Transcript Tools to Bolster High-Leverage Word Knowledge with Long

Instructional Tools to Bolster
High-Leverage Word Knowledge with
Long-Term English Learners
Santa Clara County Office of Education
Academic Success for English Learners and Migrant Students:
Using Research-Based Practices
March 5, 2011
Dr. Kate Kinsella
San Francisco State University
Center for Teacher Efficacy
[email protected] 707.473.9030
1
Workshop Components
 Viewing of taped lessons with explicit vocabulary instruction
 Demonstration of evidence-based explicit vocabulary instruction
 Guidelines for structuring verbal and written application tasks
 Recommended formats for an academic vocabulary notebook
 Practical daily “warm-up” interactive vocabulary assessments
 Guidelines for selecting high-leverage words for explicit instruction
2
Building Academic Vocabulary:
Instructional Cornerstones
1. Fluent, Wide Reading
with Increased Nonfiction
2. Explicit Teaching
of Critical New Words
3. Word Knowledge
& Study Strategies
4. Structured Contexts
for Applying New Words
in Speaking, Writing
Increased Lexical Power &
Reading/Writing Proficiency3
Receptive vs. Expressive
Word Knowledge
Receptive Vocabulary:
words that are recognized and understood when we
hear or see them; typically much larger than expressive
vocabulary, and may include many words to which we
assign some meaning, even if we don’t know their full
definitions and connotations, or ever use them as we
speak and write
Expressive (Productive) Vocabulary:
words we can use comfortably in speaking and writing
4
How Can We Develop Students’
Expressive Command of a Word?
 Follow the explicit teaching routine
 Include structured verbal tasks and
writing tasks with sentence frames
 Provide vocabulary notebook pages
 Begin class with a “Daily Do Now”
brief interactive assessment
5
Video Observation:
Grade 7 Intermediate ELD
As you observe the lesson, jot down the
steps in the teacher’s explicit vocabulary
instructional routine sequence.
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
6
Active Notetaking Task
Identify the enhancements I make to the
explicit teaching routine to bolster word
knowledge and accurate oral fluency.
 __________________________________
 __________________________________
 __________________________________
 __________________________________
 __________________________________
7
A Notetaking Guide to Facilitate
Active Listening and Retention
Word
portion
por•tion
(noun)
Meaning
Examples
1. A small ________ 1. I put a small portion
of my ____________
or section of a
into my bank account.
larger thing
2. On Wednesdays the
2. A serving of
cafeteria serves one
______________
_______
portion of ________.
SP: porción
For dinner we usually
eat one _________ of
________________.
8
Structured Oral Tasks
For Newly-Taught Words
For dinner we usually eat one portion
of _ (noun: salad)
If I wanted to eat a healthier diet,
I could eliminate _ (noun: coffee)
Students can reduce exam stress by _
(verb + ing: preparing…)
9
Explicit Vocabulary Teaching Routine
with a Structured Verbal Task
Word
Meaning
Examples
1. 3 is a factor of ____
1.
A
number
that
you
factor
because 15/5 = ____.
can _______ into
fac•tor
another number
2. An important factor
evenly
(noun)
when I purchase a gift
2. One of ________
for someone is the
things that affects
_________________.
_______
a situation
SP: factor
10
Partnering Directions
 Partner #1 shares first using the sentence
frame. Partner #2 shares next.
 Keep sharing until I say: “1-2-3, eyes on me.”
 If you don’t have a second idea, share the
teacher’s idea or your partner’s idea.
11
Response Frame
One example I recorded was _
12
Explicit Vocabulary Teaching Routine
with Structured Verbal and Writing Tasks
Word
appropriate
a•pro•pri•ate
(adjective)
_____________________
Meaning
correct or ____
for a particular
___________,
___________,
or time
Examples
The movie ___________ is
appropriate for all ages.
Appropriate/Inappropriate
school attire includes
_________ and ________.
SP: apropiado
ANT:
inappropriate
Writing Task: Appropriate uses of classroom computers include
searching for ________________ and writing _________________
while ________________ uses include playing _______________
.
13
Explicit
Vocabulary Teaching Routine
 Guide students in reading and pronouncing
the word a few times.
 Have students clap/tap out the syllables for
polysyllabic words.
 Direct students to copy the word correctly.
 Explain the meaning using familiar language.
 Provide two examples within students’
experiential realm.
14
Explicit
Vocabulary Teaching Routine
 Structure an oral task with an engaging context to
create some “vocabulary velcro”.
 Model an appropriate response with a sentence frame.
 Lead students in chorally repeating your response.
 Partner students to share before calling on individuals.
 Guide making a quick, simple sketch of abstract words.
 Assign a writing task with a frame that requires
application of the appropriate form of the word (plural,
tense, etc.) and relevant content.
15
A Gradual Release of Responsibility
Within Explicit Language Instruction
I do it
We do it
Curricula and instruction
typically segue directly
from “I do it” to “You do it”!
You do it
16
Vocabulary Notetaking Guide Prepared
Using the Longman Elementary Dictionary
Word
tradition
tra•di•tion
(noun)
_____________________
Meaning
Examples
a ___________; There is a tradition in the
U.S. to eat _______ on
something that
Thanksgiving Day.
people have
done for a long
_________, and
continue to do
A birthday _________ in
my family is (verb + ing)
____________________
Writing Task: Our community has some ___________________
for the ____________ holiday. For example, every year there is/are
_____________________________________________________
.
17
Lesson Planning Steps Using
An English Learner’s Dictionary
1.
2.
3.
4.
5.
6.
Write the word.
Write the syllabication; separate syllables with dots.
Write the part of speech in parentheses.
Copy the definition and omit one or two words.
Choose the appropriate meaning for the context.
Copy the example sentence. Omit one word or
phrase and leave a blank.
Design a practice task using a different familiar
context. Write a simple response frame. Determine
the grammar necessary to complete the frame.
18
Student-Friendly Terms
for Parts of Speech
 Noun
a person, a place
a thing, an idea
 Verb
an action word
 Adjective
a word that describes
a person, place, or thing
 Adverb
a word that describes an
action
19
How to Refer to Parts of Speech
Each time you introduce a grammatical target,
state the part of speech using the technical
term and then define it using a consistent
student-friendly phrase.
The word we are learning, accurate, is an adjective,
a describing word. This adjective is often used to
describe information in reports or articles.
20
Sample Verbal Tasks
Target Word: impact
 One of the ________ of exams on
students is less time for _________
 Losing your homework can have a
negative _______ on your ________
 Plenty of ________ and ________ have
a positive ________ on a farmer’s crops.
21
Tips for Writing an Effective
Verbal Practice Task
 Choose a familiar context.
 Write a sentence frame that doesn’t require
complex grammar.
 Write a sentence frame that can be completed in
many ways using students’ background knowledge.
 Prepare a model response that you anticipate
students will not come up with on their own.
 Embed a grammatical target and specify the
grammar to complete the sentence.
22
Bolster Expressive Word Knowledge
with Structured Writing Tasks
Design writing tasks that require providing:
1) the appropriate form of the word (e.g., plural, past tense);
2) content that illustrates their conceptual grasp of the word.
 DEMONSTRATE: A classmate ___________ respect to
a lesson partner by _____________ and ______________.
 REDUCE: Students in our school have _______________
the amount of trash they produce by __________________.
 FACTOR: Two major ____________ influencing a teen’s
driving insurance premium are _______________________.
23
Sample 5-Minute ”Do Now” Warm-Up
Vocabulary Assessment Task
Show your understanding of the word significantly.
Write a “show you know” sentence in your
vocabulary notebook using this sentence frame:
Eating more __ and less __ would significantly
improve my __. This is because __.
Practice reading your response to prepare for
our partner discussion.
24
Words that Warrant Robust Instruction
 “big idea” words that relate to lesson concepts
stereotype, outsourcing, fossil fuel
 high-frequency/high-utility “academic tool kit” words
consequence, issue, analyze
 high-use “disciplinary tool kit” words
economy, metaphor, species
 words to engage in literate discourse about the topic
words relevant to discussing the theme or issues
yet not included in the text (esp. with literature!)
25
Vocabulary Analysis and Selection
Read 180 rBook - B: A New Immigration Boom
to respond, v.
trend, n.
minimum, adj.
policy, n.
impact, n.
to influence, v.
opportunity, n.
percentage, n.
census, n,
immigrant, n.
immigration, n.
newcomer, n.
to settle, v.
to be founded on, v.
high-utility academic words,
very generalizable to other contexts,
should become part of students’
academic vocabulary “tool kit”
topic specific terms,
although critical for comprehension,
will not generalize as well to other
academic or school-to-work contexts
26
The AWL: A High-Incidence Academic Word List
(570 Critical Word Families for Secondary Curricula)
Group 1/10 (Highest Incidence):
analyze assume benefit concept consist
context economy environment establish estimate
factor finance formula function income indicate
individual interpret involve issue labor legal major
method occur percent principle section significant
similar source specific structure . . .
word family: assume, v. assumed, adj. assumption, n.
Source: (Averil Coxhead, 2000)
27
A Word Form Chart for
Academic Word Families
to Foster “Word Consciousness”
Noun
Verb
accuracy
inaccuracy
accurate
inaccurate
prediction
predict
production
produce
dependence
depend
independence (on/upon sth)
symptom
Adjective
Adverb
accurately
inaccurately
predictable
unpredictable
predictably
productive
unproductive
productively
unproductively
dependent
independent
symptomatic
asymptomatic
28
English Learners and striving readers
need all of their teachers to be:
Licensed Lexical Contractors
NOT Lexical Decorators
Equip your students with high-leverage words
through explicit, accountable instruction! 29
The End
Kate Kinsella, Ed.D.
San Francisco State University
[email protected] (707) 473-9030
30