Transcript Green Belt: Lesson # Lesson Title
Need Help??
• For course work submissions and comments, please contact: o [email protected]
• Have questions, please contact: o [email protected]
• For technical support, please contact: o [email protected]
If you have the CC Studio option, please use the email below to: • share your thoughts and ideas.
• submit your homework assignments.
COLLABORATION: If you have a bulletin board option provided by us, your school, your district, or a PLC you use, then you may use any of those to collaborate with others by sharing at appropriate times or on topics suggested in the lesson.
SUBMIT ASSIGNMENTS: You will submit your homework assignments to this email address –
Green Belt: Lesson 7 Vocabulary for Teachers: Raising the Level of Conversation
School Certification
A Process of Discovery, Support and Mastery
The National Pathway
Vision
Conditions for Successful Curriculum Mapping Implementation
+ Skills + Incentives + Resources + Plan Action Plan =
Sustainable Change
Skills + Incentives + Resources + Plan Action Plan =
Confusion
Vision + Incentives + Resources + =
Anxiety
Vision + Skills Vision + Skills + + Incentives + Resources + =
Resistance
=
Frustration
Vision + Skills + Incentives + Resources =
Treadmill
Key Questions:
” to combat confusion.
Skills: The skill sets needed to combat anxiety.
Incentives: Resources: -- "How will mapping improve teaching and learning?" Plan: Provides the direction to -- "Over the next three years, do we have attainable Reasons, perks, advantages to combat resistance Tools and time needed to combat frustration.
Knoster, T., Villa, R., & Thousand, J. (2000)
Learner Objectives
• • • • Identify the importance of increasing vocabulary in the classroom Key conditions for vocabulary development • Language rich environments • • Connections to real-life experiences Student opportunities to use the language Identify rigorous grade level and/or content vocabulary to use in the classroom Learn to use “ College – talk ”
Pre-Lesson Reflection
• • How does your current classroom environment support student vocabulary development?
Think about a recent topic you covered with your class and answer the following questions: o What language did you use to introduce the topic? Using a pen a paper, try to jot down statements you remembered saying as close to your exact quotes as possible.
o o What percentage of time do you feel you talked about the topic? What percentage of time do you feel your students talked about or wrote about the topic?
How many words did you teach explicitly?
Part I: A Close Look at Raising the Level of Instructional Vocabulary
The Gap
Research studies between 1941-1987 found that: • • • First grade children from higher socioeconomic (SES) groups knew about twice as many words as lower SES children (Graves, Brunetti & Slater, 1982; Graves & Slater, 1987) High school seniors near the top of their class knew about four times as many words as their lower performing classmates (Smith, 1941) High- knowledge third graders had vocabularies almost equal to lowest performing 12 th graders (Smith, 1941)
Hart and Risley
• Young children from poverty families have about 70 percent of the vocabulary of the same aged child in a working-class family and about 45 percent of the vocabulary of a child from a professional family.
3 Findings
1.The variation in children ’ s IQs and language abilities is relative to the amount parents speak to their children.
2.Children
three.
’ s academic successes at ages nine and ten are attributable to the amount of talk they hear from birth to age 3.Parents of advanced children talk significantly more to their children than parents of children who are not as advanced.
• •
What can be done?
All the available evidence indicates that there is little emphasis on the acquisition of vocabulary in school curricula •
Biemiller, (2001)
The fact that early differences in vocabulary remain through the school years is understandable if little is being done to change that situation during the school years.
•
Beck, McKeown & Kucan (2002)
Facts about the Importance of
• • • •
Vocabulary
Vocabulary is a critical factor in the development of reading skills. Vocabulary knowledge has long been identified as one of the best predictors of reading comprehension (Davis, 1972; Thorndike, 1917), reading performance in general, and school achievement (Beck, McKeown, & Kucan, 2002, 2008). Receptive vocabulary is also a predictor of decoding skills (Ouellette, 2006). The more words the reader knows, the easier it will be to read and understand what is read (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006; Kamil, 2004; National Institute of Child Health and Human Development [NICHD], 2000).
• • •
How Many Words?
In school settings, students can be explicitly taught a deep understanding of about 300 words each year.
Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words can be taught within one subject area each year. It is reasonable to teach thoroughly about eight to ten words per week. (Chall, 1996)
Key Conditions for Vocabulary Development
• • • • Explicit teaching of vocabulary Language rich environments Connections to real-life experiences Student opportunities to use the language
Create Language Rich Classrooms by • Increasing Opportunities to Read and Write Read, read, read, and read more!
o o Read aloud books Partner readings o o o o Recorded online books Silent reading of books Picture books Magazines, poetry, and novels • Encourage writing as an opportunity for students to expressively use new vocabulary, o o Vocabulary journals Interactive writing
•
Create Language Rich Classrooms Environments
Fill the physical space of your classroom with words creating a print-rich environment where the “ walls are dripping with words.
” • Utilize drama and plays to have students learn more language through the lines they memorize and use when they perform.
Connections to Real Life Experiences
• Use activities that focus on using vocabulary in practical meaningful situations, repeating items frequently and encouraging the use of metalanguage and more formal synonyms (Picard, 2006).
The teacher is clearly language Student Talk for Class as a Whole =
6%
One student at a
"The world in language is half someone else's. It becomes 'one's own' only when
1%
toward the teacher.
intention, his own accent, when he
Half of the words
appropriates the word, adapting it to his
• • • •
Guidelines for Vocabulary Instruction
Instruction should help students relate new vocabulary to their background knowledge. Instruction should help students develop elaborated word knowledge • Introducing new vocabulary and related concepts together • Examining relationships among new vocabulary, • Introducing words in multiple contexts.
Instruction should provide for active student involvement in learning new vocabulary. Instruction should develop students' strategies for acquiring new vocabulary independently.
Activities for Encouraging Students to Relate Vocabulary to Background
• • •
Knowledge
Write down something a barbarian might do at the dinner table Tell me about something you might want to eavesdrop on.
Describe the most melodious sound you can think of.
Activities for Encouraging Students to Relate Vocabulary to Background Knowledge
Activities for Elaborating Word
•
Knowledge
Semantic Categories: o Example: Eating: obese, glutton, devour, appetite,
fast, nutrition
• Compare features of two new words: o Could a philanthropist be a miser?
•
Provide a Clue Word to Elicit a Word and its Relationship
o What is a related word you think of when you think of the word “
crook
” ? The word means someone who helps someone accomplish something. . . . Do you know the word I am thinking of?
o That ’ s right – “
accomplice
” . Explain why you think the words accomplice and crook are related.
Part II: Stepping into the Classroom with Vocabulary for Teachers and Raising the Level of Conversation
• • • • • •
What it looks like in your classroom?
Modeling of sophisticated vocabulary use Explicit instruction with targeted Tier 2 and Tier 3 words Multiple opportunities for students to encounter vocabulary words Multiple opportunities for students to explore and use vocabulary words Higher percentage of student talk time as compared to teacher talk time Environments that offer wide reading materials and walls filled with words
Think about the instructional vocabulary…
Versus saying: What is the answer? What do you think?
• •
Modeling Sophisticated Language for Students
Pepper your speech with sophisticated language throughout the day and throughout your lessons Make difficult words comprehensible to students by placing them in obvious contexts or by embedding synonyms in the same sentence o Examples: “ Does anyone know an antonym for the word ‘ agree?
’ – a word that means the opposite of ‘ agree ’ .
” “ It looks like we might get some precipitation today. It is very cloudy.
”
• •
Modeling Sophisticated Language for Students
Repeat the words within the context of activities Embed the words in the student environment, such as posting written activities using the words
Third Grade ELL Student:
“ Edward is a rabbit with
penetrating
“ Edward was
mortified
blue eyes. . . .
when Amos and Martin took his clothes off.
”
Kindergarten Essential Vocabulary
ELA – 60+
Stanza Preference Punctuation Collaborate Illustrator Brainstorm Punctuation Non-fiction
Math – 60+
Attribute Decompose Decomposition Composition Hexagon Dimensional Vertices Category
K
Included Math Vocabulary
Graniteschools.org Teaching and Learning services Curriculum Math – K12 Math Vocab Word Wall Cards
SpellingCity.com
• • • •
Interactive Word Wall
Incorporate the Interactive Word Wall strategy as part of the word study instructional routine. Select the display wall carefully, making sure that it is at eye level and large enough to post the words. Decide on how you wish to display the words, such as alphabetically or organized by themes or content areas. Write the words legibly on oak tag or paper, demonstrating appropriate handwriting.
• •
What it looks like in your curriculum?
Essential vocabulary that cross curricular lines between academic subjects.
Emphasis on what the student can do with the vocabulary in tasks objectives
• • • •
What it looks like in your assessment?
Assessment of students' vocabulary
development should focus on formative assessment data collected throughout the school year. Vocabulary instruction should be based on data collected from formative assessments. Students should participate in assessing their own progress.
Multiple measures should be used to determine vocabulary growth.
Assessment Example
Vocabulary Assessment Assessment
Ideas for Formative Assessment
• • • • Anecdotal records Student work samples Checklists Portfolios that include students' engaging in goal setting and reflection on their learning over time
Pre-Lesson Reflection
• • How does your current classroom environment support student vocabulary development?
Think about a recent topic you covered with your class and answer the following questions: o What language did you use to introduce the topic? Using a pen a paper, try to jot down statements you remembered saying as close to your exact quotes as possible.
o o What percentage of time do you feel you talked about the topic? What percentage of time do you feel your students talked about or wrote about the topic?
How many words did you teach explicitly?
Knowledge Check
Question: The fact that there is a significant gap in vocabulary among students in K-12 grades from different socioeconomic statuses should help us understand that:
a) Providing effective vocabulary instruction should be a high priority for our educational systems b)There are some things beyond our control as educators c) The vocabulary that K-12 classes have been teaching is too hard for students d) Vocabulary instruction gets too much attention in most classes in the current model of instruction
Knowledge Check
Question: When using sophisticated language in your speech with students, what were two strategies suggested in this lesson for making difficult language comprehensible to students?
a)Place words in obvious contexts b)Embed a synonym of the word in the same sentence c)Avoid putting the words in writing until students have had many times to hear it d)Ask students to write the words down that they don ’ t know and look them up in a dictionary after class
Homework Assignments
Homework Assignment
• • • • • • In your next lesson, preview the pre and post reflection questions that we used in this lesson before you teach. If you do not teach a class of your own, try to observe someone who is for this assignment. Then, after the lesson, answer the questions again. Here are the questions: How does your current classroom environment support student vocabulary development?
Think about the topic you covered with your class and answer the following questions: o What language did you use to introduce the topic? Using a pen a paper, try to jot down statements you say as close to your exact quotes as possible.
o o What percentage of time do you feel you talked about the topic? What percentage of time do you feel your students talked about or wrote about the topic?
How many words did you teach explicitly?
How have the answers to these questions changed knowing what you know now about vocabulary instruction? Post your answers on the discussion board. Print the rubric at the web address below and evaluate the same lesson: http://educationnorthwest.org/webfm_send/1145
THANK YOU!
• • • • • •
References
“ Assessing Vocabulary Development.
” University of Central Florida and State College of Florida: 2011. Florida Department of Education. http://faculty.scf.edu/sharric/lesson7/lesson7topic8.htm
Carr, Eileen, and Wixson, Karen.
” Guidelines for Evaluating Vocabulary Instruction wixson86.pdf
OR ” . Journal of Reading, Volume 29, No. 7..Special Issue on Vocabulary (April, 1986) Published by :International Reading Association http://www.appstate.edu/~koppenhaverd/rcoe/f10/6575/read/carr& http://www.jstor.org/stable/40029684?origin=JSTOR-pdf “ College Talk: Improving Students' Vocabulary ” . Teaching Channel. 6 November 2012 https://www.teachingchannel.org/videos/improving student-vocabulary Fischer, Douglas; Gray, Nancy, and Rothenberg, Carol. Content Area Conversations. Association for Supervision and Curriculum Development, (ASCD): 2008. http://www.ascd.org/publications/books/108035/chapters/Why-Talk Is-Important-in-Classrooms.aspx
• • • •
References
Flanigan, Kevin.
Words Their Way® with Struggling Readers: Word Study for Reading, Vocabulary, and Spelling Instruction, Grades 4 –
12, Allyn & Bacon: 2011. Page 238-239. http://ptgmedia.pearsoncmg.com/images/9780135135211/download s/Chap-8-WTW-SR.pdf
Himmele, Pérsida and Himmele, William. “ Increasing Exposure to Academic Language by Speaking It
Learners
by ASCD. ” .
The Language-Rich Classroom: A Research-Based Framework for Teaching English Language
(pp. 30–33), 2009, Alexandria, VA: ASCD. Copyright 2009 http://www.ascd.org/ascd-express/vol5/505-himmele.aspx
Lane, Holly and Allen, Stephanie. and Vocabulary Growth ” “ The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness . The Reading Teacher Vol. 63, No. 5 February 2010. http://www.glassboroschools.us/cms/lib/NJ01000249/Centricity/Dom ain/14/Vocabulary_Rich_Classroom.pdf
SpellingCity.com http://www.spellingcity.com
/
• • • • • •
References
Stahl, Katherine A. Dougherty and Bravo, Marco A. “ Contemporary Classroom Vocabulary Assessment for Content Areas ” . The Reading
Teacher Vol. 63, No. 7 April 2010
http://steinhardt.nyu.edu/scmsAdmin/uploads/006/716/Stahl%20Voc %20Assess%20RT.pdf
Stover, Elizabeth. “ Five Activities for a Language Rich Classroom ” . Ehow http://www.ehow.com/info_7937371_five-activities languagerich-classroom.html
“ Teacher Self-Assessment: Using Vocabulary Strategies ” Doing What Works. http://educationnorthwest.org/webfm_send/1145 Vaezi , Shahin and Nasser, Fallah. “ A Rigorous and Multifaceted Vocabulary Instructional Program ” . European Journal of Social Sciences, Volume 14, Number 2 (2010) http://www.eurojournals.com/ejss_14_2_14.pdf
Rhodus, Kathy. “ Vocabulary Instruction and the Common Core ” . Illinois State Board of Education “ Word Walls ” . Math Techniques and Strategies. http://new-to teaching.blogspot.com/2012/07/word-walls.html