Transcript Vocabulary Instruction

Welcome!
Before we begin, please…
1. Reflect on your action plans from
the last session.
1. Add a success and a challenge to
the charts around the room.
Literacy Leaders PD
January 30, 2013
Ice Breaker
1. Draw a lifeline depicting 5 major
events in your life as a teacher.
1. Share your information in pairs or
small groups.
Literacy Leaders PD
January 30, 2013
Close Reading and
Academic Vocabulary
Literacy Leaders PD
January 30, 2013
Data Inquiry
NAEP Report
2011 Results
NAEP Report
Shift 3: Academic Vocabulary
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
Vocabulary Instruction
(Coyne, 2009)
Given limited instructional time, do we:
Teach more word meanings but spend less time
on each word?
or
Teach fewer word meanings but spend more
time in each word?
Tiers of Vocabulary
(Beck, McKeowen & Kucan)
Tier 1: Basic and concrete words of everyday speech
Tier 2: Precise and more abstract words typically found
in written texts – high utility words because frequently
appearance across content areas
Tier 3: Highly specialized, domain-specific vocabulary
used to describe content knowledge
Why Instruction with a Focus on
Academic Vocabulary Matters
• Teaching focused on
academic vocabulary is
linked to significant gains in
comprehension
• The lack of systematic
instruction has been shown to
be a leading cause of the
achievement gap
• Thus the CCSS stresses the
importance of contextual
instruction around “Tier 2”
academic vocabulary
Academic Vocabulary and the CCSS:
A Focus on Tier 2 Words
Because there is a larger number of
Tier 2 words than can be taught
directly in a lesson, teachers must be
strategic in selecting vocabulary to
focus on when teaching a text
Academic Vocabulary and the CCS
Choosing Vocabulary
• Which words should be taught?
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Essential to understanding text
Likely to appear in future reading
• Which words should get more time and attention?
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More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident
Words which are part of semantic word family
secure, securely, security, secured
Choosing Vocabulary Continued…
• Which words can be quickly defined?
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Unknown or uncommon words
Likely to divert student’s attention
• Which words should get less time and attention?

More concrete words
checkpoint vs. persist

accident vs. notices
Words that are not very relevant to the major understanding
Let’s Try It Together
• Read the excerpt from Volcanoes by Seymour Simon.
• Identify those words that should be taught using the
checklist for selecting academic vocabulary as a guide.
• Recognize those words that although
challenging or unfamiliar may not
require more attention.
In Choosing a Vocabulary Word
Vocabulary Instruction
(Coyne, 2009)
Given limited instructional time, do we:
Teach more word meanings but spend less time on
each word?
or
Teach fewer word meanings but spend more time in
each word?
Vocabulary Instruction: Two Approaches
(Coyne, 2009)
Embedded Instruction
o Simple explanation within the context of the story
 Time efficient – allows for introduction of many words (breadth)
 Few exposures to target words, limited to content of the story
Extended Instruction
o Robust instruction that “offers rich information about words and
their uses.” (e.g. Beck, McKeown, & Kucan, 2002; Coyne, Simmons, Kame’enui, & Stoolmiller, 2004)
 Time intensive – limits instruction to fewer concepts (depth)
 Many encounters with words in varied contexts beyond the story
Excerpt from Volcanoes (Grade 4-5 Text Complexity Band)
In early times, no one knew how volcanoes formed or
why they spouted red-hot molten rock. In modern times,
scientists began to study volcanoes. They still don’t
know all the answers, but they know much about how a
volcano works.
Our planet is made up of many layers of rock. The top
layers of solid rock are called the crust. Deep beneath
the crust is the mantle, where it is so hot that some rock
melts. The melted, or molten, rock is called magma.
Volcanoes are formed when magma pushes its way up
through the crack in the Earth’s crust. This is called a
volcanic eruption. When magma pours forth on the
surface, it is called lava.
Simon, Seymour. Volcanoes. New York: HarperCollins, 2006. (2006)
Framework for Extended Vocabulary Instruction
o Use the instructional sequence described below to extend the
instruction of 3-5 vocabulary words from a given text.
o When completing a Close Reading, please refer to the lesson plan
for suggested words for extended instruction.
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Read the story
Contextualize the word within the story
Have children say the word
Provide a student-friendly explanation of the word
Present examples of the word used in a context different from
the context of the story
 Engage children in activities that allow them to interact with
the words
Bringing Words to Life, Isabel Beck, et. al.
Vocabulary Instruction In-Action:
Lexical Arrays
Vocabulary Instruction In-Action:
Multiple Meaning Words
Primary
Grades
Vocabulary Instruction In-Action:
Multiple Meaning Words
Upper
Grades
Vocabulary Instruction In-Action:
You Try It
 With a partner, choose at least one of the vocabulary
activities on your table to try out/plan together.
 Select a word that you identified from Volcanoes to
use with this activity.
 If time permits, try out another activity.
 Be prepared to share out how the process went.
Moving Forward
• Questions?
• Vocabulary Resources
Close Reading Implementation
Literacy Leaders PD
January 30, 2013
KWL
• At your tables discuss what you think you know
about the implementation of close reading and
what you want to know about the
implementation of close reading
• Document your discussion in the Know and
Want to Know section of the chart
Close Reading Defined
Close Reading of text involves an investigation of a
short piece of text, with multiple readings done over
multiple instructional lessons. Through text-based
questions and discussion, students are guided to
deeply analyze and appreciate various aspects of
the text, such as key vocabulary and how its
meaning is shaped by context; attention to form,
tone, imagery and/or rhetorical devices; the
significance of word choice and syntax; and the
discovery of different levels of meaning as passages
are read multiple times. –The Aspen Institute
Attributes of Close Reading
Lessons
• Read pg 3, Attributes of Close Reading
Lessons and Background Knowledge and
Close Reading from the following text:
Brown, S. & Kappes L. (2012). Implementing
the Common Core State Standards: A Primer
on “Close Reading of Text.” The Aspen
Institute Education & Society Program.
• Discuss at your table clarifications and
questions
In order to bring the Close Reading
strategy to life, teachers will need to
deepen their understanding of textdependent – how they are
constructed, and how they are
intentionally crafted to support the
careful examination of text called for
Close Reading.
Brown and Kappes 2012
Types of Text-Dependent Questions
Text-Dependent Questions should vary so that they call
on students to use both implicit and explicit information
from the text.
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General Understanding
Key Detail
Vocabulary and Text Structure
Author’s Purpose
Inferential
Opinion and Intertexual
Created by Callie
Liebmann 2012
Let’s Take a Look
• While viewing think about…
▫ What types of questions are being asked?
▫ What do you notice about the classroom
discussion?
▫ How is the teacher scaffolding or not scaffolding?
▫ What evidence is their of student understanding
or not understanding?
Video Observation: "Making of a
Scientist" lesson
After Viewing…
• At your tables discuss what you learned about
the implementation of close reading from the
video and what new questions arose.
• The orator should be prepared to share one new
learning and one question from their table.
Whose Garden Is It?
Sample Schedule
Day 1
Read the text to get the gist, defining
embedded and extended vocabulary as
you go
Day 2
Ask the first three text dependent
questions
Day 3
Ask the last two questions
Day 4
Culminating text dependent question
Extended vocabulary instruction of 2-4 words should happen when the teacher
feels it’s appropriate throughout the week
KWL
• Return to your KWL:
 Check off anything from the K column that was
confirmed
Circle any questions that were answered
Add any additional questions that came up
Write anything new that you learned
Big Picture
“Reading is a transaction between the author and
the reader, and everyone uses their background
knowledge each time they read. But everyone must
also thoroughly understand the author’s position to
critically analyze it. That requires more than
simply drawing on personal experiences….The goal
in creating text-dependent questions is to balance
the reader and the text so that each is involved in
the transaction of reading.”
Douglas Fisher and Nancy Frey, 2012
Collaborative Leadership
Literacy Leaders PD
January 30, 2013
Session Overview
Step 1: Read grade level passage and close reading
lesson
Step 2: Use template to analyze close reading
lesson
Step 3: Go to m.socrative.com to share your
reflections on the close reading lesson and
today’s PD
As you analyze your lesson, consider….
 BIG Idea/Key Understanding
 Text Dependent Questions
 Embedded and Extended
Vocabulary
 Instructional Strategies
 Final Culminating Writing
Assignments
m.socrative.com
Room #: bps literacy