Transcript Tier 1 - scienceinquirer

Vocabulary
in the
CTE Classroom
Why teach vocabulary in the CTE classroom?
• The context myth and opposition
• Technical vocabulary volume
• Reading Level
• Vocabulary and Reading Comprehension
Learning vocabulary in context
Sternberg concluded that most vocabulary is learned from context, but
only if students are taught how to learn vocabulary from context.
Marzano concluded that most of the words important to student success
will not be encountered enough in reading to learn the meaning of the word in
context. Jenkins (1984) demonstrated that it takes 6-10 exposures to a word to
learn it through context.
Swanborn and de Glopper (1999) found that a student’s
ability to learn vocabulary from context is highly tied to their
reading ability level. Even high ability students only stand a
19% chance of learning a word through context.
Stahl and Fairbanks showed that students who are taught
academic vocabulary directly score 12 points higher than
those who are not. Students who are taught strategic words
directly before reading score 33 points higher.
Sternberg added that teaching vocabulary through context
will not be as effective as direct instruction.
Technical Vocabulary
There are 3 levels of vocabulary:
Tier 1- Conversational words that are likely familiar to most students (with
the possible exception of English Learners). ELs may already know the
concept, just not the term.
i.e. cousin, rainbow, bumper, driveway
Tier 2- High frequency words more advanced and academic than
Tier 1. Useful in other content areas.
i.e. compare, contrast, extrapolate, analyze, summarize
Tier 3- Low frequency words very specific to a particular
content.
i.e. microprocessor, hallucinogens, isotope
Technical Vocabulary
First Responder, 7th Edition
Tier 1
Reposition
Stabilization
Swiftly
Patient
Vomiting
Inflation
Excessive
Bulging
Adjustments
Noticeable
Ensure
Obstruct
Suspect
Indication
Accumulating
Interfering
Tier 2
Spinal
Ventilations
Over-inflating
Abdomen
Airway
Suction
Foreign object
Inspirations
Ventilate
Unresponsive
Tier 3
Distend
Gastric distention
Diaphragm
Chest cavity
Lung capacity
Recovery position
Respiratory Secretions
Epiglottis
Vomitus
Gauze
Technical Vocabulary
With someone who teaches a similar content as you:
Select a full page in one of your textbooks and pick out
- 5 Tier 1 words
- 5 Tier 2 words
- 3 Tier 3 words
Discuss which group of words would be worth spending the
most time teaching directly.
Discuss some strategies that you might use to teach those
words.
Report out to the group.
Tier 1
Tier 2
Tier 3
What is the reading level of your textbook
High school textbooks vary in reading level from 7th to 10th grade.
Technical textbooks can be higher than that.
High school students vary in reading level from 2nd to college level.
I took one random page out of the First Responder book
and typed it into Microsoft Word. Word gives the reading
level of the text.
Vocabulary and Reading Comprehension
Sternberg, 2003 found that “. . . one’s level of vocabulary is highly
predictive, if not determinative, of one’s level of reading comprehension.”
Eight different studies have found an average correlation of 88% between
vocabulary and intelligence (Marzano, 2004).
“Vocabulary knowledge is linked with both oral reading
fluency and reading comprehension (Baker, 1995; Nagy,
1988; Nelson-Herber, 1986) Additionally, vocabulary
knowledge contributes significantly to achievement in the
subjects of the school curriculum, as well as in formal
and informal speaking and writing.”
OK, I’m convinced, now what?
Robert Marzano did a meta-study that identified eight characteristics
of effective direct vocabulary instruction.
1. Effective vocabulary instruction does not rely on dictionary definitions.
2. Students must represent their knowledge of words in linguistic and
Frayer
Model ways.
non-linguistic
3. EVI involves the gradual shaping of word meaning through multiple
exposures.
4. Common
Teaching affixes
word parts enhances students’
understanding of terms.
5. Different types of words require different types
of instruction.
6. Students should discuss the terms they are learning.
Loop Writer
7. Students should play with words.
8. Instruction should focus on terms that have a high
probability of enhancing academic success.
Good vocabulary instruction
Marzano also identified Six Steps to Effective Vocabulary Instruction*
1.
2.
3.
4.
The teacher provides a description, explanation, or example.
Students restate the explanation of the new term in their own words.
Students create non-longuistic representations of the term.
Students periodically do activities that help them add to their knowledge of
terms.
5. Periodically, students are asked to discuss the terms
with one another.
6. Periodically, students are involved in games that
allow them to play with the terms.**
**See website for links to more vocabulary games
*Building Background Knowledge for Academic Achievement, Marzano.
What doesn’t work?
1. Dictionary definitions
2. Word searches
3. Writing sentences using the word without context (Word: Photosynthesis,
Sentence: Today’s vocabulary word is photosynthesis.”
4. Writing the word over and over
5. Learning long lists of words
6. Using only context to learn the meaning of a word
7. Memorizing definitions
8. Learning a word from one exposure
You can find this PowerPoint and all of the supporting files at:
http://CTE.notlong.com