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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Final Thoughts on Hart Risley

• Estimating the hours of intervention needed to
  equalize childrens early experience makes clear
  the enormity of the effort that would be required
  to change childrens lives
• (Hart Risley, The Early Catastrophe).
• TFA as intervention which does not end, therefore
  not an intervention, but the norm, the common
  experience.

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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
• Outline a lesson plan using these three
  principles

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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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Reading Comprehension is an Interactive Process
Todays Session
RAND Model, 2002
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Agenda

• DO NOW
• Introduction
• New Material
• Modeling
• Workshop
• Close/Journals

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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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The Bottom Line

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

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The 1920s A Time of Transformation

• HS social studies text
• Our job
• Not just identify rare words that students do not
  now
• 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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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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Readers Theater
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Content Area Groups

• Analyze vocabulary lesson plans for content
• Consider the following
• How does teaching the selected words help further
  the content objectives?
• How does the lesson engage students meaningfully
  with the words and thinking critically about
  vocabulary? What could you do to improve it in
  this regard?
• What would be needed to reinforce the learning of
  these words?

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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 visuals
• 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

• Hand-out Vocabulary Lesson Outline
• Using a text you are going to teach
• Select 5 key academic words of different types
• Bricks, mortar capstone
• Essential to understanding text
• Serve the purpose for reading the text
• Complete outline
• Hand-out Playing with Vocabulary, model lessons,
  Secondary Literacy (31)

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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