Transcript CCSS Vocabulary Presentation

Vocabulary Acquisition and Use
Grades 6 – 12
College and Career Ready
Common Core Standards
Elaine M. Weber, PhD
Macomb ISD
• Tell the person next to you what you know
about vocabulary research and
development.
The importance of students acquiring
a rich and varied vocabulary cannot
be overstated. Vocabulary has been
empirically connected to reading
comprehension since at least 1925
(Whipple, 1925) and had its
importance to comprehension
confirmed in recent years (National
Institute of Child Health and Human
Development, 2000).
It is widely accepted among
researchers that the difference in
students’ vocabulary levels is a key
factor in disparities in academic
achievement (Baumann & Kameenui, 1991; Becker,
1977; Stanovich, 1986)
but that vocabulary instruction has
been neither frequent nor
systematic in most schools.
(Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, &
Kelley, 2010; Scott & Nagy, 1997).
Cumulative Vocabulary words
13 higherSES children
(professional)
23 middle/lowerSES children
(working class)
6 welfare
children
Age of child in months
Hart & Risley, 1995
Research suggests that if students are
going to grasp and retain words and
comprehend text, they need
incremental, repeated exposure in a
variety of contexts to the words they
are trying to learn.
(Landauer & Dumais, 1997; Landauer, McNamara, Dennis, &
Kintsch, 2007; Nagy, Herman, & Anderson,
1985).
Initially, children readily learn words from
oral conversation because such
conversations are context rich in ways that
aid in vocabulary acquisition: in
discussions, a small set of words.
Yet as children reach school age, new words
are introduced less frequently in
conversation, and consequently vocabulary
acquisition eventually stagnates by grade 4
or 5 unless students acquire additional
words from written context.
At most between 5 and 15 percent of
new words encountered upon first
reading are retained, and the weaker a
student’s vocabulary is the smaller the
gain.
(Daneman & Green, 1986; Hayes & Ahrens, 1988; Herman,
Anderson, Pearson,& Nagy, 1987; Sternberg & Powell, 1983).
Yet research shows that if students are
truly to understand what they read,
they must grasp upward of 95 percent
of the words (Betts, 1946; Carver, 1994; Hu & Nation,
2000; Laufer, 1988).
For a reader to grasp the meaning of a word,
two things must happen:
•First, the reader’s internal representation of
the word must be sufficiently complete and
well articulated to allow the intended
meaning to be known to him or her.
•Second, the reader must understand the
context well enough to select the intended
meaning from the realm of the word’s
possible meanings.
Developing in students an analytical attitude
toward the logic and sentence structure of their
texts, alongside an awareness of word parts,
word origins, and word relationships, provides
students with a sense of how language works
such that syntax, morphology, and
etymology can become useful cues in
building meaning as students encounter new
words and concepts.
(Beck, McKeown, & Kucan, 2008).
Improving Adolescent Literacy: Effective Classroom and
Intervention Practices
This IES Practice Guide makes 5 recommendations for improving adolescent
literacy and provides strategies for implementing the recommendations.
Recommendation 1
Provide explicit vocabulary instruction.
1. Dedicate a portion of regular classroom lessons to
explicit vocabulary instruction.
2. Provide repeated exposure to new words in multiple
contexts, and allow sufficient practice sessions in
vocabulary instruction.
3. Give sufficient opportunities to use new vocabulary in a
variety of contexts through activities such as discussion,
writing, and extended reading.
4. Provide students with strategies to make them
independent vocabulary learners.
Three Tiers of Words
Isabel L. Beck, Margaret G. McKeown, and
Linda Kucan (2002, 2008) have outlined a useful
model for conceptualizing categories of words
readers encounter in texts and for understanding
the instructional and learning challenges that
words in each category present.
They describe three levels, or tiers, of words in
terms of the words’ commonality (more to less
frequently occurring) and applicability (broader to
narrower).
Tier One words are
•the words of everyday speech usually
learned in the early grades
•not considered a challenge to the average
native speaker, though English language
learners of any age will have to attend
carefully to them.
•important, but not the focus of this
discussion.
Tier Two words (what the Standards refer to
as general academic words) are
• far more likely to appear in written texts than in
speech. (calibrate, itemize, periphery), and literary
texts (misfortune, dignified, faltered, unabashedly).
• subtle or precise ways to say relatively simple
things—saunter instead of walk, for example.
• highly generalizable.
Tier Two words are
• not unique to a particular discipline and as a result
are not the clear responsibility of a particular
content area teacher.
• far less well defined by contextual clues in the texts
in which they appear and are far less likely to be
defined explicitly within a text than are Tier Three
words.
• frequently encountered in complex written texts
and are particularly powerful because of their wide
applicability to many sorts of reading.
Tier Three words (what the Standards refer to
as domain-specific words) are
•specific to a domain or field of study (lava, carburetor,
legislature, circumference, aorta)
•key to understanding a new concept within a text
•far more common in informational texts than in
literature. Recognized as new and “hard” words for most
readers (particularly student readers)
•often explicitly defined by the author of a text,
repeatedly used, and otherwise heavily scaffolded (e.g.,
made a part of a glossary)
Because Tier Three words are obviously
unfamiliar to most students, contain the
ideas necessary to a new topic, and are
recognized as both important and
specific to the subject area in which
they are instructing students, teachers
often define Tier Three words prior to
students encountering them in a text
and then reinforce their acquisition
throughout a lesson.
Tier Three Words and Content Learning
This normal process of word acquisition occurs
up to four times faster for Tier Three words when
students have become familiar with the domain
of the discourse and encounter the word in
different contexts (Landauer & Dumais, 1997).
Vocabulary development for these words occurs
most effectively through a coherent course of
study in which subject matters are integrated and
coordinated across the curriculum and domains
become familiar to the student over several days
or weeks.
• www.missionliteracy.com
• Vocabulary
• http://www.missionliteracy.com/page42/pag
e51/page51.html
Examples of Tier Two and Tier Three
Words in Context
The following annotated sample call
attention to Tier Two and Tier Three words
in particular texts and, by singling them
out, foreground the importance of these
words to the meaning of the texts in which
they appear. Both samples appear without
annotations in Appendix B.
Activity
Tier Two and Three Words
• Read the selection:
Freedom Walkers (Grades 6–8 Text
Complexity Band) Excerpt From the
Introduction: “Why They Walked”
• Circle the tier two words and underline the
tier three words. (Work with a partner)
Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York:Holiday House, 2006.
From the Introduction: “Why They Walked”
Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a
public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there
were empty seats up front.
Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow”
laws—enforced a system of white supremacy that discriminated against blacks and kept them in their
place as second-class citizens.
People were separated by race from the moment they were born in segregated hospitals until the day they
were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the
same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains,
or sit together in the same movie theaters.
In Montgomery, it was against the law for a white person and a Negro to play checkers on public property
or ride together in a taxi.
Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax
that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also
had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution.
These tests were often rigged to disqualify even highly educated blacks. Those who overcame the
obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As
a result, African Americans in the South could not express their grievances in the voting booth, which for
the most part, was closed to them. But there were other ways to protest, and one day a half century ago,
the black citizens in Montgomery rose up in protest and united to demand their rights—by walking
peacefully.
•
It all started on a bus.
The first Tier Two word encountered in the excerpt,
determined, is essential to understanding the overall
meaning of the text. The power of determined here
lies in the notion that skin color in Montgomery,
Alabama, at that time was the causal agent for all
that follows. The centrality of determined to the
topic merits the word intensive attention. Its study is
further merited by the fact that it has multiple
meanings, is likely to appear in future literary and
informational texts, and is part of a family of related
words (determine,determination, determined,
terminate, terminal).
Understanding the excerpt’s Tier Three
words is also necessary to comprehend the
text fully. These words are often repeated
and defined in context. Segregation, for
example, is introduced in the second
paragraph, and while determining its
meaning from the sentence in which it
appears might be difficult, several closely
related concepts (white supremacy,
discriminated, second-class) appears in
the next sentence to provide more context.
Where are the Standards for
Vocabulary in the Common Core
Standards?
• College and Career Readiness Anchor
Standards for Language
College and Career Readiness Anchor Standards for Language
The grades 6–12 standards on the following pages define what students should understand and be able to do by
the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by
number. The CCR and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all
students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
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.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6. 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 considering a word or
phrase important to comprehension or expression
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
6. 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 considering a word or phrase
important to comprehension or expression
Vocabulary Acquisition and Use
Common Core Standard
Meaning of grade-level unknown,
multiple-meaning words and
phrases
6th – 12th Grades
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 6th – 12th reading
and content, choosing flexibly from a range of
strategies.
Matthew Effects in Reading (Stanovich, 1986)
Table 3
%
98
90
80
70
60
50
40
30
20
10
2
Independent
Reading
Minutes Per Day
65.0
21.1
14.2
9.6
6.5
4.6
3.3
1.3
0.7
0.1
0.0
Words Read Per
Year
4,358,000
1,823,000
1,146,000
622,000
432,000
282,000
200,000
106,000
21,000
8,000
0
Variation in Amount of Independent Reading
(Cunningham & Stanovich, 1998, adapted from Anderson, Wilson, & Fielding,1988)
Vocabulary Acquisition and Use
Common Core Standard
Meaning of words with context clues
6th – 12th Grades
a.Use context (e.g., the overall meaning of a sentence
or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or
phrase.
1
1
2
3
4
5
Gibbs, W. Wayt. “Untangling the Roots of Cancer.” Scientific American Special Edition
June 2008. (2008)
Recent evidence challenges long-held theories of how cells turn malignant—and suggests
new ways to stop tumors before they spread.
What causes cancer?
Tobacco smoke, most people would say. Probably too much alcohol, sunshine or grilled
meat; infection with cervical ; asbestos. All have strong links to cancer, certainly. But they
cannot be root causes. Much of the population is exposed to these carcinogens, yet only a
tiny minority suffers dangerous tumors as a consequence.
A cause, by definition, leads invariably to its effect. The immediate cause of cancer must be
some combination of insults and accidents that induces normal cells in a healthy human
body to turn malignant, growing like weeds and sprouting in unnatural places.
At this level, the cause of cancer is not entirely a mystery. In fact, a decade ago many
geneticists were confident that science was homing in on a final answer: cancer is the result
of cumulative mutations that alter specific locations in a cell’s DNA and thus change the
particular proteins encoded by cancer-related genes at those spots. The mutations affect
two kinds of cancer genes. The first are called tumor suppressors. They normally restrain
cells’ ability to divide, and mutations permanently disable the genes. The second variety,
known as oncogenes, stimulate growth—in other words, cell division. Mutations lock
oncogenes into an active state. Some researchers still take it as axiomatic that such growthpromoting changes to a small number of cancer genes are the initial event and root cause of
every human cancer.
Vocabulary Acquisition and Use
Common Core Standard
Meaning of words by origin of affixes and roots
6th Grade
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., audience, auditory, audible).
7th Grade
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose, rebel).
8th Grade
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede, secede).
9th and 10th grades
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
11th and 12th grades
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
Origins/Roots/Affixes
http://www.southampton.liunet.edu/a
cademic/pau/course/webesl.htm
Vocabulary Acquisition and Use
Common Core Standard
Meaning from reference materials
6th Grade
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise
meaning or its
part of speech.
7th – 8th Grades
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word
or determine or clarify its precise meaning or its part of speech.
9th and 10th Grades
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, or its etymology.
11th and 12th Grades
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
Example
Thesaurus Entry: Exacerbate
Exacerbate vb to cause to become increasingly bitter or
severe <foolish words that only exacerbated the quarrel>
synonym acerbate, embitter, envenom
related
annoy, exasperate, irritate, provoke; aggravate,
heighten, intensify; inflame
idiom
add fuel to the flame, fan the flames, feed the
fire, pour oil on the fire
contrasted appease, mollify, pacify, placate, quell; lessen,
moderate
antonym
assuage
Vocabulary Acquisition and Use
Common Core Standard
Verify the preliminary meaning
with references or context
6th – 12th Grades
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking
the inferred meaning)
Vocabulary Acquisition and Use
Common Core Standard
Meaning of figurative language, word
relationships and nuances
6th – 12th Grades
5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
The song
http://www.youtube.com/watch?v=icBFAZ4D8B4&playnext=1&list=PLD4B5A9E4
CA4F6250
The rap
http://www.youtube.com/watch?v=RyHDXWrrxg4&feature=related
The Lesson
http://www.youtube.com/watch?v=x3bBLnpgh7M&feature=related
Vocabulary Acquisition and Use
Common Core Standard
Meaning by interpreting figures of speech
6th Grade
a.Interpret figures of speech (e.g., personification) in context.
7th Grade
a.Interpret figures of speech (e.g., literary, biblical, and mythological
allusions) in context.
8th Grade
a.Interpret figures of speech (e.g. verbal irony, puns) in context.
9th and 10th Grades
a.Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
11th and 12th Grades
a.Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
Vocabulary Acquisition and Use
Common Core Standard
Meaning words by relation to another word
6th Grade
b. Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better understand
each of the words.
7th Grade
b. Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the
words.
8th Grade
b. Use the relationship between particular words to better
understand each of the words.
Interrelatedness
Warm
Linear Arrays
This is an activity to define the gradations
between two related words. Identify all the
words that are between the given pair of
words.
• Hot------------------------------------Cold
• Stand----------------------------------Race
• Always ------------------------------Never
(Work with a partner.)
Vocabulary Acquisition and Use
Common Core Standard
Meaning of words through connotations
and denotations
6th Grade
c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
7th Grade
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
8th Grade
c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
9th and 10th Grades
b.Analyze nuances in the meaning of words with similar denotations.
11th and 12th Grades
b. Analyze nuances in the meaning of words with similar denotations.
Vocabulary Acquisition and Use
Common Core Standard
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases
6th – 8th Grades
6. Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
9th and 12th Grades
6. Acquire and use accurately 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 considering
a word or phrase important to comprehension or expression
Activity
• Read the following article and identify the
academic vocabulary and domain-specific
vocabulary.
Fischetti, Mark. “Working Knowledge:
Electronic Stability Control.” Scientific
American April 2007. (2007) Steer Clear
Fischetti, Mark. “Working Knowledge: Electronic Stability Control.” Scientific
American April 2007. (2007) Steer Clear
• Automakers are offering electronic stability control on more and more
passenger vehicles to help prevent them from sliding, veering off the road,
or even rolling over. The technology is a product of an ongoing evolution
stemming from antilock brakes. When a driver jams the brake pedal too
hard, anti-lock hydraulic valves subtract brake pressure at a given wheel so
the wheel does not lock up. As these systems proliferated in the 1990s,
manufacturers tacked on traction-control valves that help a spinning drive
wheel grip the road.
• For stability control, engineers mounted more hydraulics that can apply
pressure to any wheel, even if the driver is not braking. When sensors
indicate the car is sliding forward instead of turning or is turning too
sharply, the actuators momentarily brake certain wheels to correct the
trajectory. “Going to electronic stability control was a big step,” says Scott
Dahl, director of chassis-control strategy at supplier Robert Bosch in
Farmington Hills, Michigan. “We had to add sensors that can determine
what the driver intends to do and compare that with what the car is actually
doing.” Most systems also petition the engine-control computer to reduce
engine torque to dampen wayward movement.
Activity
List – Group – Label
•List all the words you can think of related to
Common Core Standards.
•Group the words that you have listed by
looking for words that have something in
common.
•Once words are grouped, decide on a label
for each group
Words, Words, Words: Teaching Vocabulary in Grades 4-12 by Janet Allen
Stenhouse Publishers, 1999
(Work with a partner!)
• Michigan’s Mission Literacy Possible
www.missionliteracy.com