Transcript Dvilhotti slit 5

TEACHING VOCABULARY
SECONDARY LITERACY 5
Domenica Vilhotti
Literacy Specialist
Journal
In 1995, Hart & Risley studied vocabulary
development of high SES and low SES children over
time. They did intense observations of children of
professors at the University of Kansas and children
of the Turner House, a pre-school located in the
impoverished Juniper Gardens area of Kansas City.
Journal
The following graph shows the general trend they
found.
What are the implications of it for you?
What responses does it raise for you?
Turn to your notebooks and reflect on your thoughts
after looking at the following data.
Betty Hart and Todd R. Risley:
Corps Members in Spirit
Findings:
In terms of words addressed to children:
30 million word gap by age 3
 The achievement gap is a word gap
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What Did You Write?
Final Thoughts on Hart & Risley
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“Estimating the hours of intervention needed to
equalize children’s early experience makes clear
the enormity of the effort that would be required to
change children’s lives”
(Hart & Risley, “The Early Catastrophe”).

TFA as an intervention that does not end, therefore
not an intervention, but the norm, the common
experience.
What are we learning?
CMWBAT…
 Explain three key principles of effective
vocabulary instruction
 Choose appropriate words to teach
 Outline a lesson plan using these three principles
Why are we learning this?
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Given the word gap and high
vocabulary demands of secondary
text, effective vocabulary instruction
is critical
Agenda
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DO NOW
Introduction: the achievement gap is a word gap
How to choose appropriate words to teach
How to teach them
How to anticipate and address pitfalls
How content-area model LPs teach
vocabulary
Output: outline a lesson teaching 5
vocabulary words
Close
Words to Teach
• Do teach
– “Brick,”
– “Mortar,” and
– “Capstone” words
• Avoid
– “Window-dressing”
words
How to choose words to teach?
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Brick Words
 Key
content words
 Essential to understanding of content
 Teach many of these
Observations, data, hypothesis, nomad, assimilate, mean,
median, evidence, protagonist, essay
How to choose words to teach?
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Mortar Words
 Connecting
words & multi-use academic verbs
However, Analyze, Compare
Mortar Words – Think Bloom’s Verbs
For “Analyze”:
Interpret, classify, analyze, arrange, differentiate,
group, compare, organize, contrast, examine,
scrutinize, survey, categorize, dissect, probe,
create an inventory, investigate, question, discover,
inquire, distinguish, detect, diagram, chart,
inspect
How to choose words to teach?
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Capstone Words
 Big academic concepts built upon brick
words
Scientific method, probability, character
development, culture clash
How to choose words to teach?
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Window dressing words
 Rare & exotic words with low-utility
Supercilious, banal, cravat
Avoid teaching these
The Bottom Line
Students will encounter unfamiliar words
 Focus: pre-teach key words
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Bricks, mortar and then capstone
words
 Build meaning, avoid window dressing
words
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Best Practice: CFU Constantly, Informally
C? I CFU – Constant, Informal Checks for Understanding
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Particularly for English Language Learners, check
for vocabulary understanding constantly and
informally
Fist-to-five, Stop & Jot, TPS, direct questioning to
representative subgroups
LS THROWDOWN!
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CM Binder page 555
HS social studies text
Our job: PRIORITIZE
 Which
words help meet the objective?
 Which words they can they not do without?
How do I teach them?
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Using the Frayer Model to learn about concept of
“effective vocabulary instruction” – page 556
Frayer Model:
Effective Vocabulary Instruction
Definition:
Well-planned and purposeful
instruction that provides students with
deep understanding of key words
Frayer Model: Effective Vocabulary Instruction
Key Characteristics: Be NIMble
1.
NUMBER:
Teaching a small number of words providing studentfriendly definitions.
2.
INTERACTION:
Creating meaningful interactions with words that lead
to deep processing.
MULTIPLE EXPOSURE:
Providing multiple exposures in a variety of
contexts
3.
Frayer Model:
Effective Vocabulary Instruction
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Example:
Monday:
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Student-friendly definitions for 5 brick & mortar words
Models a vocab-learning strategy: roots and suffixes
Example sentences
TPS – meaningful sentences
Tuesday:
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Guided reading of the text, clarifying meanings
Wednesday:
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Students use words in RAFT writing activity responding to text
Think – Pair – Share
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How is this biology teacher practicing NIMble,
effective vocabulary instruction?
Refer back to your 3 key principles of vocab
instruction under “Key Characteristics.”
Frayer Model:
Effective Vocabulary Instruction
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Non-Example:
On Monday, teacher interrupts reading to have students
copy 15 words and their definitions from the glossary.
 On Tuesday, they complete a worksheet filing in the blanks
for 15 unrelated sentences.
 On Friday, they take a spelling test on the words.
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Think – Pair – Share:
1.
2.
Which principles of NIMble vocab instruction does this teacher
ignore?
What are the possible effects on student achievement?
Frayer Model: multiple uses
Vocab, List 23
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Adaptation
Culinary
Gourmet
Gastronomy
Delectable
Pungent
Adaptation
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To alter, change, or modify abilities, structures, or behaviors in order
to better survive in an environment
Culinary
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Relating to cooking and kitchen activities
Gourmet
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Having high-quality or exotic tastes or preferences
in food and drink
Gastronomy
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Art or science of good eating
Artistic or scientific approach to cooking or eating
Delectable
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Adj: Delicious, delightful, enjoyable
Noun – “Delicacy”: an especially appealing or
appetizing food
Pungent
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Very strong, usually biting or sharp, smell or taste
Definitions
Choice Assignments
Reader’s Theater
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NIMble instruction sounds easy. What could
possibly go wrong?
Avoid These Planning Pitfalls!
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Not planning WHAT key words to pre-teach
Not planning HOW to teach key words
Not planning HOW to address and teach non-key
words
Content Area Groups
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Analyze vocabulary lesson plans for your content area
Jot down in your notebooks answers to the following:
1.
2.
3.
4.
How does teaching the selected words help
further the content objectives?
How does the lesson engage students
meaningfully with the words and thinking critically
about vocabulary?
What could you do to improve it in this regard?
What would be needed to reinforce the learning
of these words?
The Big Three: Vocab Teaching, be NIMble
1.
2.
3.
NUMBER: Focused on small number of words that were
essential to content objectives
INTERACTION: Opportunity for students to actively
work with the words’ meanings by providing examples,
testing partners, creating visuals…
MULTIPLE CONTEXTS: Multiple contexts for the words,
sometimes just discussing the word, then reading it, or
many contexts as in the math example
When to be NIMble?
In terms of lesson structure, when did your content LP
use vocab instruction?
 Before?
 Full Lesson?
 Avoid After – unless reteaching to address
misunderstanding
Workshop
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Hand-out: Vocabulary Lesson Outline
Using a text you are going to teach:
 Select
5 key academic words of different types
 Bricks,
mortar & capstone
 Essential to understanding text
 Serve the purpose for reading the text
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Complete outline
 Hand-out:
Playing with Vocabulary and model lessons
What did we learn?
Key Characteristics: be NIMble
1.
NUMBER:
Teaching a small number of words providing
student-friendly definitions.
2.
INTERACTION:
Creating meaningful interactions with words
that lead to deep processing.
MULTIPLE EXPOSURE:
Providing multiple exposures in a variety of
contexts
3.
Our bigger purpose
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To close the achievement gap, we must address the
vocabulary gap.
To do so, teach key academic words in multiple,
meaningful ways.
Check-out
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Homework?
Journals to mailbox
Names returned
Reading Comprehension is an Interactive Process
Today’s Session
Today’s Session
RAND Model, 2002