learning all-purpose academic words
TRANSCRIPT
Learning all-purpose academic words
Catherine E. Snow Harvard Graduate School of Education
CREATE, 6 September 2007
Welcome & Housekeeping • Discussion/Interactive Format
– Quick Polling
– Type messages into chat area
– Break for responding to chat questions/comments
– Those on just the teleconference can email questions to: [email protected]
Quick Poll: Who is Online?
• elementary school teacher • secondary school teacher • school, district, or state administrator • curriculum coordinator • staff development specialist/trainer • post-secondary educator or administrator • researcher • other
Your primary profession
The ultimate goal
Poll: What are the biggest challenges to comprehension of content area texts in
the middle grades? Pick top two:
•Word reading difficulties
•Fluency
•Motivation
•Vocabulary
•Background knowledge
•Syntax
•Text structure
My focus is vocabulary
• A complicated domain • Relation to reading
– Reading comprehension, obviously – But also early reading, perhaps via Lexical
Restructuring • Large social class differences
– Related to density of word exposure – Related to quality of word exposure – Related transactionally to literacy experience
How is vocabulary related to
• Word reading? • Fluency? • Syntax? • Background knowledge? • Comprehension?
My focus is middle school
• SERP principle: start with the most urgent
problem as defined by the practitioners • Reading for learning becoming an urgent
challenge at this age • Social class differences becoming
alarming • Possibly the last good chance for
intervention with struggling students
Linking vocabulary to school reform
• The structure of the U.S. middle school – Large – Departmentalized – Little coordination across years or content areas – Many plagued by low internal accountability
• The focus of U.S. education reform: primary grades, inoculation model
• Lack of preparation/willingness among content area teachers to teach content area reading
• SERP Principle: work on student learning, teacher learning, organizational learning together
Our work in Boston • Teacher surveys and interviews surfaced
vocabulary as a problem • Assessments (DRA, GRADE) confirmed it • Classroom observations:
– Teachers teach vocabulary rarely – Disciplinary, not all-purpose academic, vocabulary
focused on – All-purpose words crucial for understanding texts,
especially glossaries – Texts to be read are difficult and unengaging – Lively classroom discussion is rare
• Thus, Word Generation
Word Generation Program Goals:
• Student level: Build knowledge of high frequency academic words in various contexts
• Teacher level: Promote regular use of effective instructional strategies
• School level: Facilitate faculty collaboration across grades, across departments
Research-based Principles of Vocabulary Instruction: From
Studies of Young Children • Establish and discuss joint attentional
focus • Ensure affective engagement • Engage children in using the words • Ensure recurrent exposures • Celebrate successes • Encourage experimentation
Research-based Principles of Vocabulary Instruction: From
Studies of School-aged Children • Pick the right words • Present them in motivating ways (texts) • Provide learner-friendly definitions • Ensure recurrent exposures • Expand each word’s semantic mapping • Provide opportunities to use the words • Teach word-learning strategies
(morphology, inferring from context) • Motivate ‘word awareness’
New Challenges in Middle Grades
• Most students know the easy words already – Basic object terms – Brief/monomorphemic forms – Really frequent words – Minimally polysemous words – Or most frequent meaning of polysemous words
• Much word exposure comes through reading • Students need content-area technical terms • Students also need all-purpose academic words
– Category labels – Words for thinking – Abstract, low imageability terms
Reflective Question
• In your experience, what kinds of words do middle school struggling readers have trouble with?
All-purpose academic words, e.g.
• Words for thinking: hypothesize, evidence, criterion
• Words for classifying: vehicle, utensil, process • Words for communication: emphasize, affirm,
negotiate • Words for expressing relationships: dominate,
correspond, locate http://www.vuw.ac.nz/lals/research/awl/index.html
Previous efforts along these lines
Principles of VIP
• Present words in context • Pick topics that ensure word recurrence • Provide native language support • Teach explicitly about cognates,
morphology, polysemy, and inferring word meanings
• Teach spelling linked to word meaning
Table 4. Average Performance on the Mastery test as a function of time of test, language group and amount of intervention
0
5
10
15
20
25
30
35
Fall Spring
Time of Test
Number
correc
t
ELL never ELL 4th gradeELL 5th grade ELL 4th & 5th gradeEO never EO 4th gradeEO 5th grade EO 4th & 5th grade
Table 2. Average performance on the polysemy task as a function of time of test, language group and amount of exposure
0
2
4
6
8
10
12
14
16
Fall Spring
Time of Test
Numb
er Co
rrect
ELL never EO neverELL 4th grade EO 4th gradeELL 5th grade EO 5th gradeELL 4th & 5th grade EO 4th & 5th grade
Table 1. Average performance on the morphology task as a function of time of test, language group, and amount of exposure to the intervention
0
20
40
60
80
100
120
Fall Spring
Time of Test
Numb
er Co
rrect
ELL never EO neverELL 4th grade EO 4th gradeELL 5th grade EO 5th gradeELL 4 h & h d EO 4 h & h d
Table 3. Average Performance on the Word Association test as a function of time of test, language group, and amount of intervention
0
10
20
30
40
50
60
Fall Spring
Time of Test
Numb
er Co
rrect
ELL never EO neverELL 4th grade EO 4th gradeELL 5th grade EO 5th gradeELL 4th & 5th grade EO 4th & 5th grade
Table 5. Average performance on the cloze task as a function of time of test, language group, and amount of exposure to the intervention
0
2
4
6
8
10
12
14
16
18
Fall SpringTime of Test
Numb
er C
orre
ct
ELL never EO neverELL 4th grade EO 4th gradeELL 5th grade EO 5th gradeELL 4th & 5th grade EO 4th & 5th grade
So • We can teach vocabulary to 4th-6th graders • Both ELLs and EOs But • We didn’t shrink the gap • And, most disturbingly, the intervention
disappeared when we did
Reflective Question
Why would teachers not continue to use
the VIP after the end of the study?
The Word Generation Approach • Summer 2006: 20-week curriculum designed,
two schools (grades 6-8) plus one teacher (grade 5) recruited
• 2006-2007 Piloting – 20 weeks implemented in 5th grade classroom, 12
weeks in two entire schools – Pre- and post-testing – Writing samples collected, partially analyzed – Classroom observations, teacher interviews, student
surveys • Summer 2007: design year two of curriculum • 2007-2008: larger scale implementation • 2009-2010: clinical trial with randomization at
school level
Word Generation Program Features
• Words selected from the Academic Word List (AWL)
• Materials designed for all content-area teachers
• Expectation of at least 15 instructional minutes a day
• Flexibility for school-specific implementation models
Word Generation: Materials (year 1)
• 20 weeks, each focused on a set of 5 words • Controversies include: global warming,
censorship, dress codes and schools, steroids and sports, censorship and hip-hop, junk food and schools, the nature of American culture, etc. Monday
Paragraph introduces
words
Tuesday-Thursday Content-area word activities
Friday Writing with focus words
WEEK 8 Global warming: What should be done?
Global climate statistics suggest that the average temperature of the earth's surface is increasing. For example, the warmest ten years of the 20th century were between 1985 and 2000. Another statistic indicates that surface temperatures have risen by about 1˚F since the late 1800’s. Though this change may seem small, it has raised the ocean level by 4-8 inches. This is because more snow and ice are melting into the sea. Many scientists support the hypothesis that global warming is linked to heavier storms, floods, and other extreme weather. They attribute these changing environmental conditions to human activities like driving cars that use a lot of gas. Scientists believe that people contribute to global warming through burning fossil fuels (coal, oil, and natural gas). Such activities increase certain gases that trap the sun’s energy inside the atmosphere and warm the earth. This is called the greenhouse effect. Scientists say that this warm period is not just part of the earth’s natural climate cycle. This trend does not fit the usual pattern of warm periods followed by cool periods. Scientists project that temperatures will keep rising if we continue to ignore the impact of our activities. Should people be allowed to drive SUVs? Should companies be allowed to make them? Should the government invest in exploring other energy sources? Who is responsible for preventing future destruction?
Midweek activities
• Social studies: debates of various sorts, social-studies specific uses of the words
• Math: studying graphs, math problem of the week, math-specific uses of the words
• Science: science problems, sentence starters using target words, science-specific uses of the words
Pause for clarification questions about VIP or
WG design
Pilot Schools/Demographics
Westfield Middle School • 80 % Black • 16% Hispanic • 1.8 White • 1.6 Asian • 29% Special
Education • MCAS
Reilley Middle School • 62% Black • 18.1 % Hispanic • 9.3% White • 8.9 % Asian • 25% Special
Education • MCAS
Massachusetts Comprehensive Assessment System (MCAS)
Results 2006 (ELA) • Westfield
• Reilley 6th 7th 8th A/P 56% 52% 66% NI 41% 44% 29% W/F 3% 4% 6%
6th 7th 8th A/P 26% 23% 39% NI 51% 48% 43% W/F 23% 29% 18%
GRADE data/6th grade
Mean stanine score
% below 3rd stanine (> 1 SD below mean)
Westfield 3.6 49
Reilley 4.4 29
Two Vocabulary Assessments at Pre- and Post-testing
Vocabulary Self-Check (VSC) – student gauges his/her own level of knowledge
about a word (40 items= 30 WG words and 10 non-words
Multiple Choice (Pre-WG) – 30 WG words chosen from 100 WG words to be
taught over 20-week intervention
“I do not “I have “I know something “I know it well know it” heard of it” about it” and can use it.”
PRE-VSC Across Grades, from least to most well known
Target Word
% 1-3: not known well enough to use %_4 %_1
Orious 98% 2% 84%
Lachritude 98% 2% 83%
Eleemosynary 97% 3% 91%
Codufied 96% 4% 78%
Reavity 96% 4% 66%
Trandict 96% 4% 63%
Phagus 95% 5% 78%
Delapse 94% 6% 57%
Stistics 91% 9% 55%
Vocate 90% 10% 41%
Reluctant 82% 18% 29%
Bulk 76% 24% 26%
Diverse 66% 34% 17%
Sufficient 63% 37% 18%
Hypothesis 62% 38% 14%
Prohibit 62% 38% 13%
Interpret 62% 38% 18%
Acknowledge 54% 46% 14%
Decades 51% 49% 20%
Indicate 50% 50% 5%
Exhibit 49% 51% 9%
Analyze 44% 56% 7%
Contribute 43% 57% 7%
Impact 39% 61% 5%
Conflict 37% 63% 3%
Monitor 36% 64% 5%
Cycle 29% 71% 4%
Promote 28% 72% 4%
React 28% 72% 9%
Route 27% 73% 3%
Dramatic 27% 73% 5%
Reveal 26% 74% 4%
Collapse 24% 76% 7%
Suspend 24% 76% 4%
Transferred 23% 77% 7%
Abandon 20% 80% 7%
Substitute 18% 82% 3%
Release 13% 87% 3%
Enormous 12% 88% 2%
Project 8% 92% 2%
Multiple Choice (Pre-WG)
Sample items 1. She indicated that she was hungry. □ a. denied □ b. thought □ c. showed □. d. indeed 2. He will analyze the information. □ a. ignore □ b. anchor
□ c. remember □ d. examine
Analysis Across Grades for Multiple Choice Pretest
Reilley %ortho %sem %plausible %correct (valid)
Gr. 6 9.4% 11.6% 10.4% 70.5%
Gr. 7 8.6% 10.5% 10.1% 72.5%
Gr. 8 7.7% 10.4% 8.5% 74.1%
WG measures correlate with each other, r = .47**
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vsc_sum
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WG measures correlate with the
GRADE Vocabulary subtest for 6th Graders
Multiple choice vocabulary test
Vocabulary self assessment
Grade vocabulary
r =.67** n =123
r =.56** n =123
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WG measures correlate with the
GRADE Vocabulary subtest for 6th Graders
WG measures correlate with the
state ELA accountability assessment
Multiple choice vocabulary test
Vocabulary self assessment
MCAS ELA r =.53** n = 349
r =.47** n = 349
Pre-WG Measures & MCAS Reading
mcas_2: MCAS Reading score (Spring 2006)
vsc_sum: total correct on Pre-WG Vocabulary Self-Check (Spring 2007)
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mcas_2: MCAS Reading score (Spring 2006)
mc_pct: %correct on Pre-WG Multiple Choice Test
Scatterplot of MCAS Reading and Pre-WG MC (n=349)
Scatterplot of MCAS Reading and Pre-WG VSC (n=349)
Students who know more than 85% of WG pretest words pass the MCAS
MC_PCT
979083777063575043372717
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Students need to know at least 80% of the WG words to do well on the MCAS
MCAS_1
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GRADE
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So… • The tests work pretty well • And correlate with other important
outcomes But… • Does the intervention work?
Break to Review Chat Questions
Reilley Multiple Choice Pre- and Posttest Results
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Westfield Multiple Choice Pre- and Posttest Results
Multiple Choice Test Results
Mean percent correct
Pre Post
Paired T-tests
n t Westfield 6th
Westfield 7th
Westfield 8th
62.41 68.85 65.58 75.22 74.06 83.28
29 3.33** 46 6.03*** 64 6.41***
Reilley 6th
Reilley 7th
Reilley 8th
70.48 75.13 72.51 77.58 74.11 81.47
104 1.78~ 109 2.43** 120 3.64***
Intervention Effect Sizes by Grade (using pooled SD)
Westfield Reilley • Grade 6: 0.45 0.25
• Grade 7: 0.57 0.33
• Grade 8: 0.71 0.45
In other words
• Effects are significant both statistically and educationally
• Furthermore, teachers like the program and want to do it again
Where are we with WG?
• Weeks 1-12 implemented in two middle
schools • Weeks 1-20 implemented in one 5th grade • Coding writing samples • Coding teacher feedback • Gauging effective implementation through
various data sources
Single Classroom Study carried out by Sarah Meacham
• Self-contained 5th grade classroom, Mystic School • Video-recording and observation of Weeks 8 and 11 of WG • Transcription of talk and activity (+/- 200 m) into CA format • Collection of student writing assignments
Analysis
•Counted instances of attempted and appropriate word use in student writing
•Counted target word use in class • Identified discourse structures and activities within which target words were embedded
Implementation of Word Generation
at The Mystic School
• Ms. Ross’ 5th grade class of 24-26 students • 100% former English Language Learners • Ms. Ross teaches all five days = 100 minutes/week of instructional time devoted to Word Generation
Monday/Tuesday: informal assessment, theories of word meaning, reading of passage, talk about topic, scanning of text/annotation
Tuesday/Wednesday: informal assessment, group work relating words to world
Wednesday/Thursday: debate
Friday: essay writing
Writing Prompt WEEK 8
What should be done to prevent global warming? If you feel nothing should be done,
say that. Have information to back up what you believe in.
Word Use Rating
Appropriate: “My hypothissis is that global warming will get worse if no one does anything about it.” Indeterminate: “The global warming has a green house and it goes in a cycle by little by little.” Inappropriate: “I attribute my friends to stop waisting elecrisity and fuel.”
WEEK 8 WORDS appropriate use in student writing as a proportion of attempted use
statistics project hypothesis cycle attribute
9 9 9
7
3
8
7
5
3
Appropriate use as a proportion of attempted use next to number of mentions during week 8
28 30
19
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9
statistics project hypothesis cycle attribute
9 9
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3
8 7
5
3
WEEK 11 WORDS appropriate use in student writing as a proportion of attempted use
acknowledge incorporate transport incidence initiative
11 11
8
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9 9
6
3
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acknowledge incorporate transport incidence initiative
Appropriate use as a proportion of attempted use next to number of mentions during week 11
11 11
8
4 4
9 9
6
3 2
17
22 21
17 18
Explaining Attempted Uses in Ms. Ross’ Students’ Writing
Number of times the word is mentioned over the course of the week seems to have some association with the number of attempted uses of the word in students’ writing
Multiple Choice Test Comparison (analyses carried out by Jeannette
Mancilla-Martinez)
Intervention Class • Pretest Performance:
= 20/30 words
• Gain over the 20 weeks: = 25/30 words
(or 6 words)
Comparison Class • Pretest Performance:
= 20/30 words
• Gain over the 20 weeks: = 21/30 words
(or 1 word)
Words Students Learned
• Hypothesis: from 32% to 88% • Project: from 40% to 83% • Monitor: from 56% to 88% • Bulk: from 56% to 96% • Decade: from 64% to 96% • Sufficient: from 67% correct to 96%
Becoming More Word Conscious
Treatment Comparison
Under- estimated
Over- estimated
On Target Under- estimated
Over- estimated
On Target
Pre 16 2 12 13 3 14
Post 4 2 24 9 8 13
Comparison of students’ actual performance on the Multiple Choice test to their reported knowledge of the words
Scoring Writing with a Rubric
• 3 Sections: ideas, overall cohesion, and academic language
• Possible Points: each section ranged from 0-3 points for a total scale of 0-9 points
• Overall Reliability = .86 (note: anything above .80 is considered almost perfect)
Representative Individual Trajectories
Initially Low Initially Average
Initially High Consistently Average
Students’ Writing Quality Scores Over Time
Writing Quality Results • Average quality score = 4.53 (SD = 1.05) • Average growth over the 20 weeks = .04*** per
week (or .70 points total)
• Interestingly… more growth occurred during the last 10 weeks of the intervention: – First 10 weeks = .03 per week (or .58 points) – Second 10 weeks = .04* per week (or .81 points)
.
Average type/token ratio showed a moderate increase
y = 0.007x + 0.7198R2 = 0.4937
0.6
0.65
0.7
0.75
0.8
0.85
0.9
0.95
1 2 3 4 5 6 7 8 9 10
Week
Ave
rage
Typ
e/To
ken
Rat
io
Students’ Used Previously
Taught WG Words 2 3 4 5 6 7 8 9 10
factor ( wk 1) 1 1 analyze (wk 1) 1 1 1 4 1 2 1 Interpret (wk 1) 2 1 1 Indicate (wk 2) 1 impact (wk 4) 23* 2 context (wk 2) 1 1 1 culture (wk 3) 1 sufficient (wk 5) 1 benefit (wk 2) 1 2 2 react (wk 6) 1 rely (wk 6) 1 resourceful (wk 3) 1 contribute (wk 5) 1 demonstrate (wk 5 ) 1
17 out of 26 students used at least one WG word learned in a previous week.
* Word used in essay prompt
Vocabulary Average (five target words) Weeks 1-7
y = 0.5546x + 2.6714R2 = 0.2574
0
1
2
3
4
5
6
7
1 2 3 4 5 6 7
Weeks
Vo
cab
ula
ry T
ota
l
0=did not use the word
1=Used the word arbitrarily and inappropriately
2=Used the word in a context that made some sense, but not quite appropriately
3=Used the word appropriately
Criteria for Effective
Implementation of WG
• Student Level
• Teacher Level
• School Level
What have we learned about vocabulary development?
• The principles established in research with pre-school aged and younger school-aged children work
• But there is much more to learn about teaching ‘academic words’
• As always, implementation is a bigger challenge than developing curricula
• Vocabulary instruction carries broader academic language skills with it
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Thanks to:
Joanna Christodoulou Rachel Currie-Rubin
Christina Dobbs Richard Elmore Michelle Forman Lasse Isakson Michael Kieffer
Jeannette Mancilla-Martinez Sarah Meacham
Claire White Jen Zeuli
Spencer and Hewlett Foundations Council of Great City Schools
Additional information
• Vocabulary Improvement Program, Brookes Publishing, Baltimore
• www.serpinstitute.org
Final Questions/Discussion
Supplementary material
Next Steps • http://www.schoolsmovingup.net/events/academicwords
• http://www.schoolsmovingup.net/events/academicwords/
survey.htm