Transcript WordPress.com

Discipline Vocabulary
Carla K. Meyer, Ph.D.
Appalachian State University
Today’s Agenda
Discipline Vocabulary
Vocabulary Matters
"A Postscript standard spooler usually runs on a piece of software
connected to your network. The spooler's name appears when you
access the chooser desk accessory. Standard spoolers let you take
advantage of printer description files (APDs). The APD decides the
printer configuration."
In your own words, please summarize the paragraph.
Vocabulary Matters
To read, write, and speak proficiently about specific content
topics, students must have command of the language in each
discipline.
(Jetton & Alexander, 2004).
Key Understandings Essential to
Content Vocabulary Instruction
(Harmon et al., 2009)
1
Vocabulary learning is closely tied to conceptual understanding
2
Explicit instruction in content-area vocabulary builds and
supports conceptual understandings.
3
Explicit instruction involves multiple, varied, and meaningful
experiences with the word.
4
Vocabulary occurs implicitly in content-area classrooms.
Key Understandings Essential to
Content Vocabulary Instruction
(Harmon et al., 2009)
5
The structure of expository text can impact vocabulary
learning.
6
Classroom instructional time is necessary and must be
sufficient.
7
Metacognitive awareness of vocabulary learning fosters
independent learning in different content-areas.
8
Different content-area words require different types of
instruction.
Four-level Framework
(Flanigan and Greenword, 2007)
Level 1—critical “before” words
Concepts essential for comprehension
Require the most attention & time
Level 2—”foot-in-the-door words”
Basic understanding for comprehension
Short amount of instructional time
New word/New concept
Clear definition of word
A context rich sentence
New word/Familiar Concept
Definition and/or familiar synonym
Four-level Framework
(Flanigan and Greenword, 2007)
Level 3—critical “after” words
important words on some level but not necessary for comprehension.
Words can be addressed during and/or after reading
Content words that do not need to be fully understood
Content words defined explicitly and clearly in the text
High-utility words
Precise language
Level 4—words not to teach
With limited time and resources these words should not be addressed
Words students already know
Words that do not align with instructional goals
Words supported by rich context from which the meaning is easily gleaned.
So what?
Think about “The key understandings essential to content
vocabulary instruction” (Harmon et al., 2009)
Think about the “Four-level framework” (Flanigan and
Greenwood, 2007).
Summarize you conceptualization of discipline vocabulary
What role does vocabulary instruction have in the content
classroom?
How should it be integrated?
Share your thoughts with a partner
Share your thoughts with the group
Let’s try…
Excerpt taken from Written in Bone: Buried Lives of Jamestown
and Colonial Maryland
Sally M. Walker
My Plan—How does archaeology help
us build an understanding of the past?
Level 1 words—
Archaeology
Level Two Words
Excavation
Level Three Words
Subsoil
Soil Stains
Artifacts
Texture
Exposed
Level 1 Word Tree
Ancestor:
Greek arkhaiologia
‘ancient history,’
Relatives:
Archaeological adjective
Archaeologist noun
Logy-science and/or
study of
The archaeologist discovered
remains of an ancient man at
the excavation site.
Memory Clue:
The archaeologist who discovered
King Tut’s tomb will be
remembered in history.
Word: Archaeology
Similar Words:
History
Artifacts
Excavation
Remains
Definition: the study history through
the excavation of sites and
the analysis of artifacts and other
physical remains.
Two Sentences
The archaeological dig was
considered a success
because…
Level 2 Definition & Synonyms
Excavation
The act of digging something up
Excavating (verb form)
Unearthing
Digging up
Level 3—After Reading
IntegrationFocus on semantic relationships
Concept Circle
Excavation
Soil Stains
Subsoil
Artifacts
Archaeology
Level 3 Words
Texture
Exposed
Think about Beck, McKeown, and Kucan tier 2 words
You try…
Select a passage.
Identify purpose for teaching the passage.
Identify Level 1 words
Select a strategy to teach level 1 words
Identify Level 2 words
Select a strategy to teach level 2 words
Identify Level 3 words
Select a strategy to tech level 3 words and reinforce level 2 and 1
words.
Discuss—We will do this as an opener next.
Vocabulary Examples
Clarification
Focus is to refine word meanings and to clear up possible
confusion (particularly important for ELL students)
Especially needed when students encounter polysemous (multiplemeaning) words
Contextual redefinition.
Vocabulary Examples
Word
Word-level
clues
Word level;
Latin
Complementary completum
meaning
"completed”
Guess:
Something
that makes a
whole
Context Clues
Predicted
Word Meaning
Actual Word
Meaning
These two angles
(40° and 50°) are
Complementary
Angles, because
they add up to
90°
Two angles
Two Angles are
which equal 90° Complementar
y if they add up
to 90 degrees (a
Right Angle).
They don't have
to be next to
each other.
Vocabulary Examples
Linguistic Attention
Focus on the wide-ranging effect that teaching common roots
and affixes have on vocabulary acquisition.
Syn/ chron i city
Word Family Tree
Vocabulary Example
Identification
Focus on learning and identifying a myriad of words.
Key word method-highlights visualization and mnemonic
devices to help with recall.
Key Word Method
Word
Definition
Key Word
Explanation
Image
Fractals
Shapes that
are irregular
or broken
Fractured
bone
Fractals are
broken
shapes—
fractured
bones are
broken bones
Broken bone
Acute angle
Angles whose A cute Angel
degrees
measure less
than 90
degrees
Acute angles
are small–
cute angels
are small too.
A little angel
with a skirt
drawn like an
angle
Obtuse angle
Angles whose Moose angle
degrees
measure more
than 90
degrees
Obtuse angles A moose with
are big—
an angle for
moose angles antlers
are big too.
Activity
Revisit your words. Use one of the options presented in class
to create an activity with the class.
Share activity with class.—Next week 
Questions?
Special Topics Groups
Adolescent Girls
Adolescent Boys
Struggling Readers
English Language Learners
To Do.
Read Countdown Chapters 31-40
CWU: Letter to President Kennedy (e-portfolio)
Read discussion articles
On blog post your choices 1-4 for special topics interest
group.