells the part of speech and meaning of the word in a student-friendly definition. 4. Teacher provides an example of the word used in a sentence. 5. Teacher asks students for examples of the word used in a sentence (turn and talk and/or whole class share out). 6. Teacher recaps: “What is a word that means….?”
Vocabulary Instruction During “Word Work” Purpose: To increase vocabulary students use in conversation and writing, as well as increasing student comprehension while reading. How to Choose Words from Texts: Words that students may be familiar with, but have multiple meanings and/or used in an unfamiliar way.
Vocabulary Instruction During “Word Work” Monday-Wednesday: Focus on one multi-meaning word a day and use vocabulary protocol and anchor chart paper. Introduce the word and connect to past learning, repeat steps 3-5 to go through all the definitions, and then recap all definitions with steps 6 & 7. If extra time, do a quick check in on previous words learned at Vocabulary time earlier in the year.
Vocabulary Instruction During “Word Work” Monday-Wednesday:
Vocabulary Instruction During “Word Work” Thursday-Friday: Students receive a copy of the anchor charts with words and definitions taught Monday-Wednesday. They are glued into the Vocabulary/Language tab of their Thoughtful Log. Students work with the words covered for the week on a graphic organizer.
Vocabulary Instruction During “Word Work”
Vocabulary Instruction During “Word Work” Video(s): Multiple Meaning- Riot Multiple Meaning- Steel Multiple Meaning- Key
Vocabulary during Language Workshop Purpose: To aid students in comprehending complex mentor texts. How to Choose Words from Texts: Words that students may not be familiar with that are important/key to understanding the meaning of the text.
Vocabulary during Language Workshop Interactive Read Aloud Planner:
Vocabulary during Language Workshop Updated Interactive Read Aloud Planner:
Vocabulary during Language Workshop Focus on 1-4 words that are unfamiliar to the students and the meaning isn’t easily inferred, but are important for them to understand to access the complex text. Follow the interactive read aloud planner and before reading the mentor, use the 7 step vocabulary protocol to go over words. Tell students as you read that you’d like them to raise their hands to give them a purpose and show that they are looking for these new words.
Vocabulary during Language Workshop What if there are more than 4 words the students need to know to access the text?! Adjust the protocol: Have all new words and their definitions on a pre-made anchor chart. Go through each word one by one. Explain the definition and give an example sentence using the word. Have students turn and talk after explaining them all, choosing one word off the list. Share out: Depending on time, you can have a specific number of students share out whatever word they tried, or ask for one student to share out with each word.
Vocabulary during Language Workshop Video: Vocabulary in an Interactive Read Aloud
Vocabulary during Literature Discussion Groups Purpose: To aid students in comprehending new texts. How to Choose Words from Texts: Words that students may not be familiar with that are important/key to understanding the meaning of the text.
Vocabulary during LDGs Literature Discussion Group Lesson Planner:
Vocabulary during Literature Discussion Groups Focus on 1-4 words that are unfamiliar to the students and the meaning isn’t easily inferred, but are important for them to understand to access the text. Follow the LDG planner and while introducing a text, or a new section of text, use the 7 step vocabulary protocol to go over words. You might want to write the word to have a visual.
Vocabulary during Literature Discussion Groups Video:
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