Today’s Agenda: Introduction: A look at traditional vocabulary instruction and how it can be improved Seven Key Ideas: I. Definitions alone are not enough.

II. English is a three-tiered language.

III. We need both implicit and explicit instruction.

IV. We need both verbal and non-verbal processing.

V. Wordplay is valuable use of class time.

VI. Words stay learned through depth of processing.

VII. It is important for students to know components, connections, and cognates

The visuals for today’s presentation are available for your classroom use.

Feel free to access them at www.amybenjamin.com

• Rich • Gradual • Cumulative • Recursive

Goals: 1. Vocabulary growth in authentic situations 2. Improved ability to derive meaning of unfamiliar words 3. Positive attitude about words and language

The visuals for today’s presentation are available for your classroom use.

Feel free to access them at www.amybenjamin.com

“Information Closet”

•personal associations •spelling: spelling pattern •connotation •register: formal or informal Word Word Word •other words that go with it •how it changes form to fit into a sentence •synonyms •antonyms •lesser-used definitions

Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Of Durable Value… Words in clusters Multiple exposures in various contexts Chances to speak, hear, write the words Manipulation of forms of words Classify and categorize word lists Word games

Vocabulary List: The Giver ironic jeering palpable apprehensive ponder enhance chastise petulantly droning hovered reflective hoarded primly infraction prodded relinquish exuberant somber transgressions audible throng steeled tentative quizzically weary fretful admonition fleeting wryly sinuous exemplified assuage tortuous flailing carnage stanch obsolete

Key Idea I: Definitions alone are not enough.

Multifaceted explanation of new word: •Definition •Examples •Context •Experience, association, anecdote •Visual •Antonym, if applicable

Profound

Heart of Darkness (Joseph Conrad) • “…profound stillness…” “…profoundly pensive • “…profound darkness…” attitude…” • “…profound meaning…” • “…profound tone…” • “…profound glance…” • “…profound anguish…” • “…profound serenity…”

Rule of Thumb New learners need SIX (meaningful) exposures to a new word during the initial lesson and at least THIRTY additional exposures during the ensuing month.

Turn & Talk Key Idea 1: Definitions alone are not enough.: Crafting a Rich Explanation With a partner, choose one of the words on “The Giver” list.

Talk about how you would craft a rich explanation of that word.

Use: definition, examples, mental pictures, anecdote, etc. In your rich explanation, use the target word in various forms.

Key Idea II: The English language consists of three tiers.

Tier I Words: Tier II Words Tier III Words Everyday Language:

Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance www.amybenjamin.com

Language of academics, business, government “Vocab List” words

Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium

Code-switching

Prefix/root/suffix

Domain-specific terminology; “Glossary” words On-the-job words

Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective x chr___ ___ic ph __y__ ___sis

Reading from the Social Studies Text

As the surge of migrants from the United States into western territories gained momentum in the 1830s and 1840s, some Americans began to dream of a continental empire stretching from the Atlantic to the Pacific. Like the Puritans who had envisioned a “city on a hill,” these Americans believed that the United States had a divine mission to spread liberty across the contintent. A New York journalist named John L. O’Sullivan neatly captured this sense of mission when he coined the phrase “manifest destiny.”

Turn & Talk Key Idea II:English is a three-tiered language.

Code-Switching between Tiers I and II The Tier designation is useful, but, like all taxonomies, not exact.

Most of the words on “The Giver” list are Tier II. Would you designate any of these words as Tier I?

For the Tier II words, can you find Tier I counterparts that would allow you to code-switch back and forth as you use these words?

Key Idea III: We need both implicit and explicit instruction.

Explicit: Implicit: Natural learning that results from repeated, meaningful exposure: listening reading Happens unconsciously Hard to assess Results in gradual understanding Planned learning that results from a designed lesson that features the target word Happens deliberately, with effort Can be objectively assessed Results in rapid understanding

Key Idea III: We need both implicit and explicit instruction.

How do we determine what words to teach explicitly? Criteria: Importance:

How important is this word to comprehension of a particular text or topic?

Frequency:

How frequent is this word in academic discourse, social discourse, business discourse?

Common Knowledge

: To what extent does society expect an educated person to know this word?

Leverage:

To what extent does this word give me the opportunity to teach other words that are related to it?

Interest:

Does a particular student have an interest in this word?

“The Raven”: Vocabulary List Lore Morrow Surcease Entreat Obeisance Beguile Countenance Craven Discourse Placid Melancholy Plutonian Pallid Lethe Nepenthe Respite

Turn & Talk Key Idea III:We need both implicit and explicit instruction: What words should we select for explicit instruction? Narrow the list of words from “The Giver” to those that you think are most appropriate for explicit instruction.

Do the same for “The Raven” words.

The Academic Word List (AWL): Background:

The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts.

These 570 word families are grouped into ten subsets that reflect word frequency. A word like

analyze

falls into Subset 1, which contains the most frequent words, while the word

adjacent

falls into Subset 10 which includes the least frequent (among this list of high incidence words). The AWL is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one, specific field of study such as

amortization, petroglyph, onomatopoeia

, or

cartilage

. Two-thirds of all academic English derive from Latin or Greek. Understandably, knowledge of the most high-incidence adademic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation. Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

Academic Word List: Subset 1

analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary

Academic Word List: Subset 2

achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer

Academic Word List: Subset 3

alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link locate maximize minor negate outcome philosophy physical proportion publish react register rely remove scheme sequence shift specify sufficient technical technique technology valid volume

Academic Word List: Subset 4

access adequacy annual apparent approximate attitude attribute civil code commit communicate concentrate confer contrast cycle debate despite dimension domestic emerge error ethnic grant hence hypothesis implement implicate impose integrate internal investigate mechanism occupy output overall parallel parameter phase predict prior principal professional project promote regime resolve retain series statistic status stress subsequent sum summary undertake

Academic Word List: Subset 5

academy adjust alter amend aware capacity challeng clause compound conflict consult contact decline discrete draft enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate generation image liberal license logic margin mental medical modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas

Academic Word List: Subset 6

abstract acknowledge accuracy aggregate allocate assign attach bond brief capable cite cooperate discriminate display diverse domain edit enhance estate exceed explicit federal flexible furthermore gender ignorance interval lecture migrate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy trace transform transport underlie utilize

Academic Word List: Subset 7

adapt adult advocate aid channel chemical classic comprehensive comprise confirm contrary convert decade definite deny differentiate dispose dynamic equip eliminate empirical extract file finite foundation grade guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication release reverse simulate sole submit successor thesis topic transmit ultimate unique

Academic Word List: Subset 8

abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace eventual exhibit exploit fluctuate guideline highlight implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset paragraph practitioner predominant prospect radical random reinforce restore revise schedule tense terminate theme thereby uniform vehicle via virtual visual widespread

Academic Word List: Subset 9

accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine restrain revolution rigid scenario sphere subordinate supplement suspend temporary trigger unify violate vision

Academic Word List: Subset 10

adjacent albeit assemble collapse colleague compile conceive convince depress encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo whereas whereby

Key Idea IV: We need both verbal and non-verbal processing.

structure technical mechanism

Key Idea IV: We need both verbal and non-verbal processing.

Key Idea IV: We need both verbal and non-verbal processing.

Turn & Talk Key Idea IV: We need both verbal and non-verbal processing.

Using picture cues: With a partner, find one or more words from the AWL that could apply to your picture.

Key Idea V: Wordplay is valuable use of class time.

Benefits of wordplay: Flexible, creative use of words Review of meaning Review of spelling Promotes speed and accuracy Life-long creative and social diversion

Turn & Talk Key Idea V: Wordplay is valuable use of class time.

Generate appropriate wordplay activities. With a partner, list all of the wordplay activities that you have used and found successful.

Key Idea VI: Words stay learned through

depth of processing

.

Depth of processing results from: Repeated, meaningful exposure Opportunities for meaningful, contextualized use Exposure to a variety of forms Exposure that is personalized and connected to experience Analysis of the word

Processing Guides for Vocabulary Development: 1.

“Prior Knowledge: How Well Do I Know These Words?”

Strangers, Acquaintances, Friends: Initial processing for a new set of words; formative assessment 2. “

Vocabulary Chart”:

Best used for words that students encounter in literature; student-selected words; cooperative learning

3. Morphology Chart (and Morphology Kit):

Best used for words for which student has some familiarity; may be whole class, cooperative learning, or indiv.

4. “5 Ways to Process Words on a Vocabulary List”:

An array of structures for bringing word knowledge to the next level

5. “Words with Multiple Meanings”:

Best used for words whose meanings vary depending on the domain in which they are used; used for strengthening interdisciplinary connections

Strangers

Prior Knowledge: How well do I know these words?

Acquaintances Friends

Vocabulary Chart: Target Word: My guess: Glossary Definition: Visual: Draw or find a picture:

Definition in my own words:

Complete sentence of at least ____words: Must contain an action verb and a visual image.

NOUNS:

The_____.

It’s easier to understand parts of speech than you think. Simply use the cues above. Not all words follow the same morphology. It’s interesting to see how words morph into different forms.

Morphology Chart

VERBS:

To____

ADJECTIVES:

The ______thing.

ADVERBS

Do it___________.

permissively Permission Permit,s Permissiveness Permit, s Permitted Permitting permissive *Ponderer,s Imponderable ,s Ponder,s Pondered pondering Ponderable Imponderable ponderous

Noun-Making Suffixes

Morphology Kit

Verb-Making Suffixes Adjective-making suffixes -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er; est Adverb-making suffix: -ly

5 Strategies for Learningf Words on a Vocabulary List:

Classify Build Analyze Students think of ways in which the words on their lists can be classified (sorted, arranged, organized) Students build words into phrases; phrases into simple sentences; Students break words down into prefixes, roots, suffixes (Word Study) simple sentences into complex sentences Morph Synthesize Students manipulate the words into different parts of speech by adding endings Students use their words to generate ideas for a writing piece: Purposes: To inform, To entertain, To persuade, To socialize

Words with multiple meanings:

math/science/ social studies meaning conversational meaning: Visual: Visual: word math/science/social studies sentence : range value property common evaluate conversational sentence:

Key Idea VII: It is important for students to know word components, connections, and cognates

Word Components: Level 1 (usually known in elementary grades) Prefixes ex pre re un dis non im mis mini maxi-

Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; com syn-; sym in-; en- (into) sub-; sup e a-; ab inter intra mono uni bi-; tri-; quad-, etc.

cent-; milli-; mega poly-; multi omni trans semi bio-; geo-; eco-

Word Components: Level 3 (usually known in high school) Prefixes pseudo demi endo-; ecto pro per peri hemi ob bene mal photo nom ig muni contra philo-

Basic: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) Common Word Roots for Academic Subjects: Often combine with: sub ex de con trans re ob a-; ab e ex pro per co Often end with: -ive -ation; sion -ate -able; ible -or

This is your brain on

isolated facts:

Monday Wednesday Friday This is your brain on

connected information

: Monday Wednesday Friday

Assessment • • What skills/knowledge are we assessing for?

ability to recognize a given definition in multiple choice or matching?

ability to complete a cloze exercise, given a word bank?

• ability to use the target word in a meaningful and appropriate context?

• other?

Rubric: Assessment

A Plan for School-wide Vocabulary Instruction EXPLICIT INSTRUCTION

“Focus 40” words from the Academic Word List selected by grade level teachers: 1 word per week 2-3 words related to or associated with each of the “Focus 40”; each subject area teacher decides on related words Subject-specific words, such as those found in a glossary Students have more opportunities to read for a variety of purposes, including self-selected material.

Open Field Elevated language used in class by teachers; students given motive and opportunity to use elevated vocabulary in speech and writing.

Academic Word List

IMPLICIT INSTRUCTION