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Learning Words Inside & Out Make It Intentional: A Framework for Daily Word Learning

Learning Words Inside & Out Make It Intentional: A Framework for Daily Word Learning. Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann. Today’s Purpose.

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Learning Words Inside & Out Make It Intentional: A Framework for Daily Word Learning

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  1. Learning Words Inside & OutMake It Intentional: A Framework for Daily Word Learning Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

  2. Today’s Purpose How do students acquire and extend their academic vocabulary across the school day? Today we will look more closely at how we select vocabulary as a school.

  3. Influence of Background Knowledge Catherine the Great, a minor aristocrat from Germany, became Empress of Russia when her husband Peter, the grandson of Peter the Great, was killed.

  4. Types of Vocabulary • Tier 1/General • Commonplace; learned from interactions with texts and people • Tier 2/Specialized • Change meaning with context (“polysemic”) • Tier 3/Technical • Specific to the discipline A starting point for selecting vocabulary

  5. General Vocabulary On an October day in 1753, Robert Dinwiddie, Royal Governor of His Majesty’s Colony in Virginia, sat in his office in Williamsburg, the capital of Virginia, reading the latest reports from the frontier. The French were causing trouble again, pushing their way into British land. There was a whiff of war in the air. Dinwiddie must have realized that Virginia’s western boundary was fuzzy. Some Virginians even said that their colony stretched across the continent. But Dinwiddie knew that grand old claim was not realistic. He needed only turn to a map to see North America as it really was. (Allen, 2004, pp. 1–2)

  6. Specialized Vocabulary On an October day in 1753, Robert Dinwiddie, Royal Governor of His Majesty’s Colony in Virginia, sat in his office in Williamsburg, the capital of Virginia, reading the latest reports from the frontier. The French were causing trouble again, pushing their way into British land. There was a whiff of war in the air. Dinwiddie must have realized that Virginia’s westernboundary was fuzzy. Some Virginians even said that their colony stretched across the continent. But Dinwiddie knew that grand old claim was not realistic. He needed only turn to a map to see North America as it really was. (Allen, 2004, pp.1–2)

  7. Technical Vocabulary On an October day in 1753, Robert Dinwiddie, RoyalGovernor of His Majesty’sColony in Virginia, sat in his office in Williamsburg, the capital of Virginia, reading the latest reports from the frontier. The French were causing trouble again, pushing their way into British land. There was a whiff of war in the air. Dinwiddie must have realized that Virginia’s westernboundary was fuzzy. Some Virginians even said that their colony stretched across the continent. But Dinwiddie knew that grand old claim was not realistic. He needed only turn to a map to see North America as it really was. (Allen, 2004, pp.1–2)

  8. The Problem: Too Many Words! • 17 words identified in 2 paragraphs • Ideal is 8–10 a week for deep teaching (Scott, Jamieson-Noel, and Asselin, 2003) • Must be narrowed, but how?

  9. Representative Repeatability Transportable Contextual Analysis Structural Analysis Cognitive Load Is it critical to understanding? Will it be used again? Is it needed for discussions or writing? Can they use context to figure it out? Can they use structure? Have I exceeded the number they can learn? Questions for Selecting Vocabulary Adapted from Graves, 2006; Nagy, 1988; Marzano & Pickering, 2005

  10. Using Word Lists to Identify Vocabulary • Dolch Sight Word List (Grades K–3) • Ogden’s Basic English Word List (Grades K–4, and English learners of all ages) • Dreamed of a “universal language” • 850 phonetically regular words • Word Part Lists (Grades 3–6) • Focus on prefixes, derivations • Academic Word List (Coxhead, 2000)(Grades 5–6) • 570 headwords from textbooks

  11. Choosing Technical Vocabulary • Associated with specific subject areas • State standards documents are excellent sources for these words • Curricular materials often include suggested vocabulary

  12. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  13. Next Steps • What are we currently doing that works well? • What are the areas in need of improvement? • How should we collaborate with one another within and across grade levels?

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