Crafting Dynamic “ Academic Vocabulary ” Instruction – Grades 3-5

1. Crafting Dynamic“Academic Vocabulary” Instruction – Grades 3-5 2014 Catholic Educators’ Convention “Catholic Schools, Leading the Learning” Winnie R. Huebsch, Ph.D. Educational Consultant

2. Words of Wisdom • The more you read, the more you know • The more you know, the smarter you grow • The smarter you grow, the stronger your voice • In speaking your mind, or making your choice. Anonymous

3. Why Focus on Vocabulary? • Understanding key content area vocabularyis essential to gaining a full understanding of the text. • Youdo not need to understand every word to understand the ‘gist’ of a passage.

4. What We Already Know… • Vocabulary knowledge is a powerful predictor of reading comprehension. • By4th grade, many children experience a slumpin reading comprehension caused by below-grade vocabulary.

5. Research on Vocabulary • There is now evidence of how early vocabulary relates strongly to later literacy. • There is an increased awareness of individual differences--and how they continue through school. • It has been estimated that 80% of comprehension in nonfiction is dependent upon understanding the vocabulary.

6. Research on Vocabulary • Teaching vocabulary improves both verbal IQ andreading comprehension. • Children who are behind by 1st grade have a hard time making up the gap. Moat, 2004.

7. How We Learn/Understand Words: By reading a lot… • At the right level of difficulty • In sufficient amounts • With sufficient motivation to pursue understanding

8. How We Learn/Understand Words: • Through exposure to multiple examples in context, spoken or written • Through explicit instruction: • Analyzing word relationships • Exploring word relationships • Dictionary use (if necessary)

9. However… • Little attention is give to actual vocabulary instruction in schools. (Biemiller, 1999; Blachowicz, et al. 2006) What? • Classrooms are full of words • Students are faced with many, many words daily…

10. Common Vocabulary Instruction in the Middle Grades Mentioning a word or synonym Assigninglooking the word up in a dictionary • Teachers spend “little time discussing the meanings of words” (Scott, Jamieson-Noel and Asselin (2003, p. 282). • Words introduced with a reading selection are rarely followed up (Walsh, 2003).

11. What Words to Teach? • In selecting vocabulary words that you wish to teach, keep in mind this question… Ten years from now, what do I want my students to remember? Project CRISS, p. 141

12. Why Dictionaries are NOT the Answer • Reading a definition does not tell us how a word is actually used • We need examples in context to infer the meaning of a word • Dictionary examples are often shortened or incomplete • Being able to define a word is an end result of knowing the word very well!

13. 5 Simple Steps for Effective Vocabulary Instruction • Know the key characteristics of effective vocabulary instruction • Identify and sort key vocabularyinto three tiers • Create a print rich environment • Identify and master evidence based instructional strategies • Choosedigital tools that support word learning

14. Instruction won’t work . . . If it’s not consistent with what we know about how vocabulary is acquired.

15. Principles of Vocabulary Acquisition • Vocabulary knowledge is a network of connected concepts • Vocabulary is learned from context— • Learning is incremental McKeown, M.G. (2008).

16. 1. Vocabulary Knowledge is a Network of Connected Concepts What is the significance of that? You don’t have a dictionary in your head… http://www.visuwords.com/

17. 2. Vocabulary is LearnedFrom Context The richest context for learning new words is immediate oral language, but...

18. Cautions About ‘Learning From Context’ There are many different ‘contexts” • oral vs. written • wide reading across subjects • individual differences • not all contexts are created equal

19. Use of Context • High ability readers are better able to use context clues to gain meaning: 54% vs. 40% . 40%540 • Even high ability readers in a situation with strong context support don’t always get the meaning: 82% vs. 69%

20. Contexts Differ, Often Dramatically It had been a long hike, with very steep cliffs on the way up. It was John’s first experience mountain climbing, and he felt __________. • Freddie looked at his team members and thought that each looked more _______ than the next.

21. 3. Learning is Incremental A word is not learned the first time it is encountered. A learner needs: • various facets of information about a word • practice in use of a word • to integrate a word into existing knowledge

22. How to Teach Vocabulary • Research shows students will incorporate more words into their vocabulary and use them correctly, including spelling, when the focus is on fewer words at one time for intensive instruction Grades 2-5 5-8 words per week Grades 6-8 10-15 words per week Grades 9-12 12-25 words per week

23. What the Common Core Standards suggest… Vocabulary should be taught thoughtfully in all content areas and through ‘tiered instruction.’

25. Tier 1 Vocabulary: Common, Known Words • Tier I words are basic, everyday words that are a part of most children’s vocabulary. These are words used every day in conversation, and most of them are learned by hearing family, peers, and teachers use them when speaking.

26. Tier 1 Vocabulary: Common, Known Words • These words are especially important for English language learners who may not be familiar with them.

27. Tier 2 Vocabulary: High Frequency Words • Tier 2 words include frequently occurring words that appear in various contexts and topics. • They play an important role in verbal functioning across a variety of content areas.

28. Tier 2 Vocabulary: High Frequency Words • These are general academic words and have high utility across a wide range of topics and contexts. • Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term “justify” and “predict”frequently appear in Science, Social Studies, and English texts.

29. Tier 3 Vocabulary: Low-Frequency, Domain-Specific Words • Tier 3 words are’ field of study’ specific vocabulary. Words in this category are low frequency, specialized words that appear in specific fields or content areas. • Teach these words only as the need arises in specific content areas.

30. "The greatest benefit from instructional time spent on word study can be gained from exploring roots, prefixes, suffixes, and networks of related words." Henry,1997

31. English borrows freely… • The English language borrows freely from the following languages for up to 60% of its words… • Anglo Saxon • Latin • Greek

33. Anglo Saxon influences: • Anglo Saxon’s influence is mostly seen in the use pf short, common, everyday, and ‘down-to-earth’ words used in ordinary situations and found in early school readers • Many Anglo Saxon words have ‘nonphonetic’ spellings. • Examples: bird, cry, girl, jump, mother, fun • Often considered Tier 1 words

34. Links to Old English ‘Anglo Saxon’ HEOFON EORTHE, LYFT, FYR, WÆTER REGN, WIND, SNAW, IS FINGER, HEORTE SCEAP, LAMB, HORS, FISC LENCTEN, SUMOR, HÆRFEST, WINTER NORTH, EAST, WEST, SUTH

35. Latin structures: • Latin’s influence is seen in the use of technical, sophisticated words used in formal context, such as in literature and in many textbooks. • Examples:audience, extracted, tenacious, preventive, retract • Often considered Tier 2 or Tier 3 words

36. Latin Structure is strict… • Latin words follow a strict structure • Prefixes, if used, must be placed before the root and suffixes must follow the root • Latin roots (spect, vis, ject, rupt) are unlikely to stand alone as an English word • The Latin root usually receives the accent or stress e ject’ port’ ability In script’ ion

37. Greek Forms which influence English • Greek forms are often found in specialized wordsused mostly in science • Combining forms are compounded • Examples: atmosphere, chromosome, photograph, thermometer • Often considered Tier 3 words

38. So, how does this relate? • Understanding the influences of Anglo Saxon, Latin and Greek can help us to understand complicated and new vocabulary today. • The Common Core indicates that the teaching of Latin and Greek roots and stems is essential for deeper meaning and independent word study.

39. Let’s think…… • Dendrochronology • dendro - branching, like a tree • chronos – time • ology -study of

40. Dendrochronology • Used first – 1928 • The scientist found that through the study of dendrochronologyhe was able to determine the age of a 100 foot Giant Redwood in Washington State.

41. Dendrochronology The science of dating events and variation in the environment in former periods by the comparative study of growth rings in trees and aged wood

42. A concept….Let kids choose their own words… • Ask each child to create a chart where he/she writes down words of choice, and rates each one as "know it," "sort of know it," or "don't know it at all.” • Then, on the same paper, have them write a definition or "my guess on meaning" for the words they know and kind of know (No dictionaries!)

43. Building Academic Vocabulary • Robert Marzano, academic researcher, developed a sequence of procedures designed to develop academic vocabulary. • He describes six steps to vocabulary instruction of Tier 2 or Tier 3 words.

44. Six-Step Process for Teaching Vocabulary • Step 1: Provide a description, explanation, or example of the new term first. • Provide a general starting place for students: • Ask students to do some initial investigation into the term - brainstorm • Tell a story that integrates the term • Describe your own mental pictures of the term • Use current events to help make the term applicable to something familiar to students (Marzano and Pickering, 2005)

45. Six-Step Process for Teaching Vocabulary • Step 2: Ask students to restate the description, explanation, or example in their own words, either orally or in writing • Allow them to work with a partner or in small groups to discuss terms • Monitor students closely to clear up any major confusions or errors as they work. • Students should have a number of opportunities to discuss the terms Marzanoand Pickering, 2005 )

46. Six-Step Process for Teaching Vocabulary • Step 3: Ask students to construct a picture, symbol, or graphic representing the term • Particularly important to ELL learners • Graphic organizers • Pictographs • Pictionary • Symbols • Use of ‘nonlinguistic representations’ (Marzano and Pickering, 2005)

47. Example of “Nonlinguistic Representation” • Students can draw a symbol for the word. • Example: law enforcement

48. Six-Step Process for Teaching Vocabulary • Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks Analogy Example: • Bar graph is to pie chart as ________is to _______.

49. Concept Mapping: • Concept mapping is the use of word maps and charts that help students expand word meanings and discover relationships. • They also help students develop elaborate definitions of words rather than simple one or two word definition, and help kids learn words independently.

50. ‘Definition Map’ - Concept Mapping