Text Comprehension and Vocabulary Development Module

1. Protocol for Looking At Text Comprehension EvidenceandGeneral Academic Vocabulary Literacy in Action Module 3

2. Text Comprehension SharingYour turn… Share with your group the experiences you had • analyzing the article you chose. • developing the prompts for summary. • developing the prompts for multiple choice questions.

3. Still your turn… Working with a partner, try out your prompts. Together, decide additional prompts that could be developed.

4. LIA Module 3: Vocabulary Participants will learn how to provide instruction and activities for students to acquire General Academic Vocabulary (tier two words) in content areas. • 1. Learn the research and background for • vocabulary development. • Learn to implement Marzano’s • Six-step vocabulary instructional plan. • 3. Engage in activities to extend word knowledge. • 4. Develop a plan to teach General Academic • Vocabulary pertinent to your content area.

5. Your turn… • At your table talk about research, instructional lessons, strategies, activities, and protocols you use to accelerate your students’ vocabulary acquisition. • Share

6. Who Wants to Be a Millionaire? • Prepare to play the game. • Get your Answer Sheet ready. • You are to answer the question by writing the letter that corresponds to your answer. • Check your answer. • Indicate those answers you have correct. • Unlike the TV show, you are still in the running even if you miss answers. (additional information may be requested)

7. 1 Million___________________________________________________ $500,000___________________________________________________ $250,000___________________________________________________ $125,000___________________________________________________ $64,000___________________________________________________ $32,000___________________________________________________ $10,000___________________________________________________ $8,000____________________________________________________ $4,000____________________________________________________ $2,000____________________________________________________ $1,000____________________________________________________ $500____________________________________________________ $300_____________________________________________________ $200_____________________________________________________ $100_____________________________________________________ Who Wants To Be a Millionaire?

9. Common Core Vocabulary Anchor Standards Reading - Craft and Structure R4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Language – Knowledge of Language L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

10. Common Core Vocabulary Anchor Standards Language – Vocabulary Acquisition and Use L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by usingcontext clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5. Demonstrate understanding of word relationships and nuancesin word meanings. L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

11. Independent Word Learners Self-Awareness Inventory Self-Selection of Words • In addition to teacher-selected words Words in Context Connect Known to the Unknown From Teaching Vocabulary in All Classrooms by Blachowicz and Fisher, Merrill Prentice Hall, 2009. Allen, J., Words, Words, Words

13. Vocabulary Self-Awareness Chart Name_____________ Class______________

14. History of Jazz Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues. Exactly why jazz developed the way it did on the streets of New Orleans is difficult to determine even though a spate of explanations has poured forth from the scholars of the subject. Obviously, the need for it there was coupled with the talent to produce it and a favorable audience to receive it. During those early years, the local urge for musical expression was so powerful that anything that could be twanged, strummed, beaten, blown, or stroked was likely to be exploited for its musical usefulness. For a long time the washboard was a highly respected percussion instrument, and the nimble, thimbled fingers of Baby Dodds showed sheer genius on that workaday, washday utensil. The story of the twenties—in Chicago—is almost too familiar to need repeating here. What seems pertinent is to observe that jazz gravitated toward a particular kind of environment in which its existence was not only possible but, seen in retrospect, probable. On the South Side of Chicago during the twenties the New Orleans music continued an unbroken development. The most sensationally successful of all jazz derivatives was swing, which thrived in the late thirties. Here was a music that could be danced to with zest and listened to with pleasure. (That it provided its younger auditors with heroes such as Shaw, Sinatra, and Goodman is more of a sociological enigma than a musical phenomenon.) But swing lost its strength and vitality by allowing itself to become a captive of forces concerned only with how it could be sold, not how it could be enriched. Over and over it becomes apparent that jazz cannot be sold even when its practitioners can be bought. Like a truth, it is a spiritual force, not a material commodity. During the closing years of World War II, jazz, groping for a fresh expression, erupted into bop. Bop was a wildly introverted style developed out of a certain intellectualism and not a little neuroticism. By now the younger men coming into jazz carried with them a GI subsidized education, and they were breezily familiar with the atonalities of Schonberg, Bartok, Berg, and the contemporary schools of music. The challenge of riding out into the wild blue yonder on a twelve-tone row was more than they could resist. Some of them have never returned. Just as the early men in New Orleans didn't know what the established range of their instruments was, so these new musicians struck out in directions which might have been untouched had they observed the academic dicta adhering even to so free a form as jazz. The shelf on jazz in the music room of the New York Public Library fairly bulges with volumes in French, German, and Italian. It seems strange to read in German a book called the Jazzlexikon in which you will find scholarly résumés of such eminent jazzmen as Dizzy Gillespie and Cozy Cole. And there are currently in the releases of several record companies examples of jazz as played in Denmark, Sweden, and Australia. Obviously, the form and style are no longer limited to our own country. And jazz, as a youthful form of art, is listened to as avidly in London as in Palo Alto or Ann Arbor.

15. History of JazzVocabulary • derivatives • zest • auditors • sociological • enigma • phenomenon • introverted • intellectualism • neuroticism • atonalities • contemporary • bulges • traced • deviationists • enlivened • flamboyant • uncommonly • vital • spate • twanged • strummed • gravitated • retrospect • probable

16. Your Turn…Select from the list of words from “History of Jazz” Six words that meet the following criterion: • 2 important for text comprehension • 2 for word analysis (parts, scalability, map using tree, unusual or unique form or rule) • 2 academic vocabulary (Tier 2) • Analyze the words using the Self-Awareness Chart. • Determine how you will learn the word: • Look back at the “History of Jazz “ for context clues • Make a personal connection to the word • Find dictionary definition

17. Name __________________________________ Hour ____ Date _____________ Vocabulary Self-Awareness Chart

18. Teaching words in context with synonyms or definitions. Guided Highlighted Reading for Vocabulary is a way to help students navigate a text that has many unknown words that need to be defined before they can read and comprehend the text.

19. Example of Guided Highlighted Reading for Vocabulary THE HISTORY OF JAZZ 1234567 Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues. • In line 2 find and highlight the word that means disagreement. (dispute) • In line 2 find and highlight the word that means one who departs from the norm (deviationists) • In line 5 find and highlight the word that means flashy. (flamboyant) • In line 7 find and highlight the word that means developing. (evolving) • In line 7 find and highlight the word that means idea. (conception)

20. Teaching Individual Words To assist teachers in making word-choice decisions, researchers have proposed several criteria. In general terms, these criteria focus on two major considerations: • Words that are important to understand a specific reading selection or concept. • Words that are generally useful for students to know and that they are likely to encounter with some frequency in their reading. From The Vocabulary Book by Michael Graves From Vocabulary at the Center by Amy Benjamin See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; Hiebert, in press; Nation, 2001).

21. Why Not Teach All Unknown Words in a Text? • The text may have a great many words that are unknown to students – too many for direct instruction. • Direct vocabulary instruction can take a lot of class time – time that teachers might better spend having students read. • Students might be able to understand a text without knowing the meaning of every word in the text. • Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words. Armbruster, Lehr, and Osborn, 2001

22. Word Selection for Explicit Instruction • Strategically select a relatively small number (3-10 per reading selection) of words for explicit instruction. • Select words that • are unknown • are critical to the meaning • will likely be encountered in the future • (Archer, 2008)

23. Marzano’s Six-Step Process for Vocabulary Acquisition • Step 1: Provide a description, explanation, or example of the new term. • Step 2: Ask students to restate the description, explanation, or example in their own words. • Step 3: Ask students to construct a picture, symbol, or graphic representing the term.

24. Marzano continued • Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Step 5: Periodically ask students to discuss the terms with one another. • Step 6: Involve students periodically in games that allow them to play with the terms. From Building Academic Vocabulary by Robert Marzano and Debra Pickering • .

25. Neuroticism (Marzano’s Step 1) neuroticism: noun Comes from the word neurotic, an adjective describing an over anxious or overly concerned person; or a noun representing a person who is over anxious or overly concerned. The suffix “ism” refers to a system of belief. Example: Her neuroticism regarding feline health kept her veterinarian expenses very high.

26. Your turn… Steps 2 and 3 • Turn to a neighbor and put the explanation or example of neuroticism in your own words. • Draw a picture or symbol for the word, “neuroticism.”

27. Step 4 neuro “nerve,” “nerves,” “nervous system,”

28. Word Sort Look over the list and with your group write down all the ways you can categorize the following words. derivatives zest auditors sociological enigma phenomenon introverted intellectualism neuroticism atonalities contemporary bulges

29. Jim Burke’s Vocabulary Squares

30. Linear Array • Neuroticism • Paranoia • Nervousness • Fluctuation • Alertness • Concern • Carefree • Calmness • Calmness

31. Frayer Concept Attainment Model neuroticism

32. Tiers of Words Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. Tier Two words are general academic words that appear usually in text and in all content areas. Tier Three are domain specific words and are usually taught within the content area.

33. Tier Two Words: Academic Vocabulary are far more likely to appear in written texts than in speech. appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. are found across many types of texts. are highly generalizable.

34. Academic Vocabulary List by Jim Burke The Academic Vocabulary List has been categorized by parts of speech; or in other words, into grammatical categories or word groups. By Rick Smith Your turn… Look through the handout and notice what information about the academic vocabulary has been included.

35. Still your turn… • Work in content-area groups of five people. • Choose one of the five vocabulary activities. All five activities need to be completed by each group. • Select five words that are pertinent to your content area and grade level and that will serve as beginning points for your selected activity. Be sure to select two words that have either a prefix or a suffix or both (for use in Vocabulary Trees, and Word Sort activities.

36. A Closer Look at Five Strategies Word Sort Word Scales and/or Linear Arrays Vocabulary Trees Frayer Model Vocabulary Squares

37. malevolent malicious maladjusted malformed malaria malnutrition malaise malice malnourish Vocabulary Tree To gain use knowledge of Greek and Latin roots and prefixes and suffixes malignant maltreatment malign Mal- “bad…”; “badly…”

38. Word Sort Strategy • This is a strategy that focuses on meaning and develops deep • discussion with students. • Choose 12 – 16 words from the content that you are studying or about to study. • Write words on a 3 X 4 grid or 4X4 grid. Cut out. • Hand out sets of vocabulary cards to pairs or groups of students. • Ask students to sort (or categorize) into any kind of grouping. • Groups share results. • 1) Which words did you group together? • 2) Why did you group them that way? • Discuss relevance to the chapter. • Go over definitions or explanations of concepts. Does this change the way you sorted?

39. Jim Burke’s Vocabulary Squares

40. Linear Arrays - A Vocabulary Activity Linear Arrays See Words, Words, Words written by Janet Allen (See pages 52-53) See Teaching Vocabulary to Improve Reading Comprehension by William Nagy (pages 16-20) Linear arrays are visual representations of degree. An activity like this helps students examine subtle distinctions in the words. Linear arrays may be more appropriate for displaying other types of relationships among words. For example, many sets of words differ essentially in degree: annoyed, angry, enraged, and furious; or lukewarm, warm, hot, scalding. The relationship among such words can be illustrated visually by arranging them in a line.   This is a graphic organizer for depicting graduations between two related words: freezing – cool – tepid – hot – boiling minute – small – average – huge – immense private – sergeant – captain – lieutenant – colonel past – yesterday – present – tomorrow – future.

41. Frayer Concept Attainment Model Word

42. Vocabulary Acquisition Task • Select 8 words from the General Academic Vocabulary list (Jim Burke’s list) that your students do not know. • Direct students to fill out a Self-Awareness Vocabulary Chart by analyzing their knowledge about the assigned words. • Use Marzano’s Six Step Instructional Plan for vocabulary acquisition to teach each word. • Implement Steps 3– 6 with word sorts, vocabulary squares, vocabulary trees, Frayer’s model, and linear arrays.

43. Evidence of Vocabulary Acquisition 1. Record the number of words each student knows to the fullest extent from their Self-Awareness Chart. This is your pre- instruction assessment data. 2. Determine the number of words the students know to the fullest extent (+) after instruction and activities using 8 blank Vocabulary Squares as a post-instruction assessment (quiz). Use your judgment. 3. Tally the difference between pre- and post- assessment. This is the evidence of your work.

44. Vocabulary DataClass___________________________ Grade_______

45. Required Evidence • List of words you used with the students • Vocabulary Pre and Post Assessment data and gain and loss percentages • Vocabulary activities that promoted the vocabulary acquisition