implementing common core: a focus on early literacy

Implementing Common Core:

A Focus on Early LiteracyModule 5 – Vocabulary

Presenters: LaRae Blomquist, Susie Lapachet

and Patty TongSeptember 2013

Table TalkAs a result of the last module,

how did the information impact your actions?

(e.g., read an article connected about CCSS, met with a colleague, shared information with site leadership)

Topics covered:• Recognize effective

instruction/assessment of fluency

• Language standards with Open Court resources/misalignment

Outcomes:Participants will:1. Understand the significant shifts in the

Common Core vocabulary standards

2. Recognize effective vocabulary instruction– Develop criteria for selecting vocabulary – Identify research-based vocabulary instruction

components

3. Plan site “next steps”

Research Supports The Need for Vocabulary Instruction

• According to research, a more extensive vocabulary promotes comprehension skills (Blachoweiz and Fisher, 2000), (Cunningham and Stanovich, 1997), (Pressley, 2000).

• Direct teaching of vocabulary might be one of the most underused activities in K--12 education. The lack of vocabulary instruction might be a result of misconceptions about what it means to teach vocabulary and its potential effect on student learning (Marzano, 2002).

Research Supports The Need for Vocabulary Instruction

Beck and McKeown (2000) pointed

out that poor readers don’t read; therefore, they must be exposed to vocabulary instruction.

• Any method is better than none.• No one method has proven to be

consistently superior.• A variety of techniques is suggested.• Opportunities for repeated exposures to

the words is suggested.

Setting the ContextDraw on prior knowledge of classroom

observations.

• What words are introduced? (e.g. publisher vs. teacher selected words)

• What are the most common practices around vocabulary instruction?

Standards Trace – K through 3rd

DIRECTIONS:• Read RIT – 4, L – 4, and

L – 5 .• Circle verbs.• Underline key nouns.

PURPOSE OF ACTIVITY:Understand the significant Common Core shifts in vocabulary content and implications for instruction

Debrief Standards Trace• After examining these three standards

in depth, what surprised you?• What standards/specific concepts will

need to be strategically planned for since they do not currently have any Open

C Court resources for instruction?

Building Shared Knowledge of Terms• Academic and domain specific words (Beck’s

Tier 1-3)• Base word/inflectional ending (e.g.,

look/looks/looking)• Root (Greek/Latin roots; e.g., “micro”)• Affixes (e.g., un, pre, re, ful, ist)• Shades of meaning (e.g., walk, strut, marched)• Sentence-level context (context clues w/i text)• Real-life connections (contextualize words)

Word TypesTier 1: Basic Tier 2: Academic Tier 3: Content

Specific

home analyze volcano dog approach lava happy role pumice see consist glaciated come major abdominal again require peninsula find significant molt go vary phonological look interpret diphthong boy consequence

quadrilateral

Beck et al. (2002)

Selecting Vocabulary for Instruction

According to Isabelle Beck, prioritizing the words we teach is essential. Selected vocabulary words should be:

• Unfamiliar to students.• Critical to passage understanding yet

not difficult to explain.• Useful in the future because they

“travel well” into other contexts.

Selecting Vocabulary for Instruction

• Be strategic in selection of words to instruct. Not all words need instruction, and not all words require equal attention (Tier 1, Tier 2, Tier 3).

• Focus on Tier 2 words, but be aware that English Learners may need instruction on Tier 1 words as well.

• Consider 8-10 words per week (Stahl, 1999).

Activity for Selecting Vocabulary

“Story Hour Starring Megan” Grade 21. Read pp.70-722. Look for possible vocabulary words to mention

and teach.Words Worth Knowing

Mention Teach

Activity for Selecting Vocabulary

Words Worth KnowingMention Teach

story hour p. 71 howl p.71calm p.71patient p.72restless p. 72

Debrief Selecting Vocabulary

One thing I had to consider when selecting words was________ because ________.

“Big Ideas” Selecting Vocabulary

When selecting vocabulary words, the CCSS draws teachers’ attention to Tier 2 and Tier 3 words.After selecting vocabulary determine which words warrant a mention and which should be taught.Do not assume there are enough context clues in the text for instruction.

Components of Effective Vocabulary Instruction

• Read the research based methods for introducing a vocabulary word.

• Note the commonalities.

• Be prepared to share with the whole group.

Debrief the Common Components

Common Components• Restating the word• An explanation or “kid friendly”

definition is given vs. dictionary definition

• Language frames are used to support usage

• Multiple opportunities to engage with the word

• Contextualized usage of the word• Non-linguistic representation

Video Example: Kindergarten

Consider:What of components of effective vocabulary are present?

Video Example: First Grade

Note: How does the teacher introduce academic language?

gistThe gist is the big picture of what is

happening in the text.The gist often answers who, what,

where, when, why, and/or how questions.

An Example

We saw a mound of dirt they poured in 4 things and foam came out.

The video opens with a mound of brown dirt with a hole in the middle at the top. One at a time, they poured four different ingredients into the hole. A white foam poured out of the hole after the ingredients mixed together.

1 2

Practice

What is the gist of the video clip?

In this video, Bill….

Grade 2 Multiple Meanings: patient

To be able to handle a delay (waiting) without getting upset.

A person that is seeing a doctor or nurse.

vendor pp.325-327

Someone that sells something.We bought hot dogs from the vendor.We bought ______ from the vendor.

overstuffed p.316See picture on p. 316What does the word over-stuffed

mean?How do you know?

inspected p.324Inspect (verb) inspector

(noun)

Inspect: To look over closelyInspector: The person who looks over something

closely.Her mom inspected her room to make sure it was clean. ________inspected___________.

Table TalkKeeping the effective components in mind, what vocabulary strategies have you used or observed?

Clarifying the Need for “Student Friendly” Definitions/Explanations“Studies that provided dictionary definitions to students and asked students to create sentences with the words or answers to brief questions about the words reveal that—• Sixty-three percent of the students’ sentences

were judged to be “odd” (Miller & Gildea, 1985).

• Sixty percent of students’ responses were unacceptable (McKeown, 1991, 1993).

• Students frequently interpreted one or two words from a definition as the entire meaning (Scott & Nagy, 1989).

Problems with Dictionary Definitions• Weak differentiation (conspicuous - easily

seen)

• Vague language (typical – being a type)

• Probability for misinterpretation (devious – straying from the right course; not straight)

• Multiple pieces of information (exotic – foreign; strange; not native)

Student-Friendly Definitions

Girard (2005)

Vocabulary word Dictionary definition Friendly explanation

reluctant Opposed in mind to do something, unwilling, disinclined; marked by unwillingness; resisting

Reluctant describes someone who is not sure he wants to do something.

People are often reluctant to try something new or something they think is risky.

“Big Ideas” for Effective Vocabulary Instruction

Students must have multiple opportunities to engage with words.

Visual representations of words can aid in solidifying meaning.

Match vocabulary strategy to instructional goal.

Use student-friendly explanations or definitions.

Possible Red Flags• Of the

previously charted common vocabulary practices, what might be possible “red flags” for effective instruction?

“Next Steps”At your tables, discuss the information presented and what “next steps” might be taken.• What is the current, “typical”

practice for vocab instruction? How do you know?

• What is the perceived need for professional learning opportunities?

A Few Miscellaneous Things:

• Clarifying the “gap” between K and 1st benchmark assessments (BPST info)

• Narrative vs. informational fluencies • Fluency “qualifiers” will be spelled

out• Need: more K-6 ELA Steering

members (FYI)• Need: pilot teacher possibilities IF we

get the green light – request will come electronically