 We will be active learners & listeners  We will be respectful  We will be positive  We will put our phones on silent or vibrate  We will refrain from sidebar conversations

WHAT IS THE MAKE-OVER PLAN?

Teachers , you will  Understand the purpose for academic vocabulary work and how it ties to key governing instructional standards    Be able to see how Tier 1, 2, and 3 words differ Describe and explain what academic vocabulary words are Be supplied with an instructional protocol for implementing academic vocabulary work during your daily instruction

Shift 1

• Building Knowledge through content-rich informational text

Shift 2

• Reading and writing grounded in evidence from text

Shift 3

• Regular practice with complex text and its academic vocabulary

› Language Anchor Standard #6 

Acquire and use accurately a range of general academic

and domain-specific

and listening

readiness level; demonstrate

words

and

phrases sufficient for reading, writing, speaking,

at the college and career

independence in gathering vocabulary

expression when encountering an unknown term important to comprehension or

Kindergarten First Second ELACCKL6:

to, texts. Use words and phrases acquired

through conversations, reading and being read

and responding to

ELACC1L6:

to, texts

,

that). Use words and phrases acquired

through conversations, reading and being read

and responding to including using frequently occurring conjunctions to signal simple relationships (e.g., I named my

hamster Nibblet because she nibbles too much because she likes

ELACC2L6:

to, texts , to describe Use words and phrases acquired

through conversations, reading and being read

and responding to including using adjectives and adverbs (e.g., When

other kids are happy

that makes me happy).

Kindergarten

ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings.

First Second

ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. ELACC2L5: Demonstrate understanding of word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Task:

You will listen to a series of statements. Raise your hands for statements that are true and keep your hands down for those that are false.

 Academic vocabulary terms or Tier 2 words are content specific and text supported words that students are unfamiliar with. Due to their specialized nature, teachers explicitly teach them.

 Using the practice of giving students words on Monday, writing the words multiple times on Tuesday, finding definitions on Wednesday, writing sentences on Thursday, & giving a test on Friday to acquire new vocabulary is an example of best practices.

 Young students lack vocabulary knowledge, so it is ineffective to expose them to complex text with challenging vocabulary words.

 Importance and utility, instructional potential, and conceptual understanding are 3 factors that can help denote a word as being a Tier 2 or academic vocabulary word.

 A strong vocabulary supports readers in tackling increasingly more complex text.

 Tier 2 words and academic vocabulary are synonymous terms

Tier 1

Characteristics

Tier 2

Characteristics

Tier 3

Characteristics Examples Examples Examples

Tier 1 Basic Words that are learned through conversation; used daily Tier 2 High use academic words that are not content specific Tier 3 Content specific & not frequently used

Task:

Given the set of words in the baggy and with a partner, sort the words under one of the 3 categories of tier levels. Record the words under the category where they best fit on page 5 in your booklet.

You will have 5 minutes

Tier 1

Common Terms

Tier 2

Academic Vocabulary

Tier 3

Content Specific

Word Bank

Neurons Go Explain Prepare Big Play Loam Amphibian Boy Evaluate Zygote Schema Illustrate Display House

Tier 1

Common Terms Go Big Play Boy House

Tier 2

Academic Vocabulary Explain Prepare Evaluate Illustrate Display

Tier 3

Content Specific Neurons Loam Amphibian Zygote Schema

Word Bank

Neurons Go Explain Prepare Big Play Loam Amphibian Boy Evaluate Zygote Schema Illustrate Display House

     They are high yielding words and are seen often in written material They facilitate the comprehension of academic text They are not easy to learn and require deliberate action from stakeholders They are used to articulate simple things in precise ways Unlike Tier 3 words, they are not scaffolded in text

Ingredients Needed:

20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 teacher who wants students to be quiet on Mondays copying words Put 20 words on chalkboard. Have students copy then look up in alone all week. Top with a boring test on Friday.

Perishable. This casserole will be forgotten by Saturday afternoon.

Serves: No one.

Adapted from Kylene Beers’ book “When Kids Can’t Read, What Teachers Can Do”

 Language-rich literary books that › Relate to grade level concepts › › Relate to grade level content Support grade level standards  CCGPS & GPS standards › Verbs and key nouns  Academic vocabulary word lists › Berkeley Unified School District

Task:

Using your grade level standards, you will highlight words you think would be ideal as academic vocabulary words to teach to your students. Please use the highlighters that have been provided in your bins.

You will have 4 minutes

 Use this criteria for selecting words; a yes to all three questions would indicate that you have a Tier 2 word › › Is this a generally useful word?

Does this word connect to other words & ideas that are being covered in the curriculum?

› Is this a word that will aid students in comprehending text and building conceptual understanding?

Let’s try this strategy with explain and now amoeba

Words to be Analyzed Is it a generally useful word?

Does this word connect to other words/ideas being covered in the curriculum?

Does this word build the comprehension of text and build the understanding of concepts?

A yes to all three questions would indicate that you have a Tier 2 word

Words to be Analyzed

explain

Is it a generally useful word?

Does this word connect to other words/ideas being covered in the curriculum?

Does this word build the comprehension of text and build the understanding of concepts?

A yes to all three questions would indicate that you have a Tier 2 word

Do you think explain is a Tier 2 word?

Let’s see if it is by asking the 3 key questions.

Words to be Analyzed

explain amoeba

Is it a generally useful word?

Does this word connect to other words/ideas being covered in the curriculum?

Does this word build the comprehension of text and build the understanding of concepts?

A yes to all three questions would indicate that you have a Tier 2 word

Ameba is a word that children would be unfamiliar with, but let’s put it to the test.

Words to be Analyzed

explain amoeba

Is it a generally useful word?

Does this word connect to other words/ideas being covered in the curriculum?

Does this word build the comprehension of text and build the understanding of concepts?

A yes to all three questions would indicate that you have a Tier 2 word.

Now you try this test with one of your highlighted words.

Is it a Tier 2 word? Why or why not?

        As early as 1941, researchers have estimated that there is a gap of approximately 5,000 words between high achievers and low achievers.

Preschool or children’s books expose you to more challenging vocabulary than do prime-time adult TV shows.

Vocabulary can be learned through reading and talking.

Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking.

The same student, after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.

First grade children from higher SES groups know about twice as many words as children from lower SES groups.

High School seniors near the top of their class know about 4 times as many words as their lower performing classmates.

The amount students read is strongly related to their vocabulary knowledge.

Taken from “Building Academic Vocabulary Beverly Public Schools K-5 Handbook” http://www.beverlyschools.org/district/files/Curriculum&Instruction/Building%20Academic%20Vocabulary%20handbook.p

df

The following exchange occurred in a first-grade classroom in February:

Jason: Is this going to be an ordinary day?

Ms. H: What would make it ordinary?

Jason: If we did the same old thing.

Ms. H: What might make it not ordinary, make it exceptional?

Jason: If you gave us prizes for being good – I mean exceptional and mature.

Beck, McKeown, & Kucan (p.47, 2002)

In order for students to be able to use a word effectively in either speaking or writing they need to have explicit, scaffolded instruction. Kate Kinsella, 2010

1.

2.

3.

4.

5.

6.

7.

8.

Read a language-rich story Contextualize the word within the story Have learners say the word Provide a student-friendly explanation of the word Present examples of the word used in contexts different from the story context Engage children in activities that get them to interact with all of the words they have learned Have children say the word Close with a combined review of all of the developed words

http://www.youtube.com/watch?v=XHE78 WSBpP8

As children are developing their reading and writing competence, we need to take advantage of their listening and speaking competencies to enhance their vocabulary development.

Beck, McKeown, & Kucan, 2002

     Select › Language-rich texts Look For › Words that would be unfamiliar, understandable, and useful (The U³ Rule) But Be Sure Not to › Use the books that young learners are using to learn to read to teach new vocabulary Due To The Fact That › Learners can understand more advanced text when it is presented orally, Don’t Disregard › Simple texts

Selected Words Is the word unfamiliar to young learners?

Is the concept of this word easy to understand? Can it be used in normal conversations?

A yes to all three questions would indicate that you have a Tier 2 word

Task:

Using any book on your table, read a few pages and select 3 words that you could use as academic vocabulary terms. Check and see if they meet the requirements of The U³ Rule.

 Connect the word directly to how it was used in the story  It creates a point of entry for understanding what the word means

 Allows students to become familiar with the sounds in the word › Creates the potential for phonemic awareness work  Forms the foundation for › › remembering the term making connections to roots and their inflection forms

 Explains in simple terms by › › Characterizing Explaining in everyday language  Add an example to clarify the meaning › › › Consider things that children engage in, enjoy doing, or are interested in.

 Change the context of the word  Children typically limit word use to the initial context  Use different examples

Child 1: I would be reluctant to leave my teddy bear in the laundromat.

Teacher: Well, that’s just like what Lisa did in the story. Try to think about something you might be reluctant to do that is not like Lisa.

Child 2: I would be reluctant to leave my teddy bear in the supermarket.

Teacher: Okay, that’s a little different than what Lisa was reluctant to do, but try to think of something that you would be reluctant to do that is very different that what Lisa was reluctant to do.

Child 3: I would be reluctant to leave my drums at my friend’s house.

Teacher: That’s pretty different from what Lisa was reluctant to do, but can we think of something that you would be reluctant to do that isn’t about leaving something somewhere.

Child 3: I would be reluctant to change a baby’s diaper!

Beck, McKeown, & Kucan (p.52, 2002)

 Facilitates opportunities for learners to engage repeatedly & deeply with terms  Fosters giving responses and explaining examples

Questions, Reasons, & Examples

Students are asked to provide explanations about events centered around questions or examples.

The Purpose Students are asked to defend their thoughts & ideas based on their understanding of the word.

   If you are walking around in a dark room, you need to do it cautiously. Why? What are some other things that need to be done cautiously?

What is something you could do to impress your teacher? Why? What is something you could do that might impress your mother?

Which of these things might be extraordinary? Why or why not?

› A shirt that was comfortable, or a shirt that washed itself?

› › A flower that kept blooming all year, ore a flower that bloomed for 3 days?

A person who has a library card, or a person who has read all the books in the library?

Beck, McKeown, & Kucan (p.56, 2002)

Making Choices

Similar to doing a “Thumbs Up, Thumbs Down” activity, but students express themselves by stating a word or phrase if the accompanying statement is true. They can say an alternative term or nothing if there is not another word.

The Purpose Students have to make choices based on their understanding of the term.

   If any of the things I say might be an example of people clutching something say “Clutching.” If not, don’t say anything.

› Holding on tightly to a purse › › Softly petting a cat’s fur Blowing bubbles and trying to catch them If any of the things I say would make someone look radiant, say “You’d be radiant.” If not, don’t say anything.

› Winning a million dollars › › Walking to the post office Getting a hug from a favorite movie star I’ll say some things, if they sound leisurely, say “Leisurely.” If you’d need to be in a hurry, say “Hurry.” › Runners in a race › › Sitting and talking with friends A dog lying in the sun Beck, McKeown, & Kucan (p.56-7, 2002)



Your Turn

› › Think about 1 new bit of information you have learned today that you can use with your students Share your “Aha” with the person next to you › Volunteers will be elicited to share their new insight and that of their buddy with the group You will have 3 minutes for this activity

The closing should feature a review of all of the words covered during this block of time

Start this segment by stating, “We have talked about 3 words, ______, ______, and _____. Let’s think about them some more.”

Beck, McKeown, & Kucan (p.57, 2002)

Relating Words

Consider how you might connect the words based on how the word can be expressed, physical actions, synonymous meanings, etc.

The Purpose Aid students in making connections and thinking deeply about how words might relate to each other.

In the case of reluctant, insisted, and drowsy, we noticed that each word might be expressed through facial expressions, so that is what was done.

Beck, McKeown, & Kucan (p.57, 2002)

Combine all the words into one sentence. Include a question to encourage students to think and explain their thoughts and ideas.

Example

“Would you prefer to budge a sleeping lamb or a ferocious lion? Why?”

Beck, McKeown, & Kucan (p.58, 2002)

Students are asked to choose between this or that based on a given scenario

Example

“If you get your clothes ready to wear to school before you go to sleep, would that be sensible or raucous?

If you and your friends were watching a funny TV show together and began to laugh a lot, would you sound pounce or raucous?”

Beck, McKeown, & Kucan (p.58, 2002)

One Context for All the Words

When not all the words relate or connect in a manner that makes sense, you can create a common context for all the words by using a common context, action, event or object.

The Purpose To aid learners to see how terms can relate to one another.

 What would an immense plate of spaghetti look like?

 Why might you feel miserable after eating all that spaghetti?

 What would it look like to eat spaghetti in a leisurely way?

Beck, McKeown, & Kucan (p.58, 2002)

Same Format

Structure sentences by using a common frame for questioning students about all the developed words.

The Purpose Predictable frames aid learners to structure their thinking and expression

   If you satisfy your curiosity, do you need to find out more or have you found out all that you need? Why?

If a dog was acting menacing, would you want to pet it or move away? Why?

If you wanted to see something exquisite, would you go to a museum or a grocery store? Why?

   Is imagine more like dreaming or sneezing? Why?

Is snarl something a fish might do or a lion might do? Why?

Is grumpy a way you might feel or a way you might move? Why?

 Beck, McKeown, & Kucan (p.58-9, 2002)

Children Create Examples

Students are prompted to show their thinking of how a word fits in a given context The Purpose To foster student thinking and reflection

 If there was an emergency at an amusement park, what might have happened?

 If you had a friend who watched TV all the time, how might you coax him into getting some exercise?

Beck, McKeown, & Kucan (p.59, 2002)

Task:

Given what you have learned about explicitly teaching young students academic vocabulary words, complete the instructional template for a possible lesson that you might use to teach your class .

You will have 10 minutes to do this 1.

2.

3.

4.

5.

6.

Planning To Do List

Pick a story Contextualize the word Create a student friendly explanation of the word Present examples of the word used in contexts different from the story context Engage children in activities that get them to interact with all of the words they have learned Close with combined review of all of the developed words

 Words have to be revisited often for them to be retained, so consider › › › › Reinforcing connections between words and meanings Expanding students’ collection of related words Presenting real world application of words Involving learners in talking about words

Consider these possibilities  Post words on a word wall   Tally word usage over time Connect old words to the context of new words     Use words as part of your daily message Create a class/personal dictionary Encourage word usage when writing Continuous practice of words through oral sentence creation

Ingredients Needed: 3-5 great books 5-10 great words that you really could use A heavy sprinkle of great open-ended questions 1 word wall 5 morning messages 1 teacher who thinks learning is supposed to be fun & engaging 1 huge dollop of celebration

words into the classroom. Have students test each word for flavor about the words on your word wall whenever possible. Use the words in your morning message and encourage their use when children remember and use vocabulary words.

Serves: Many

 Academic vocabulary terms or Tier 2 words are content specific and text supported words that students are unfamiliar with. Due to their specialized nature, teachers explicitly teach them.

 Using the practice of giving students words on Monday, writing the words multiple times on Tuesday, finding definitions on Wednesday, writing sentences on Thursday, & giving a test on Friday to acquire new vocabulary is an example of best practices.

 Young students lack vocabulary knowledge, so it is ineffective to expose them to complex text with challenging vocabulary words.

 Importance and utility, instructional potential, and conceptual understanding are 3 factors that can help denote a word as being a Tier 2 or academic vocabulary word.

 A strong vocabulary supports readers in tackling increasingly more complex text.

 Tier 2 words and academic vocabulary are synonymous terms

Beck, I.L., McKeown, M. G., & Kucan, L. (2002). Bringing Words To Life: Robust Vocabulary Instruction. New York: The Guilford Press

› › › ›

Jim Burke Resource

http://www.englishcompanion.com/pdfDocs/acvocab ulary2.pdf

Features academic vocabulary words and other words related to them

http://www.uefap.com/vocab/select/awl.htm

Berkeley Unified School District

http://www.berkeleyschools.net/wp content/uploads/2013/05/BUSD_Academic_Vocabular y.pdf

21 Links to Vocabulary Computer Resources

http://www.learningunlimitedllc.com/2013/02/20 digital-tools-for-vocabulary /

ONLINE RESOURCES FOR ACADEMIC VOCABULARY WORK WITH K-2 LEARNERS

 Text Talk: Capturing the Benefits of Read-Aloud Experiences for Young Children http://teacher.scholastic.com/products/texttalk/pdfs/Capturing_the_b enefits.pdf

 Building Vocabulary for 1 st Grade Students http://www.sfps.info/documentcenter/view/6990  Text Talk Lessons Created by Utah Reading First Educators http://sjsd.schoolwires.net/cms/lib3/MO01001773/Centricity/Domain/87 2/TextTalkLessons.pdf

 Expanding Vocabulary Development in Young Students http://www.slideserve.com/indiya/expanding-vocabulary development-in-young-children