Transcript Module 5 PowerPoint – Vocabulary

Implementing Common Core:
A Focus on Early Literacy
Module 5 – Vocabulary
Presenters:
LaRae Blomquist, Susie Lapachet
and Patty Tong
September 2013
Table Talk
As a result of the last module, how did
the information impact your actions?
(e.g., read an article connected about CCSS, met with a
colleague, shared information with site leadership)
Topics covered:
• Recognize effective
instruction/assessment of fluency
• Language standards with Open Court
resources/misalignment
Outcomes:
Participants will:
1. Understand the significant shifts in the
Common Core vocabulary standards
2. Recognize effective vocabulary instruction
– Develop criteria for selecting vocabulary
– Identify research-based vocabulary instruction
components
3. Plan site “next steps”
Research Supports
The Need for Vocabulary Instruction
• According to research, a more extensive
vocabulary promotes comprehension skills
(Blachoweiz and Fisher, 2000), (Cunningham
and Stanovich, 1997), (Pressley, 2000).
• Direct teaching of vocabulary might be one of
the most underused activities in K--12
education. The lack of vocabulary instruction
might be a result of misconceptions about what
it means to teach vocabulary and its potential
effect on student learning (Marzano, 2002).
Research Supports
The Need for Vocabulary Instruction
Beck and McKeown (2000) pointed out that poor
readers don’t read; therefore, they must be
exposed to vocabulary instruction.
• Any method is better than none.
• No one method has proven to be consistently
superior.
• A variety of techniques is suggested.
• Opportunities for repeated exposures to the
words is suggested.
Setting the Context
Draw on prior knowledge of classroom
observations.
• What words are introduced? (e.g. publisher
vs. teacher selected words)
• What are the most common practices
around vocabulary instruction?
Standards Trace – K through
rd
3
PURPOSE OF ACTIVITY:
Understand the significant Common Core shifts in
vocabulary content and implications for instruction
DIRECTIONS:
• Read RIT – 4, L – 4, and L –
5.
• Circle verbs.
• Underline key nouns.
Debrief Standards Trace
• After examining these three standards in
depth, what surprised you?
• What standards/specific concepts will need
to be strategically planned for since they do
not currently have any Open
C
Court resources for instruction?
Building Shared Knowledge of Terms
• Academic and domain specific words (Beck’s
Tier 1-3)
• Base word/inflectional ending (e.g.,
look/looks/looking)
• Root (Greek/Latin roots; e.g., “micro”)
• Affixes (e.g., un, pre, re, ful, ist)
• Shades of meaning (e.g., walk, strut, marched)
• Sentence-level context (context clues w/i text)
• Real-life connections (contextualize words)
Word Types
Tier 1: Basic
Tier 2: Academic
Tier 3: Content Specific
home
dog
happy
see
come
again
find
go
look
boy
analyze
approach
role
consist
major
require
significant
vary
interpret
consequence
volcano
lava
pumice
glaciated
abdominal
peninsula
molt
phonological
diphthong
quadrilateral
Beck et al. (2002)
Selecting Vocabulary for Instruction
According to Isabelle Beck, prioritizing the words
we teach is essential. Selected vocabulary
words should be:
• Unfamiliar to students.
• Critical to passage understanding yet not
difficult to explain.
• Useful in the future because they “travel well”
into other contexts.
Selecting Vocabulary for Instruction
• Be strategic in selection of words to instruct. Not all
words need instruction, and not all words require
equal attention (Tier 1, Tier 2, Tier 3).
• Focus on Tier 2 words, but be aware that English
Learners may need instruction on Tier 1 words as
well.
• Consider 8-10 words per week (Stahl, 1999).
Activity for Selecting Vocabulary
“Story Hour Starring Megan” Grade 2
1. Read pp.70-72
2. Look for possible vocabulary words to mention and teach.
Words Worth Knowing
Mention
Teach
Activity for Selecting Vocabulary
Words Worth Knowing
Mention
story hour p. 71
Teach
howl p.71
calm p.71
patient p.72
restless p. 72
Debrief Selecting Vocabulary
One thing I had to consider when selecting
words was________ because ________.
“Big Ideas” Selecting Vocabulary
When selecting vocabulary words, the
CCSS draws teachers’ attention to Tier 2
and Tier 3 words.
After selecting vocabulary determine
which words warrant a mention and
which should be taught.
Do not assume there are enough
context clues in the text for instruction.
Components of Effective Vocabulary
Instruction
• Read the research
based methods for
introducing a
vocabulary word.
• Note the
commonalities.
• Be prepared to
share with the
whole group.
Debrief the Common Components
Common Components
• Restating the word
• An explanation or “kid friendly” definition is
given vs. dictionary definition
• Language frames are used to support usage
• Multiple opportunities to engage with the
word
• Contextualized usage of the word
• Non-linguistic representation
Video Example: Kindergarten
Consider:
What of components of effective vocabulary
are present?
Video Example: First Grade
Note: How does the teacher introduce
academic language?
gist
The gist is the big picture of what is happening
in the text.
The gist often answers who, what, where,
when, why, and/or how questions.
An Example
We saw a mound of
dirt they poured in 4
things and foam came
out.
1
The video opens with a
mound of brown dirt
with a hole in the
middle at the top. One
at a time, they poured
four different
ingredients into the
hole. A white foam
poured out of the hole
after the ingredients
mixed together.
2
Practice
What is the gist of the video clip?
In this video, Bill….
Grade 2 Multiple Meanings: patient
To be able to handle
a delay (waiting)
without getting upset.
A person that is
seeing a doctor or
nurse.
vendor pp.325-327
Someone that sells something.
We bought hot dogs from the vendor.
We bought ______ from the vendor.
overstuffed p.316
See picture on p. 316
What does the word over-stuffed mean?
How do you know?
inspected p.324
Inspect (verb)
inspector (noun)
Inspect: To look over closely
Inspector: The person who looks over something
closely.
Her mom inspected her room to make sure it was
clean.
________inspected___________.
Table Talk
Keeping the effective components in mind,
what vocabulary strategies have you used or
observed?
Clarifying the Need for “Student
Friendly” Definitions/Explanations
“Studies that provided dictionary definitions to
students and asked students to create sentences
with the words or answers to brief questions
about the words reveal that—
• Sixty-three percent of the students’ sentences
were judged to be “odd” (Miller & Gildea,
1985).
• Sixty percent of students’ responses were
unacceptable (McKeown, 1991, 1993).
• Students frequently interpreted one or two
words from a definition as the entire meaning
(Scott & Nagy, 1989).
Problems with Dictionary Definitions
• Weak differentiation (conspicuous - easily seen)
• Vague language (typical – being a type)
• Probability for misinterpretation (devious –
straying from the right course; not straight)
• Multiple pieces of information (exotic – foreign;
strange; not native)
Student-Friendly Definitions
Vocabulary word
Dictionary definition Friendly explanation
reluctant
Opposed in mind to
do something,
unwilling,
disinclined; marked
by unwillingness;
resisting
Girard (2005)
Reluctant describes
someone who is not sure
he wants to do
something.
People are often
reluctant to try
something new or
something they think is
risky.
“Big Ideas” for Effective Vocabulary
Instruction
Students must have multiple
opportunities to engage with words.
Visual representations of words can
aid in solidifying meaning.
Match vocabulary strategy to
instructional goal.
Use student-friendly explanations or
definitions.
Possible Red Flags
• Of the previously
charted common
vocabulary
practices, what
might be possible
“red flags” for
effective
instruction?
“Next Steps”
At your tables, discuss the information
presented and what “next steps” might be
taken.
• What is the current, “typical” practice for
vocab instruction? How do you know?
• What is the perceived need for professional
learning opportunities?
A Few Miscellaneous Things:
• Clarifying the “gap” between K and 1st
benchmark assessments (BPST info)
• Narrative vs. informational fluencies
• Fluency “qualifiers” will be spelled out
• Need: more K-6 ELA Steering members (FYI)
• Need: pilot teacher possibilities IF we get the
green light – request will come electronically