january 16, 2013 jenny fanelli, ci&a. our outcomes today we will: discern the emphasis on...
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January 16, 2013
Jenny Fanelli, CI&A
Our Outcomes
Today we will:•Discern the emphasis on vocabulary in the Common Core Learning Standards•Ruminate on the process of vocabulary acquisition•Scrutinize the process for effective direct vocabulary instruction•Assay strategies to support students’ independent word learning•Reconnoiter print and digital resources
Our Agenda• Starting our thinking…• A quick look…
– CCLS – some background information
• Digging in to Resources• Direct vocabulary instruction• Word learning strategies• Word Consciousness• Next steps…
SynecticsMy school year is like____ because_____.
SynecticsVocabulary instruction is like____
because_____.
Rationale for Vocabulary Development
Common Core Literacy Shifts
Common Core Literacy Shifts
The anchor standards
Vocabulary Acquisition and Use
4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
The anchor standards
Vocabulary Acquisition and Use
5.Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
The anchor standards
Vocabulary Acquisition and Use•Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Vocabulary
Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.), use to guide them into contemplating known concepts in novel ways (i.e., to learn something new).
(Baker, Simmons, & Kame'enui, 1998)
Importance of Vocabulary
Up to 74% of a student’s reading comprehension depends his understanding of the vocabulary.
words=knowledge
• Words are linguistic descriptions (labels) of “packets” of knowledge.
• The more words we have, the more information we have.
• For example…
What Is This Packet’s Label?
Tent
Cold
Sleeping Bag
AnimalsBears
at Dump
Chipmunks
Forest Dark
What Is This Packet’s Label?
norms
traditions
Golden Rule
SymbolsFlag On Money
Laws Language
The “Right” Background for School Success
• All people have background knowledge.
• However, not all students come to you with “academic” background knowledge.
How is Academic Background Knowledge Developed?
• Two factors:
–A learner’s ability to process and store information.
–The number and frequency of “academically oriented” experiences.
Academically Oriented Experiences Such As…
• World experiences – travels, zoo, grocery store
• The talk that accompanies these experiences
• READING…in fact reading is the most efficient method to build vocabulary and background knowledge.
LOW MEDIUM HIGH
HIGH Curtis Barbara Alan
MEDIUM
Gina Ethan Calvin
LOW
Iris Hilda Frank
FLU
ID (I
NN
ATE)
INTE
LLIG
ENCE
ACCESS TO ACADEMICALLY-ORIENTED EXPERIENCES
Differences in vocabulary growth
Student A
2 words per day
750 words per year
Student B
8 words per day
3,000 words per year
Where does that lead?
High school seniors at the top of their class know about
four times as many words as their lower performing classmates.
“Although it is true that the extent to which students will learn new content is dependent on such factors such as the skill of the teacher, the interest of the student, and the complexity of the content, the research supports one compelling fact: what students already know about content is one of strongest indicators of how well they will learn new information relative to that content.”
» Robert Marzano, Building Background Knowledge
The Big idea!!
• Happiness
• Obstinate
• Sagacity
• Egregious
• Ratiocinate
• Can you sketch them?
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do you “know” these words?
Knowing a word is not all-or-nothing!
What does it meanto KNOW a word?
Breadth
Depth
Word Knowledge
What does it meanto KNOW a word?
• Assess your knowledge of the words you may encounter in our workshop.
• Join with a partner and compare your lists.
• Are there words that you can help each other to understand?
What does it meanto KNOW a word?
No knowledge: the word is not in your listening, reading, speaking or writing vocabularies
Catoptromancy, quidnunc, usufructuary, engastrimyth
Breadth
What does it meanto KNOW a word?
General sense: you know something about the word, e.g. you may know that a word has a positive or negative connotation
punctilious, mendacious, mellifluous
Breadth
What Does Hobbes Know? Not Know?
What does it meanto KNOW a word?
Narrow context-bound knowledge
discriminate, solution, compound, constitution, division
Breadth
What does it meanto KNOW a word?
Have some knowledge of a word but may not use it in appropriate situations
Abraham Lincoln became America's greatest precedent.
Breadth
What does it meanto KNOW a word?
Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, and its extension to metaphorical uses
(Beck, McKeown, & Kucan, 2002)
Breadth
What does it meanto KNOW a word?
Generalization: define a word
Application: select or recognize appropriate situations
Breadth: polysemy (multiple meanings)
Depth
What does it meanto KNOW a word?
Precision: apply correctly to different situations and recognize inappropriate use
Availability: use in thinking, speaking and writing
Depth
Myth Mix-Up
• Choose one of the myths about vocabulary instruction and read the information for the most important points.
Myth Mix-Up
• For the next few minutes, move around the room to share your most important points and to gather information about the other myths.
• Try to get information about all 10 myths!
Two Minute Buzz
• Talk with a partner about what you’re thinking.
• What connections are you making?
So…
• What does all this mean for our teaching?
Digging in to Resources:Books
• Explore your book, Inside Words by Janet Allen
• Identify the sections or items in the book that pique your interest and mark them with sticky notes or page flags.
• Share with your partner what is intriguing to you and why.
Digging in to Resources:The Handouts
• Take a few minutes to browse through your handouts to see some other activities that might be useful to you.
• Mark them with a sticky note or page flag.
Digging in to Resources:Online Resources
• With your table partners, use the organizer to explore some vocabulary related sites.
• Divide and conquer!
Digging in to Resources
• Now that you’ve had some time to explore, keep these resources handy!
Direct Instruction
Explicitly teach the most important words:•Which words?
– Technical vocabulary?– Disciplinary vocabulary?– Concept critical vocabulary?– Tier 2 words?– Tier 3 words?
•How?
Word SelectionTarget vocabulary should include words that:
•Are representative: words that are important for understanding the big ideas and concepts of the text and the content.
•Have repeatability: Words that students will encounter often.
•Have transportability: Words that are useful in many contexts.
Word Selection
Tier 1 Tier 2 Tier 3• Basic words• Most children
know before entering school
• Need to learn to recognize in print
• Sophisticated vocabulary of written text
• Used in a variety of contexts and domains
• Students already have understanding of the concepts
• Have high utility or mileage across domains
• Typically associated with a specific domain (e.g. science, social studies, music)
• Need to build knowledge about the word in the context of that domain
clock, baby, happy sinister, fortunate, adapt isotope, peninsula, bucolic
(Beck, McKeown, Kucan, 2002)
Word SelectionSelect words to teach:
•From texts that students are reading.
•From books you are reading aloud.
•That are related to the content of instruction.
Word Selection: Your Turn
• Using your materials, develop a list of words that you would directly teach your students.
• List the words and their context in the Vocabulary Planner.
• Share your list with a partner and explain why you chose the words.
Vocabulary Planner Topic/Text:
Word
Context
The Instructional ProcessEffective instruction includes:
•Student-friendly definitions and context
•Opportunities to use the words in speaking and writing
•Multiple exposures
Student-Friendly DefinitionsEffective vocabulary instruction does not rely on
dictionary definitions. When you first learn a word, you understand it more as a description.Word Definition Description
covert kept from sight; secret; hidden when something is done in a hidden or secret way
disrupt break up; split to cause problems or stop something from going easily or peacefully
illusionappearance or feeling that misleads because it is not real
something that looks like one thing, but it is really something else or is not really there at all
Did you know?
• Dictionary definitions are developed based on the need to be as complete as possible in as little space as necessary!
• There is nothing official or scientific about it.
Instead, provide a model
• A description or explanation of the word
AND
• An example of how the word is typically used (or how it might be used in the text).
Explain
Webster’s
1. a. to make known; b. to make plain or understandable
2. to give the reason for or cause of
3. to show the logical development or relationships of”
Student Friendly
If you explain something, you give details about it or describe it until someone can understand it.
Clear and Understandable Definitions
• Your definitions will often use the words something, someone, or describes.
• This helps students get a handle on how the words are used
Definition and Context
Covert
Covert is a word that describes something that is done in a secret or hidden way.
For example, “the boy covertly put the candy bar in his bag.”
Multiple Meanings
Multiple Meanings• March Planned For Next August • Patient At Death's Door - Doctors Pull Him Through
• Queen Mary Having Bottom Scraped • Juvenile Court to Try Shooting Defendant • Killer Sentenced to Die for Second Time in 10 Years
• Police Begin Campaign to Run Down Jaywalkers • President Wins on Budget, But More Lies Ahead • Panda Mating Fails; Veterinarian Takes Over
Multiple Meanings• Polysemous words, especially in content
classes, can create confusion.• 70% of the most frequently used words
have multiple meanings.
• Context becomes a critical factor to understanding word meanings.
set
Multiple Meanings
Science words with multiple meanings
To deepen their thinking about word meanings…
Have students restate definitions (your or from the dictionary) in their own words
• Connect to background knowledge and experience
• Use their own descriptions, examples, explanations
• Form links between the new word and those already known
Develop Your Definitions
• Using one of the words you chose, develop a student-friendly definition and a model sentence to demonstrate how the words is used.
• Write these on the Vocabulary Planner and share with a partner.
• Are your definitions clear and understandable?• Do your sentences show how the word is used in
context? (Think polysemy!)
Vocabulary Planner Topic/Text:
Word
Context
Multiple Opportunities to Use the Words
It takes 7-14 encounters with words for our brains to begin to put them in a useable place in
long-term memory.
Multiple Opportunities to Use the Words
Students should represent the words using graphics or pictures:
• Allows processing of information in new modality
• Provides second processing of the information to reinforce and deepen meaning
Multiple Opportunities to Use the Words
Students should see, write and use the words in many activities to build a deeper meaning
• Word lists
• Word cards
• Classroom and personal word walls
• Vocabulary notebooks
Multiple Opportunities to Use the Words
Expect students to use the words appropriately in discussions and in
their writing.
Describe a Time When...
• Ask the students to talk or write about a time when…
• Important – you’re not just asking them to use the word in a sentences (e.g. “The man was covert.”) They must provide an appropriate context.
• Describe a time when you have been covert…
Idea Completions
• Provide stems for students to complete using their words.
• Again, remember, you’re providing the situation and the word…students are thinking about what they know.
• The spy was covert when…
Example and nonexample• Give the students a scenario and have
them decide whether it is an example of the word or not.
• Students must explain why they think so.
Which one is covert?
• The government officials had a meeting to discuss the way the war was going.
• The principal had a PTO meeting with all of the teachers and parents to discuss the upcoming school dance.
WHY?
Word Sorts
• Ask pairs of students to arrange the words into categories– Closed sorts – you provide the categories– Open sorts – students determine the categories
• They can use sticky notes to label and explain the categories
Multiple Opportunities to Use the Words
Vocabulary games give students more exposure to the term:
• Various games will provide further exposure to new words.
• Students will gain a deeper integration of the word by its continued review
Games
Games like these can be made specific to your words and content:
• Bingo• Password • Jeopardy• Wheel of Fortune• Who Wants to Be a Millionaire• And more…
What Kind of Practice?
• Using one of the words you chose, decide what kinds of opportunities for practice you will provide your students.
• Write these on the Vocabulary Planner and share with a partner.
• Are the activities a good match for the words?
Vocabulary Planner Topic/Text:
Word
Context
Modeling and Think-aloudsTeachers need to model the
strategies they want students to use and then gradually release responsibility to students.
Word-Learning Strategies
• Use of context clues.
• Use of dictionary resources and tools
• Morphemic analysis– Roots– Prefixes– Suffixes
• Word families
Model Use of Context Clues
• Read the sentence in which the word occurs for clues as to the word’s meaning.
• Read the surrounding sentences for clues as to the word’s meaning.
• Determine if there is enough information from context to establish a possible meaning.
• Try the possible meaning in the sentence.
• Does it make sense? Can you keep reading with comprehension?
Model Use of Dictionaries• Locate the unknown word in a dictionary• Read/listen to the pronunciation• Check the part of speech• Read the definition(s)• Read any sample sentences to see how the word is
used in context• See if any other resources are available – etymology,
word parts, synonyms, antonyms, hypernyms, hyponyms, images
• Select the meaning that best fits the context and try it in the sentence
• Does it make sense?
Guidelines for Online Dictionaries
• Page layout - uncluttered by ads
• Quality of definitions – simple definitions followed by more complex definitions
• Easy access to supportive elements– Pronunciation– Sentence examples– Etymology and word parts– Thesaurus – synonyms, antonyms– Games and activities
Model Morphemic Analysis
Model Morphemic Analysis• Look for a meaningful part or parts in the
unknown word.
– Roots Latin and Greek– Affixes prefixes and suffixes
• Think what the part means or think of other words that contain the part.
• Determine if there is enough information to formulate a possible meaning and try it in the context.
• Does it make sense? Can you keep reading with comprehension?
Morphemic Analysis: Roots
• English borrows most heavily from Latin and Greek.
• Meanings of 60% of multisyllabic word can be inferred by analyzing word parts.
• Most of the academic words in English (e.g., math and science words) are derived from Latin and Greek.
• A single Latin or Greek root (or affix) can be found in and aid in the understanding of 20 or more English words.
Morphemic Analysis: Roots
Common Latin and Greek Roots
aqua water Greek aquarium, aqueduct
aud hearing Latin audio, audition
auto self Greek autograph, autobiography
astro star Greek astronomy, astrophysics, astrology
biblio book Greek bibliography, bibliophobia
bio life Greek biography, biology
chrono time Greek synchronize, chronology
corp body Latin corpse, corporation, corps
demo the people Greek democracy, demography
dict speak, tell Latin dictate, predict,
dorm sleep Latin dormant, dormitory
geo earth Greek geology, geography
Common Latin and Greek Roots
graph to write, to draw Greek autograph, biography
hydro water Greek hydroplane, dehydrate, hydroelectric
ject throw Latin reject, deject, project, trajectory
logos, logy study Greek geology, astrology, biology, numerology
luna moon Latin lunar, lunacy
meter measure Greek thermometer, diameter
mega great, large, big Greek megaphone, megatons
min small, little Latin minimal, minimize, minimum
mit, mis send Latin mission, transmit, remit, missile
path feeling, suffering Greek pathetic, pathology
ped foot Latin pedestrian, pedal
philia love, friendship Greek philanthropist
Common Latin and Greek Roots
phono sound Greek phonograph, microphone, symphony
photo light Greek photograph, photosynthesis
port carry Latin transport, portable
spect see Latin respect, inspection, spectator
scope look at Greek microscope, telescope
sol sound Latin solar, solstice
struct build, form Latin instruction, construction, destruct
tele distant Greek telephone, television
terra land Latin territory, terrestrial
Morphemic Analysis: Prefixes
• Elements attached to beginning of English words that alter meaning.
• Prefixes are useful because they are– used in many words– consistently spelled– easy to identify– clear in meaning
• Teach very common prefixes. Un, re, in, and dis found in 58% of prefixed words.
The Most Common Prefixes in English
Prefix Meaning % of Prefixed Words Examples
un not; reversal of 26% uncover
re again, back, really 14% rewrite
in/im in, into, not 11% incorrect, insert
dis away, apart, negative 7% discover, discontent
en/em in; within; on 4% entail
mis wrong 3% mistaken
pre before 3% prevent
pro in favor of; forward 1% protect
a not; in, on, without 1% atypical
Morphemic Analysis: Suffixes
• Elements attached to ending of English words.• Can change the part of the speech or the
meaning.• Focus on common derivational suffixes.
-able, -ful, -less, -ness, -or• Introduce the suffix and use to determine the
meaning of a number of words (ful -helpful, truthful, mouthful, joyful).
The Most Common Suffixes in English
Suffix Meaning % of Suffixed Words
Examples
s, es more than one; verb marker 31% movies
ed in the past; quality/state 20% walked
ing when you do something;quality, state
14% walking
ly how something is 7% lovely
er,or one who, what/that/which 4% teacher, tailor
tion, sion state, quality; act 4% action; erosion
able, ible able to be 2% comfortable
al, ial related to, like 1% fatal
Model Using Word Families• Word families are groups of words related in
meaning. • If you know the meaning of one family member,
you can infer the meaning of related words.
enthusedenthusiasmenthusiastic
enthusiastically
collectcollectingcollectioncollector
educateeducatededucationeducator
wildwildly
wilderness
Academic Word Lists
How will you…?
• Using your materials and your resources, think about how you will model each of the word learning strategies.
• Write down you ideas on the Word Learning Strategies notetaking sheet.
• Be ready to share!
Word Consciousness
An understanding of and interest in words, how they are used, and their
importance in learning and communicating
Word ConsciousnessStudents who have word consciousness:
•Appreciate and understand words and their use
•Are alert to new words
•Use words creatively
•Understand how words and concepts are related across different contexts
High Quality Classroom Language
Teachers can:
•Model using elaborate and extended language
•Draw attention to words, their meanings, and their use
•Check for understanding. No assuming!
•Read aloud from good literature
•Communicate their own appreciation and love of words
•Have fun with words and language
Wide Independent Reading
The best way to foster vocabulary growth is to promote wide reading.
A student in the 20th percentile
reads books ______ minutes a day.
This adds up to _________words
read in books per year.
A student in the 80th percentile
reads books ______ minutes a day.
This adds up to __________ words
read in books per year.
.7
21,000
1,146,000
14.2
Minutes PerDay
Words Read PerYear
PercentileRank
Books Text Books Text
98 65.0 67.3 4,358,000 4,733,000
90 21.2 33.4 1,823,000 2,357,000
80 14.2 24.6 1,146,000 1,697,000
70 9.6 16.9 622,000 1,168,000
60 6.5 13.1 432,000 722,000
50 4.6 9.2 282,000 601,000
40 3.2 6.2 200,000 421,000
30 1.8 4.3 106,000 251,000
20 0.7 2.4 21,000 134,000
10 0.1 1.0 8,000 51,000
2 0 0 0 8,000
Wide Independent Reading
Increasing Amount of Independent Reading
• Maximize access to books.– Extended library hours– Classroom libraries– Book sales, book exchanges
• Establish time for independent reading.– Silent Sustained Reading– Partner Reading– Expect reading outside of class
Increasing Amount of Independent Reading
• Encourage selection of books at the independent reading level.
• Encourage students to read “familiar” books.– Same author– Same characters– Same genre– Same series
Increasing Amount of Independent Reading
• Enhance personal motivation.– Establish a school climate that encourages
reading.– Have book-rich environments.– Provide book recommendations.
• Book talks• Bulletin boards with recommendations• Book tables• Book clubs
Vocabulary Self-Collection
• Students identify words from their own reading– Monitor their learning– Learn to recognize unfamiliar, interesting or
important words– Develop their vocabularies beyond direct
instruction– Become word conscious
Vocabulary Self-Collection
1. Selecting words
2. Defining the words
3. Finalizing the word lists
4. Extending word knowledge
How will you…?
• Using your materials and your resources, think about how you will encourage word consciousness in your classroom.
• Write down you ideas on the Word Consciousness notetaking sheet.
• Be ready to share!
Before we say adieu…Think and write:
How did this information support, extend, or challenge your thinking?
and
Please fill out the BOCES evaluation form.
Thank you!! Thank you!! Thank you!!
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