Teaching Vocabulary Secondary Literacy 5

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Teaching VocabularySecondary Literacy 5

• Philippe Ernewein
• Literacy Specialist
• www.rememberit.org

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Journal

• In 1995, Hart Risley studied vocabulary
  development of high SEC and low SES children over
  time. They did intense observations of children
  of professors at the University of Kansas and
  children of the Turner House, a pre-school
  located in the impoverished Juniper Gardens area
  of Kansas City.

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Journal

• The following graph shows the general trend they
  found.
• What are the implications of it for you?
• What responses does it raise for you?
• Turn to your journals now.

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Betty Hart and Todd R. RisleyCorps Members in
Spirit

• 1960s War on Poverty
• Optimistic effort to intervene early to
  forestalleffects that poverty was having on some
  childrens academic growth.
• Unique aspect of their approach
• 30 million word gap by age 3
• Achievement gap is a word gap

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What Did You Write?
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What are we learning?

• Three principles of effective vocabulary
  instruction
• Choose appropriate words to teach
• Application of vocabulary games to add to lesson
  plans/evaluation

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Why are we learning this?

• Effective vocabulary instruction is essential
• Given the word gap and high vocabulary demands of
  secondary text, this instruction is critical

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Agenda

• DO NOW
• Introduction
• Review
• New Material
• Word Activity Competition
• Teaching Tool
• Close/Journals

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How to choose words to teach?

• Brick Words
• Key content words
• Mortar Words
• Connecting words multi-use academic verbs
• Capstone Words
• Big academic concepts built upon brick words
• Window Dressing Words
• Rare exotic words with low-utility

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How to choose words to teach?

• Brick Words
• Key content words
• Observations, data, hypothesis

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How to choose words to teach?

• Mortar Words
• Connecting words multi-use academic verbs
• However, Analyze, Compare

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How to choose words to teach?

• Capstone Words
• Big academic concepts built upon brick words
• Experiment, Scientific Method

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How to choose words to teach?

• Window dressing words
• Rare exotic words with low-utility
• Supercilious, banal, cravat

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How to choose words to teach?

• Brick Words
• Key content words
• Mortar Words
• Connecting words multi-use academic verbs
• Capstone Words
• Big academic concepts built upon brick words
• Window Dressing Words
• Rare exotic words with low-utility

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Three Tiers Approach
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General rule of thumb (part 1)

• English teachers should focus on tier two words,
  perhaps the most critical for our students to
  master in order to have a broadly applicable
  vocabulary and enhanced reading and writing
  ability.

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General rule of thumb (part 2)

• Content area teachers should teach tier two
  words when necessary and appropriate, but are
  primarily responsible for teaching tier three
  words, as those are most likely crucial to the
  understanding of the major concepts of the
  content area.

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Guiding questions

• Which words are most important understanding the
  text we are going to read and/or the concepts we
  are about to study?
• Which words do students already have prior
  knowledge of?
• Which words can be figured out from the context?

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The 1920s A Time of Transformation

• HS social studies text on page XXXX
• Our job
• Not just identify rare words that students do not
  know
• But prioritize which words are most important to
  teach students to meet objectives empower them
  to read academic texts
• Words they cannot do without

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The Bottom Line

• Students will encounter unfamiliar words
• Focus key words
• Bricks, mortar and then capstone words
• Build meaning, avoid window dressing word
• Tier 2, English, Tier 3 content teachers
• Check for vocabulary understanding constantly and
  informally

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Collabs selecting words

• Select 3 words (using one of the selection
  systems)
• Your job (hand-out on page XXXX)
• Each collab will participate in a Word Activity.
• Apply any Word Activity to the 3 words you
  selected in your collab.
• 3 minutes to practice/3 minutes to share at
  tables tables select best example and share out
  to all-group to compete for best Word Activity
  application.

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Playing With Vocabulary WordsDefinitions on page
XXXX

• Oral Stories
• Quick Skits
• Drawing
• Categories
• Journal Topics
• Sell It
• Dialogue
• Newspaper Caption
• Write a Poem

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All-Group Share Out

• Please identify the following prior to sharing
  your best work
• Bricks, mortar, capstone or tier
• Content specific vocabulary
• Name of Word Activity

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How do I teach them?

• Use Frayer Model to learn about concept of
  effective vocabulary instruction

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Frayer Model Effective Vocabulary Instruction

• Definition
• Well-planned and purposeful instruction that
  provides students with deep understanding of key
  words

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Frayer Model Effective Vocabulary Instruction

• Key Characteristics
• Teaching a small number of words providing
  student-friendly definitions.
• Creating meaningful interactions with words that
  lead to deep processing.
• Providing multiple exposures in a variety of
  contexts

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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-Share using 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.

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Frayer Model Effective Vocabulary Instruction

• Non-Example
• On Tuesday, teacher interrupts reading to have
  students copy 15 words and their definitions from
  glossary.
• After that, they complete a worksheet filing in
  the blanks for 15 unrelated sentences.
• On Friday, they take a spelling test on the words.

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Frayer Model multiple uses
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Weekly Vocabulary Cycle

• Sunday
• Preview text and select vocabulary words.
• Plan for weeks vocabulary instruction.
• Monday
• Introduce new vocabulary words
• ? by using Warm Up
• Provide definitions in Mini-lesson
• ? by using Frayer Model
• Tuesday
• Post words on word wall
• 2 minute review words at start or end of lesson

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Weekly Vocabulary Cycle

• Wednesday
• Incorporate vocabulary words in exit slip to
  review
• Students make flash cards for words as part of
  homework problems
• Thursday
• Review game for last 20 minutes of class
• ? Jeopardy, Bingo, Memory Game, etc.
• Friday
• Assessment

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Warm-up/DO NOW Example

• Using your background knowledge, match up each
  term with a definition. Be ready to provide a
  justification for your choices.
• Equation A. All the possible
  inputs in a formula
• Domain B. The degree to which
  a line rises
• Coefficients C. A formula
  balanced on both sides
• Steep D. A number
  used to multiply a variable
• Axis E. The 2 main lines on a
  coordinate plane

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Exit Slip

• Where is the point of origin for the x and y
  axis?
• -5, -2, 0, 1, 5 What is the domain of this set
  of data?
• y x 2. Solve when x 5.
• Place each of your 5 vocabulary words in a
  thought bubble. Organize the order of the words
  in any way that makes sense to you, but be sure
  to include a 3 sentence rationale for
  placement/categories of the words.

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Jeopardy review game
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The Big Three

• Focus on small number of words that were
  essential to content objectives
• Opportunity for students to actively work with
  the words meanings by providing examples,
  testing partners creating visual
• Context for the words, sometimes just discussing
  the word, then reading it, or many contexts as in
  the math example

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Workshop your choice

• Analyze vocabulary
• lesson plan
• How does teaching the selected words help further
  the objective?
• Is the lesson engaging? Meaningful?
• What could you do to improve it?
• What would be needed to reinforce the learning of
  these words?
• Page XXX lesson samples

• Using a text you are going
• to teach, select 5 key
• academic words of
• different types.
• Bricks, mortar, capstone or tier level.
• Essential to understanding text.
• Serve the purpose for reading text.
• Page XXX output

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What did we learn?
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Key Characteristics

• Teaching a small number of words providing
  student-friendly definitions.
• Creating meaningful interactions with words that
  lead to deep processing.
• Providing multiple exposures in a variety of
  contexts.

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Our bigger purpose

• To close the achievement gap, we must address the
  vocabulary gap.

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Check-out

• Homework?
• www.rememberit.org
• Journals to mailbox
• Names returned