January 16, 2013

Jenny Fanelli, CI&A

Our Outcomes

Today we will:•Discern the emphasis on vocabulary in the Common Core Learning Standards•Ruminate on the process of vocabulary acquisition•Scrutinize the process for effective direct vocabulary instruction•Assay strategies to support students’ independent word learning•Reconnoiter print and digital resources

Our Agenda• Starting our thinking…• A quick look…

– CCLS – some background information

• Digging in to Resources• Direct vocabulary instruction• Word learning strategies• Word Consciousness• Next steps…

SynecticsMy school year is like____ because_____.

SynecticsVocabulary instruction is like____

because_____.

Rationale for Vocabulary Development

Common Core Literacy Shifts

Common Core Literacy Shifts

The anchor standards

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.

The anchor standards

Vocabulary Acquisition and Use

5.Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

The anchor standards

Vocabulary Acquisition and Use•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 encountering an unknown term important to comprehension or expression.

Vocabulary

Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.), use to guide them into contemplating known concepts in novel ways (i.e., to learn something new).

(Baker, Simmons, & Kame'enui, 1998)

Importance of Vocabulary

Up to 74% of a student’s reading comprehension depends his understanding of the vocabulary.

words=knowledge

• Words are linguistic descriptions (labels) of “packets” of knowledge.

• The more words we have, the more information we have.

• For example…

What Is This Packet’s Label?

Tent

Cold

Sleeping Bag

AnimalsBears

at Dump

Chipmunks

Forest Dark

What Is This Packet’s Label?

norms

traditions

Golden Rule

SymbolsFlag On Money

Laws Language

The “Right” Background for School Success

• All people have background knowledge.

• However, not all students come to you with “academic” background knowledge.

How is Academic Background Knowledge Developed?

• Two factors:

–A learner’s ability to process and store information.

–The number and frequency of “academically oriented” experiences.

Academically Oriented Experiences Such As…

• World experiences – travels, zoo, grocery store

• The talk that accompanies these experiences

• READING…in fact reading is the most efficient method to build vocabulary and background knowledge.

LOW MEDIUM HIGH

HIGH Curtis Barbara Alan

MEDIUM

Gina Ethan Calvin

LOW

Iris Hilda Frank

FLU

ID (I

NN

ATE)

INTE

LLIG

ENCE

ACCESS TO ACADEMICALLY-ORIENTED EXPERIENCES

Differences in vocabulary growth

Student A

2 words per day

750 words per year

Student B

8 words per day

3,000 words per year

Where does that lead?

High school seniors at the top of their class know about

four times as many words as their lower performing classmates.

“Although it is true that the extent to which students will learn new content is dependent on such factors such as the skill of the teacher, the interest of the student, and the complexity of the content, the research supports one compelling fact: what students already know about content is one of strongest indicators of how well they will learn new information relative to that content.”

» Robert Marzano, Building Background Knowledge

The Big idea!!

• Happiness

• Obstinate

• Sagacity

• Egregious

• Ratiocinate

• Can you sketch them?

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do you “know” these words?

Knowing a word is not all-or-nothing!

What does it meanto KNOW a word?

Breadth

Depth

Word Knowledge

What does it meanto KNOW a word?

• Assess your knowledge of the words you may encounter in our workshop.

• Join with a partner and compare your lists.

• Are there words that you can help each other to understand?

What does it meanto KNOW a word?

No knowledge: the word is not in your listening, reading, speaking or writing vocabularies

Catoptromancy, quidnunc, usufructuary, engastrimyth

Breadth

What does it meanto KNOW a word?

General sense: you know something about the word, e.g. you may know that a word has a positive or negative connotation

punctilious, mendacious, mellifluous

Breadth

What Does Hobbes Know? Not Know?

What does it meanto KNOW a word?

Narrow context-bound knowledge

discriminate, solution, compound, constitution, division

Breadth

What does it meanto KNOW a word?

Have some knowledge of a word but may not use it in appropriate situations

Abraham Lincoln became America's greatest precedent.

Breadth

What does it meanto KNOW a word?

Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, and its extension to metaphorical uses

(Beck, McKeown, & Kucan, 2002)

Breadth

What does it meanto KNOW a word?

Generalization: define a word

Application: select or recognize appropriate situations

Breadth: polysemy (multiple meanings)

Depth

What does it meanto KNOW a word?

Precision: apply correctly to different situations and recognize inappropriate use

Availability: use in thinking, speaking and writing

Depth

Myth Mix-Up

• Choose one of the myths about vocabulary instruction and read the information for the most important points.

Myth Mix-Up

• For the next few minutes, move around the room to share your most important points and to gather information about the other myths.

• Try to get information about all 10 myths!

Two Minute Buzz

• Talk with a partner about what you’re thinking.

• What connections are you making?

So…

• What does all this mean for our teaching?

Digging in to Resources:Books

• Explore your book, Inside Words by Janet Allen

• Identify the sections or items in the book that pique your interest and mark them with sticky notes or page flags.

• Share with your partner what is intriguing to you and why.

Digging in to Resources:The Handouts

• Take a few minutes to browse through your handouts to see some other activities that might be useful to you.

• Mark them with a sticky note or page flag.

Digging in to Resources:Online Resources

• With your table partners, use the organizer to explore some vocabulary related sites.

• Divide and conquer!

Digging in to Resources

• Now that you’ve had some time to explore, keep these resources handy!

Direct Instruction

Explicitly teach the most important words:•Which words?

– Technical vocabulary?– Disciplinary vocabulary?– Concept critical vocabulary?– Tier 2 words?– Tier 3 words?

•How?

Word SelectionTarget vocabulary should include words that:

•Are representative: words that are important for understanding the big ideas and concepts of the text and the content.

•Have repeatability: Words that students will encounter often.

•Have transportability: Words that are useful in many contexts.

Word Selection

Tier 1 Tier 2 Tier 3• Basic words• Most children

know before entering school

• Need to learn to recognize in print

• Sophisticated vocabulary of written text

• Used in a variety of contexts and domains

• Students already have understanding of the concepts

• Have high utility or mileage across domains

• Typically associated with a specific domain (e.g. science, social studies, music)

• Need to build knowledge about the word in the context of that domain

clock, baby, happy sinister, fortunate, adapt isotope, peninsula, bucolic

(Beck, McKeown, Kucan, 2002)

Word SelectionSelect words to teach:

•From texts that students are reading.

•From books you are reading aloud.

•That are related to the content of instruction.

Word Selection: Your Turn

• Using your materials, develop a list of words that you would directly teach your students.

• List the words and their context in the Vocabulary Planner.

• Share your list with a partner and explain why you chose the words.

Vocabulary Planner Topic/Text:

Word

Context

The Instructional ProcessEffective instruction includes:

•Student-friendly definitions and context

•Opportunities to use the words in speaking and writing

•Multiple exposures

Student-Friendly DefinitionsEffective vocabulary instruction does not rely on

dictionary definitions. When you first learn a word, you understand it more as a description.Word Definition Description

covert kept from sight; secret; hidden when something is done in a hidden or secret way

disrupt break up; split to cause problems or stop something from going easily or peacefully

illusionappearance or feeling that misleads because it is not real

something that looks like one thing, but it is really something else or is not really there at all

Did you know?

• Dictionary definitions are developed based on the need to be as complete as possible in as little space as necessary!

• There is nothing official or scientific about it.

Instead, provide a model

• A description or explanation of the word

AND

• An example of how the word is typically used (or how it might be used in the text).

Explain

Webster’s

1. a. to make known; b. to make plain or understandable

2. to give the reason for or cause of

3. to show the logical development or relationships of”

Student Friendly

If you explain something, you give details about it or describe it until someone can understand it.

Clear and Understandable Definitions

• Your definitions will often use the words something, someone, or describes.

• This helps students get a handle on how the words are used

Definition and Context

Covert

Covert is a word that describes something that is done in a secret or hidden way.

For example, “the boy covertly put the candy bar in his bag.”

Multiple Meanings

Multiple Meanings• March Planned For Next August • Patient At Death's Door - Doctors Pull Him Through

• Queen Mary Having Bottom Scraped • Juvenile Court to Try Shooting Defendant • Killer Sentenced to Die for Second Time in 10 Years

• Police Begin Campaign to Run Down Jaywalkers • President Wins on Budget, But More Lies Ahead • Panda Mating Fails; Veterinarian Takes Over

Multiple Meanings• Polysemous words, especially in content

classes, can create confusion.• 70% of the most frequently used words

have multiple meanings.

• Context becomes a critical factor to understanding word meanings.

set

Multiple Meanings

Science words with multiple meanings

To deepen their thinking about word meanings…

Have students restate definitions (your or from the dictionary) in their own words

• Connect to background knowledge and experience

• Use their own descriptions, examples, explanations

• Form links between the new word and those already known

Develop Your Definitions

• Using one of the words you chose, develop a student-friendly definition and a model sentence to demonstrate how the words is used.

• Write these on the Vocabulary Planner and share with a partner.

• Are your definitions clear and understandable?• Do your sentences show how the word is used in

context? (Think polysemy!)

Vocabulary Planner Topic/Text:

Word

Context

Multiple Opportunities to Use the Words

It takes 7-14 encounters with words for our brains to begin to put them in a useable place in

long-term memory.

Multiple Opportunities to Use the Words

Students should represent the words using graphics or pictures:

• Allows processing of information in new modality

• Provides second processing of the information to reinforce and deepen meaning

Multiple Opportunities to Use the Words

Students should see, write and use the words in many activities to build a deeper meaning

• Word lists

• Word cards

• Classroom and personal word walls

• Vocabulary notebooks

Multiple Opportunities to Use the Words

Expect students to use the words appropriately in discussions and in

their writing.

Describe a Time When...

• Ask the students to talk or write about a time when…

• Important – you’re not just asking them to use the word in a sentences (e.g. “The man was covert.”) They must provide an appropriate context.

• Describe a time when you have been covert…

Idea Completions

• Provide stems for students to complete using their words.

• Again, remember, you’re providing the situation and the word…students are thinking about what they know.

• The spy was covert when…

Example and nonexample• Give the students a scenario and have

them decide whether it is an example of the word or not.

• Students must explain why they think so.

Which one is covert?

• The government officials had a meeting to discuss the way the war was going.

• The principal had a PTO meeting with all of the teachers and parents to discuss the upcoming school dance.

WHY?

Word Sorts

• Ask pairs of students to arrange the words into categories– Closed sorts – you provide the categories– Open sorts – students determine the categories

• They can use sticky notes to label and explain the categories

Multiple Opportunities to Use the Words

Vocabulary games give students more exposure to the term:

• Various games will provide further exposure to new words.

• Students will gain a deeper integration of the word by its continued review

Games

Games like these can be made specific to your words and content:

• Bingo• Password • Jeopardy• Wheel of Fortune• Who Wants to Be a Millionaire• And more…

What Kind of Practice?

• Using one of the words you chose, decide what kinds of opportunities for practice you will provide your students.

• Write these on the Vocabulary Planner and share with a partner.

• Are the activities a good match for the words?

Vocabulary Planner Topic/Text:

Word

Context

Modeling and Think-aloudsTeachers need to model the

strategies they want students to use and then gradually release responsibility to students.

Word-Learning Strategies

• Use of context clues.

• Use of dictionary resources and tools

• Morphemic analysis– Roots– Prefixes– Suffixes

• Word families

Model Use of Context Clues

• Read the sentence in which the word occurs for clues as to the word’s meaning.

• Read the surrounding sentences for clues as to the word’s meaning.

• Determine if there is enough information from context to establish a possible meaning.

• Try the possible meaning in the sentence.

• Does it make sense? Can you keep reading with comprehension?

Model Use of Dictionaries• Locate the unknown word in a dictionary• Read/listen to the pronunciation• Check the part of speech• Read the definition(s)• Read any sample sentences to see how the word is

used in context• See if any other resources are available – etymology,

word parts, synonyms, antonyms, hypernyms, hyponyms, images

• Select the meaning that best fits the context and try it in the sentence

• Does it make sense?

Guidelines for Online Dictionaries

• Page layout - uncluttered by ads

• Quality of definitions – simple definitions followed by more complex definitions

• Easy access to supportive elements– Pronunciation– Sentence examples– Etymology and word parts– Thesaurus – synonyms, antonyms– Games and activities

Model Morphemic Analysis

Model Morphemic Analysis• Look for a meaningful part or parts in the

unknown word.

– Roots Latin and Greek– Affixes prefixes and suffixes

• Think what the part means or think of other words that contain the part.

• Determine if there is enough information to formulate a possible meaning and try it in the context.

• Does it make sense? Can you keep reading with comprehension?

Morphemic Analysis: Roots

• English borrows most heavily from Latin and Greek.

• Meanings of 60% of multisyllabic word can be inferred by analyzing word parts.

• Most of the academic words in English (e.g., math and science words) are derived from Latin and Greek.

• A single Latin or Greek root (or affix) can be found in and aid in the understanding of 20 or more English words.

Morphemic Analysis: Roots

Common Latin and Greek Roots

aqua water Greek aquarium, aqueduct

aud hearing Latin audio, audition

auto self Greek autograph, autobiography

astro star Greek astronomy, astrophysics, astrology

biblio book Greek bibliography, bibliophobia

bio life Greek biography, biology

chrono time Greek synchronize, chronology

corp body Latin corpse, corporation, corps

demo the people Greek democracy, demography

dict speak, tell Latin dictate, predict,

dorm sleep Latin dormant, dormitory

geo earth Greek geology, geography

Common Latin and Greek Roots

graph to write, to draw Greek autograph, biography

hydro water Greek hydroplane, dehydrate, hydroelectric

ject throw Latin reject, deject, project, trajectory

logos, logy study Greek geology, astrology, biology, numerology

luna moon Latin lunar, lunacy

meter measure Greek thermometer, diameter

mega great, large, big Greek megaphone, megatons

min small, little Latin minimal, minimize, minimum

mit, mis send Latin mission, transmit, remit, missile

path feeling, suffering Greek pathetic, pathology

ped foot Latin pedestrian, pedal

philia love, friendship Greek philanthropist

Common Latin and Greek Roots

phono sound Greek phonograph, microphone, symphony

photo light Greek photograph, photosynthesis

port carry Latin transport, portable

spect see Latin respect, inspection, spectator

scope look at Greek microscope, telescope

sol sound Latin solar, solstice

struct build, form Latin instruction, construction, destruct

tele distant Greek telephone, television

terra land Latin territory, terrestrial

Morphemic Analysis: Prefixes

• Elements attached to beginning of English words that alter meaning.

• Prefixes are useful because they are– used in many words– consistently spelled– easy to identify– clear in meaning

• Teach very common prefixes. Un, re, in, and dis found in 58% of prefixed words.

The Most Common Prefixes in English

Prefix Meaning % of Prefixed Words Examples

un not; reversal of 26% uncover

re again, back, really 14% rewrite

in/im in, into, not 11% incorrect, insert

dis away, apart, negative 7% discover, discontent

en/em in; within; on 4% entail

mis wrong 3% mistaken

pre before 3% prevent

pro in favor of; forward 1% protect

a not; in, on, without 1% atypical

Morphemic Analysis: Suffixes

• Elements attached to ending of English words.• Can change the part of the speech or the

meaning.• Focus on common derivational suffixes.

-able, -ful, -less, -ness, -or• Introduce the suffix and use to determine the

meaning of a number of words (ful -helpful, truthful, mouthful, joyful).

The Most Common Suffixes in English

Suffix Meaning % of Suffixed Words

Examples

s, es more than one; verb marker 31% movies

ed in the past; quality/state 20% walked

ing when you do something;quality, state

14% walking

ly how something is 7% lovely

er,or one who, what/that/which 4% teacher, tailor

tion, sion state, quality; act 4% action; erosion

able, ible able to be 2% comfortable

al, ial related to, like 1% fatal

Model Using Word Families• Word families are groups of words related in

meaning. • If you know the meaning of one family member,

you can infer the meaning of related words.

enthusedenthusiasmenthusiastic

enthusiastically

collectcollectingcollectioncollector

educateeducatededucationeducator

wildwildly

wilderness

Academic Word Lists

How will you…?

• Using your materials and your resources, think about how you will model each of the word learning strategies.

• Write down you ideas on the Word Learning Strategies notetaking sheet.

• Be ready to share!

Word Consciousness

An understanding of and interest in words, how they are used, and their

importance in learning and communicating

Word ConsciousnessStudents who have word consciousness:

•Appreciate and understand words and their use

•Are alert to new words

•Use words creatively

•Understand how words and concepts are related across different contexts

High Quality Classroom Language

Teachers can:

•Model using elaborate and extended language

•Draw attention to words, their meanings, and their use

•Check for understanding. No assuming!

•Read aloud from good literature

•Communicate their own appreciation and love of words

•Have fun with words and language

Wide Independent Reading

The best way to foster vocabulary growth is to promote wide reading.

A student in the 20th percentile

reads books ______ minutes a day.

This adds up to _________words

read in books per year.

A student in the 80th percentile

reads books ______ minutes a day.

This adds up to __________ words

read in books per year.

.7

21,000

1,146,000

14.2

Minutes PerDay

Words Read PerYear

PercentileRank

Books Text Books Text

98 65.0 67.3 4,358,000 4,733,000

90 21.2 33.4 1,823,000 2,357,000

80 14.2 24.6 1,146,000 1,697,000

70 9.6 16.9 622,000 1,168,000

60 6.5 13.1 432,000 722,000

50 4.6 9.2 282,000 601,000

40 3.2 6.2 200,000 421,000

30 1.8 4.3 106,000 251,000

20 0.7 2.4 21,000 134,000

10 0.1 1.0 8,000 51,000

2 0 0 0 8,000

Wide Independent Reading

Increasing Amount of Independent Reading

• Maximize access to books.– Extended library hours– Classroom libraries– Book sales, book exchanges

• Establish time for independent reading.– Silent Sustained Reading– Partner Reading– Expect reading outside of class

Increasing Amount of Independent Reading

• Encourage selection of books at the independent reading level.

• Encourage students to read “familiar” books.– Same author– Same characters– Same genre– Same series

Increasing Amount of Independent Reading

• Enhance personal motivation.– Establish a school climate that encourages

reading.– Have book-rich environments.– Provide book recommendations.

• Book talks• Bulletin boards with recommendations• Book tables• Book clubs

Vocabulary Self-Collection

• Students identify words from their own reading– Monitor their learning– Learn to recognize unfamiliar, interesting or

important words– Develop their vocabularies beyond direct

instruction– Become word conscious

Vocabulary Self-Collection

1. Selecting words

2. Defining the words

3. Finalizing the word lists

4. Extending word knowledge

How will you…?

• Using your materials and your resources, think about how you will encourage word consciousness in your classroom.

• Write down you ideas on the Word Consciousness notetaking sheet.

• Be ready to share!

Before we say adieu…Think and write:

How did this information support, extend, or challenge your thinking?

and

Please fill out the BOCES evaluation form.

Thank you!! Thank you!! Thank you!!

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