Do Now – Vocabulary Gap

1. Do Now – Vocabulary Gap In 1995, Hart & Risley studied the vocabulary development of high SES and low SES children over time. They did intense observations of children of Professors and children on welfare (Turner House children). This graph shows the general trend they found. What are the implications of it for you? What responses does it raise for you?

2. Secondary Literacy: Teaching Vocabulary

3. Today’s Objectives Explain the three principles of effective vocabulary instruction Choose appropriate words to teach Start outlining a mini-lesson plan using these three principles

4. Why are we learning this? Given the word gap and the high vocabulary demands of secondary texts, effective vocabulary instruction is critical in all content areas.

5. Today’s Session Today’s Session

6. Agenda • Do Now • Session Introduction • Introduction to New Material • What words do I teach? • How do I teach them? • CM Practice • Closing

8. How to Choose Words to Teach Brick words - Mortar words Capstone words - Window dressing words

9. Brick Words Key content words Essential to understanding of content Teach many of these How to Choose Words to Teach • Observations, data, hypothesis, nomad, assimilate, mean, median, evidence, protagonist, setting

10. Mortar Words Connecting words Multi-use academic verbs Teach many of these How to Choose Words to Teach • However, analyze, compare, indicate

11. For “Analyze”: Interpret, classify, analyze, arrange, differentiate, group, compare, organize, contrast,examine, scrutinize, survey, categorize, dissect, probe, create an inventory, investigate, question, discover, inquire, distinguish, detect, diagram, chart, inspect Mortar Words – Think Bloom’s Taxonomy Verbs

12. Capstone Words Big academic concepts that build upon brick and mortar words Teach a small number of these How to Choose Words to Teach • Scientific method, culture, probability, ecology

13. Window-dressing words Rare and exotic words with low utility Don’t teach these How to Choose Words to Teach • Potpourri, supercilious

14. Students will encounter unfamiliar words Focus: pre-teach key words that build meaning Brick, mortar and then capstone words Avoid window-dressing words The Bottom Line

15. Supporting ELL Students Check for understanding constantly Informally teach extra words

16. Choosing Words to Teach: Practice To access handouts: CMIM  Week 4  Lit Handouts  Teaching Vocabulary  Handout 1 • Our Job: PRIORITIZE • Which words will help students master the content? • Which words can students NOT do without?

17. Choosing Words (Handout 1) The 1920s: A Time of Transformation The speakeasy. The flapper. Al Capone. Through these multihued popular images, the colorful decade of the 1920s is still alive in the imaginations of many who never experienced it. Yet while many people know the popular image of this decade, few understand its greater cultural and historical significance. The decade of 1920s was a major time of transformation, marked by a deep clash of cultures. During the previous half century, the United States had undergone probably the most dramatic changes in its short history. It had transformed itself from a rural economy based on farming into one of the most powerful industrial and urban economies of the world. Economic opportunity drew millions of immigrants into its factories and cities. The farmer, who was an important figure in American culture since the time of Thomas Jefferson, rapidly gave way to the industrialist, the capitalist, and the entrepreneur. The town, the cultural center of pre-industrial America, rapidly gave way to the city. The strict religious values that had dominated mainstream American life in the nineteenth century gave way to the more relaxed morals of the twentieth century. In an increasingly consumer-based society, leisure and pleasure were now valued over hard work and self-denial. The economic, political, and social changes of the past half-century manifested themselves in a widespread clash of cultures. As young people in the twentieth century increasingly challenged older traditions, this provoked a defense of older values. The most important years for this major transformation in American culture were the 1910s and 1920s. Although there were not clear-cut sides, historians have noted a general division between those who embraced the new changes and looked with hope to the future and those who idealized the past and resisted cultural change. 17

18. Choosing Words (Handout 1) The 1920s: A Time of Transformation The speakeasy. The flapper. Al Capone. Through these multihued popular images, the colorful decade of the 1920s is still alive in the imaginations of many who never experienced it. Yet while many people know the popular image of this decade, few understand its greater cultural and historical significance. The decade of 1920s was a major time of transformation, marked by a deep clash of cultures. During the previous half century, the United States had undergone probably the most dramatic changes in its short history. It had transformed itself from a rural economy based on farming into one of the most powerful industrial and urban economies of the world. Economic opportunity drew millions of immigrants into its factories and cities. The farmer, who was an important figure in American culture since the time of Thomas Jefferson, rapidly gave way to the industrialist, the capitalist, and the entrepreneur. The town, the cultural center of pre-industrial America, rapidly gave way to the city. The strict religious values that had dominated mainstream American life in the nineteenth century gave way to the more relaxed morals of the twentieth century. In an increasingly consumer-based society, leisure and pleasure were now valued over hard work and self-denial. The economic, political, and social changes of the past half-century manifested themselves in a widespread clash of cultures. As young people in the twentieth century increasingly challenged older traditions, this provoked a defense of older values. The most important years for this major transformation in American culture were the 1910s and 1920s. Although there were not clear-cut sides, historians have noted a general division between those who embraced the new changes and looked with hope to the future and those who idealized the past and resisted cultural change. 18

19. Choosing Words – 1920s Brick Words • urban • rural • industrial • consumer • immigrant • significance Mortar Words • gave way (As an idiomatic expression, this could ould be particularly difficult for ELLs) • manifested • provoked • resisted • undergone Capstone • transformation • clash of cultures • economy/economies/economic Window Dressing • speakeasy • flapper • (These two are particularly window dressing for this passage, since they are far from the main point of it). History teachers might insist that these are important to know-- you can respond that they can be explained quickly or shown in illustrations but should not take up a lot of instructional time. • multihued • (This is exactly the kind of word that gets bolded in textbooks even though it is not essential for understanding the sentence or passage and it is not likely to come up in other Social Studies texts.)

20. How do I teach them? • Use the Frayer Model to learn about vocabulary effective instruction

21. Frayer Model (Handout 2) Definition: Well-planned and purposeful instruction that provides students with deep understanding of key words. Key Characteristics: Effective VocabularyInstruction 8

22. Frayer Model Definition: Well-planned and purposeful instruction that provides students with deep understanding of key words. • Key Characteristics: • 1. Teaching a small number of words, providing student-friendly definitions. • 2. Creating meaningful interactions with words that lead to deep processing. • 3. Providing multiple exposures in a variety of contexts. Effective VocabularyInstruction Be NIMble. Number—Teach a small number. Interactions—Create meaningful interactions. Multiple—Provide multiple exposures. 8

23. Frayer Model Effective Vocabulary Instruction Example: On Monday, teacher gives definitions for five bricks & mortar words from a chapter, models, gives example sentences, then involves students in Think-Pair-Shares using the words in meaningful sentences. On Tuesday, students read the text, clarifying meanings as they go. On Wednesday, students use these words in a writing activity to respond to the text. 9

24. Frayer Model Effective Vocabulary Instruction Example: On Monday, teacher gives definitions for five bricks & mortar words from a chapter, models, gives example sentences, then involves students in Think-Pair-Shares using the words in meaningful sentences. On Tuesday, students read the text, clarifying meanings as they go. On Wednesday, students use these words in a writing activity to respond to the text. Non-Example: On Tuesday, teacher interrupts reading to have students copy 15 words and their definitions from the glossary. After that, they complete a worksheet filling in the blank for 15 unrelated sentences. On Friday, they take a spelling test on the words. 9

25. Reader’s Theater NIMble instruction sounds easy, right? What could possibly go wrong?

26. Mrs. Van de Kamp Strengths Weaknesses Should’ve spent more time addressing Jose’s misconception “Pedate” too obscure to be helpful • Pre-teaches key word before reading • Teaching word by using word parts

27. Ms. Solis Strengths Weaknesses Definition is not student-friendly Poor CFU Inefficient – only actively involves one student • Hieroglyphics probably an important word to teach

28. Ms. Scavo Strengths Weaknesses Word “trimming” is not essential to understanding the text Spends too much time  distracts from what is really going on in the text • Read aloud method for exposing students to new vocabulary • Uses good methods for getting kids to interact with the word

29. CM Practice: Analyze Model Lessons • Analyze the sample vocabulary lesson plans for your content area. • Handout 4 • Consider (and be prepared to discuss): • How does teaching the selected words help further the content objectives? • How does the lesson engage students in a meaningful way with the words? Any suggestions for improvement? • What would be needed to reinforce the learning of these words:

30. Debrief: Model Lessons • Used three principles of effective instruction • Small number of essential words • Opportunities for students to actively work with words • Several contexts provided • What structures did your vocab lesson plans use? • ELA: before reading activity • Biology: mini-lesson to pre-teach words before reading • Statistics: full lesson devoted to three key concepts • Social Studies: full lesson for terms that will be used again later

31. Independent Practice • Handout 8 – Vocabulary Lesson Outlines • Choose 5 academic words • Complete outline • Begin to sketch outline • Use model lesson plans as a resouce • Handout 9 – Playing with Vocabulary Activities

32. Closing Why is teaching vocabulary important to your content?