Transcript Kinsella11.11 - Literacy and Content Knowledge Development

Bolstering Confident and Competent
Vocabulary Use Through
Explicit Instruction
ED.810.629/Supporting English Language Learners in
Literacy and Content Knowledge Development (SELL)
From a Presentation by Dr. Kate Kinsella
San Francisco State University
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Outcomes:
By the need of today’s class we will have
Read Dr. Kinsella’s overview of effective vocabulary
instruction
 Heard about the components of a school-wide vocabulary
development program
 Identified common vocabulary activities that fail to teach
word meanings
 Learned the steps in the research-informed explicit
instructional routine
 Viewed of taped lessons with explicit vocabulary instruction
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 Read
the two pages that have been
assigned to you from the article:
“Preparing for effective vocabulary
instruction.”
 Highlight the main points
 Get together with your classmates and
share your section.
 Work with your classmates to create a
four sentence summary of the article.
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Building Academic Vocabulary:
Instructional Cornerstones
1. Fluent, Wide Reading
with Increased Nonfiction
4. Structured Contexts
for Applying New Words
in Speaking, Writing
2. Explicit Teaching
of Critical New Words
3. Word Knowledge
& Study Strategies
Increased Lexical Power &
Reading/Writing Proficiency
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Impact of Explicit Vocabulary Instruction
Percentile Rank
on Chapter Test
90
80
70
60
50
40
30
20
10
0
Stahl & Fairbanks (1988)
83
50
No Vocabulary
Instruction
Explicit Vocabulary Instruction:
Content Related Words
(effect size = .97)
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o
o
o
o
o
Independent or collaborative dictionary work
devoid of explicit prior instruction in word
meaning
Activities devoid of explicit prior instruction: word
sorts, word walls, crossword puzzles, work sheets
Sustained silent reading to get exposure to new
words
Context meaning guessing versus analysis
followed by verification of work meaning and
additional examples
Preparation-free meaning mentioning by the
teacher at the point of word encounter within a
lesson
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A common assignment in both elementary
and secondary classes is looking up a list
of lesson terms in a desktop dictionary
then applying the new words in original
sentences. Consider the potential
limitations of this widespread task in terms
of genuine vocabulary learning.
WHY?
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Definition: categorize, v.t.
Random House Webster’s Dictionary (2001):
to arrange in categories; classify.
Longman Advanced American Dictionary (2001):
to put people or things into groups according to what
type, level, etc. they are, or to say what group they are in.
The population is categorized according to age, gender
and occupation.
How would you categorize your relationship with your
parents?
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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 use comfortably in speaking and writing
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Conscientiously directing students’ attention to
a new word, language rule, or form;
Clearly explaining and demonstrating that
language element;
Guiding appropriate use of newly-taught
language elements in a gradual release model: I
do it, We do it,You do it;
Providing ample meaningful opportunities for
use of newly-taught language elements with
high accountability for application.
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Guide students in reading and pronouncing
the word a few times.
Have students clap/tap out the syllables for
polysyllabic words.
Provide a cognate connection when
possible.
Explain the meaning using familiar
language.
Provide two examples within students’
experiential realm.
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“Natural”
Grade 3 - "Natural"
Write down the steps the teacher goes
through to teach this word.
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Grade 4 - "Ecstatic"
Write down the steps Dr. Kinsella uses to
teach this word
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(You either know a word or you don’t.)
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(Our familiarity with a word exists
upon a continuum of knowledge.)
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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
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Academic talk is “comprehensible
verbal output” addressing focal
lesson content, framed in complete
sentences with appropriate register,
vocabulary, syntax, and grammar.
Dutro & Kinsella, 2009
Swain & Lampkin, 1998
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Expressing an opinion
Asking for clarification
Paraphrasing
Soliciting a response
Agreeing/Disagreeing
Affirming
Holding the floor
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Acknowledging ideas
Comparing ideas
Justifying
Predicting
Summarizing
Offering a suggestion
Reporting/Citing
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Criteria for selecting key words
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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)
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 “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!)
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Word Types: A Lens for Thinking About Vocabulary
(Beck et al., 2002)
Tier 1: Basic
home
dog
happy
see
come
again
find
go
look
boy
& Choosing Important Words to Teach
Tier 2: Frequent Academic
analyze
approach
role
consist
major
require
significant
vary
interpret
respond
consequence
“mortar”
words
Tier 3 Content Specific
volcano
lava
pumice
glaciated
abdominal
peninsula
molten
phonological
diphthong
“brick”
words
Research: Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml
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Academic English is not a natural language
that we acquire through extensive listening
and social interaction.
Academic English, including vocabulary,
syntax and grammar must be explicitly and
systematically taught, not merely caught.
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10,500
headwords
12,000
headwords
20,000 words
and phrases
24,000 words 55,000 words
and phrases and phrases
23,500
headwords
45,000
headwords
100,000
words and
phrases
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Licensed Lexical Contractors
NOT Lexical Decorators
Equip your students with high-leverage words
through explicit, accountable instruction!
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August, D. & Shanahan, T., (Eds.). (2006). Developing Literacy in SecondLanguage Learners: Report of the National Literacy Panel on LanguageMinority Youth. Lawrence Erlbaum.
Goldenberg, C. (Summer 2008). Teaching English Learners: What the
Research Does-and Does Not-Say. American Educator.
California Department of Education. (Fall 2009). Improving Education
for English Learners: Research-Based Approaches.
Dutro, S. & Kinsella, K. (2009). English Language Development: Issues
and Implementation in Grades 6-12. In CDE (Fall 2009).
Norris, J. & Ortega, L. (2006). Synthesizing Research on Language
Learning and Teaching. John Benjamin.
Saunders, W. & Golderberg, C. (2009). Research to Guide English
Language Development Instruction. In CDE (Fall 2009).
Spada, N. & Lightbown, P. (2008). Form-Focused Instruction: Isolated or
Integrated. TESOL Quarterly, 42(2).
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The End
Kate Kinsella, Ed.D.
San Francisco State University
[email protected] (707) 473-9030
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