discipline vocabulary carla k. meyer, ph.d. appalachian state university
TRANSCRIPT
Discipline VocabularyCarla K. Meyer, Ph.D.
Appalachian State University
Today’s Agenda
Discipline Vocabulary
Vocabulary Matters
"A Postscript standard spooler usually runs on a piece of software connected to your network. The spooler's name appears when you access the chooser desk accessory. Standard spoolers let you take advantage of printer description files (APDs). The APD decides the printer configuration."
In your own words, please summarize the paragraph.
Vocabulary Matters
To read, write, and speak proficiently about specific content topics, students must have command of the language in each discipline.
(Jetton & Alexander, 2004).
Key Understandings Essential to Content Vocabulary Instruction
(Harmon et al., 2009)
1 Vocabulary learning is closely tied to conceptual understanding
2 Explicit instruction in content-area vocabulary builds and supports conceptual understandings.
3 Explicit instruction involves multiple, varied, and meaningful experiences with the word.
4 Vocabulary occurs implicitly in content-area classrooms.
Key Understandings Essential to Content Vocabulary Instruction
(Harmon et al., 2009)
5 The structure of expository text can impact vocabulary learning.
6 Classroom instructional time is necessary and must be sufficient.
7 Metacognitive awareness of vocabulary learning fosters independent learning in different content-areas.
8 Different content-area words require different types of instruction.
Four-level Framework (Flanigan and Greenword, 2007)
Level 1—critical “before” wordsConcepts essential for comprehension
Require the most attention & time
Level 2—”foot-in-the-door words”Basic understanding for comprehension
Short amount of instructional timeNew word/New concept
Clear definition of word
A context rich sentence
New word/Familiar Concept
Definition and/or familiar synonym
Four-level Framework (Flanigan and Greenword, 2007)
Level 3—critical “after” wordsimportant words on some level but not necessary for comprehension.
Words can be addressed during and/or after readingContent words that do not need to be fully understood
Content words defined explicitly and clearly in the text
High-utility words
Precise language
Level 4—words not to teachWith limited time and resources these words should not be addressed
Words students already know
Words that do not align with instructional goals
Words supported by rich context from which the meaning is easily gleaned.
So what?
Think about “The key understandings essential to content vocabulary instruction” (Harmon et al., 2009)
Think about the “Four-level framework” (Flanigan and Greenwood, 2007).
Summarize you conceptualization of discipline vocabulary
What role does vocabulary instruction have in the content classroom?
How should it be integrated?Share your thoughts with a partner
Share your thoughts with the group
Let’s try…
Excerpt taken from Written in Bone: Buried Lives of Jamestown and Colonial Maryland
Sally M. Walker
My Plan—How does archaeology help us build an understanding of the past?
Level 1 words—Archaeology
Level Two WordsExcavation
Level Three WordsSubsoil
Soil Stains
Artifacts
Texture
Exposed
Level 1 Word TreeMemory Clue: The archaeologist who discoveredKing Tut’s tomb will be remembered in history.
Word: Archaeology
Definition: the study history through the excavation of sites and the analysis of artifacts and other physical remains.
Ancestor:Greek arkhaiologia ‘ancient history,’
Relatives:Archaeological adjectiveArchaeologist noun
Similar Words:
HistoryArtifactsExcavationRemains
Two SentencesThe archaeologist discovered remains of an ancient man at the excavation site.
The archaeological dig was considered a success because…
Logy-science and/or study of
Level 2 Definition & Synonyms
ExcavationThe act of digging something up
Excavating (verb form)Unearthing
Digging up
Level 3—After Reading
Integration-Focus on semantic relationships
Concept Circle
Excavation Subsoil
Soil Stains Artifacts
Archaeology
Level 3 Words
Texture
ExposedThink about Beck, McKeown, and Kucan tier 2 words
You try…
Select a passage.Identify purpose for teaching the passage.
Identify Level 1 wordsSelect a strategy to teach level 1 words
Identify Level 2 wordsSelect a strategy to teach level 2 words
Identify Level 3 wordsSelect a strategy to tech level 3 words and reinforce level 2 and 1 words.
Discuss—We will do this as an opener next.
Vocabulary Examples
ClarificationFocus is to refine word meanings and to clear up possible confusion (particularly important for ELL students)
Especially needed when students encounter polysemous (multiple-meaning) words
Contextual redefinition.
Vocabulary Examples
Word Word-level clues
Context Clues
Predicted Word Meaning
Actual Word Meaning
Complementary
Word level;Latin completum meaning "completed” Guess: Something that makes a whole
These two angles (40° and 50°) are Complementary Angles, because they add up to 90°
Two angles which equal 90°
Two Angles are Complementary if they add up to 90 degrees (a Right Angle). They don't have to be next to each other.
Vocabulary Examples
Linguistic AttentionFocus on the wide-ranging effect that teaching common roots and affixes have on vocabulary acquisition.
Syn/ chron i city
Word Family Tree
Vocabulary Example
IdentificationFocus on learning and identifying a myriad of words.
Key word method-highlights visualization and mnemonic devices to help with recall.
Key Word Method
Word Definition Key Word Explanation
Image
Fractals Shapes that are irregular or broken
Fractured bone
Fractals are broken shapes—fractured bones are broken bones
Broken bone
Acute angle Angles whose degrees measure less than 90 degrees
A cute Angel
Acute angles are small– cute angels are small too.
A little angel with a skirt drawn like an angle
Obtuse angle
Angles whose degrees measure more than 90 degrees
Moose angle
Obtuse angles are big—moose angles are big too.
A moose with an angle for antlers
Activity
Revisit your words. Use one of the options presented in class to create an activity with the class.
Share activity with class.—Next week
Questions?
Special Topics Groups
Adolescent Girls
Adolescent Boys
Struggling Readers
English Language Learners
To Do.
Read Countdown Chapters 31-40
CWU: Letter to President Kennedy (e-portfolio)
Read discussion articles
On blog post your choices 1-4 for special topics interest group.