+ Explicit Vocabulary Instruction Dorchester Public Schools January 16, 2012.

+

Explicit VocabularyInstructionDorchester Public SchoolsJanuary 16, 2012

+IES Practice Guide: Improving Adolescent Literacy…

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8



+Provide explicit vocabulary instruction.How to carry out the recommendation

1. dedicated time to explicit vocabulary instruction

2. repeated exposure and practice

3. opportunities to use (discussion, writing, extended reading)

4. word learning strategies (morphology, using reference tools, context clues)

+EXPLICIT

If you are explicit about something, you speak about it very openly and clearly.

I do it.

explanation, modeling

We do it.

guided practice, feedback

You do it.

gradual release,

independent practice

Robust Instruction is More Effective and Efficient.

Students achieved a 12 percentile gain with any vocabulary instruction (definition & sentence).

Students achieved a 33 percentile gain with systematic, robust direct instruction of words in a passage.

(Marzano, 2004)

+Effective Vocabulary InstructionTeaching Individual Words

Explicit instruction of specific words is effective.

Vocabulary instruction should focus on critical words.

Effective vocabulary instruction does not rely on definitions.

Teaching word parts enhances understanding.

Different types of words require different types of instruction.

Active engagement improves learning.

Repeated exposure is essential.

+

How might I introduce different kinds of terms most effectively?

Vocabulary Basic Instructional Routine

http://explicitinstruction.org/

+Experience & Observe

Strategy observer What steps/processes did you observe?

Participant observer What words, behaviors, evidence of student learning did

you notice? How many times did students respond?

Participants What did you learn? What worked for you? How did you

feel as a learner using this strategy?

+Chord

a line segment

endpoints lie on a circle

A

B

+Chord

Examples Non-Examples

+Chord: Identify Examples

+Chord: Generate Examples

+Experience & Observe

Strategy observer What steps/processes did you observe?

Participant observer What words, behaviors, evidence of student learning did

you notice? How many times did students respond?

Participants What did you learn? What worked for you? How did you

feel as a learner using this strategy?

+Vocabulary Basic Instructional Routine

1. Introduce the word Pronunciation,

spelling, syllabication

2. Introduce the meaning

Student-friendly explanation

Word part analysis Critical attribute

identification

3. Illustrate the word with examples and non-examples

4. Check understanding

Distinguish between examples & non-examples

Generate examples Answer questions

(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)

+1. Introduce the word

pronunciation

spelling

syllabication

This word is sesquipedalian. What word?_____

Write it and check your partner’s spelling…

+

1. Introduce the Word

Choose one word that you have recently taught or will teach soon.




2. Introduce the meaning Student-friendly

explanation Word part analysis Critical attribute

identification


4. Check understanding Distinguish

between examples & non-examples



+2. Introduce the meaning

Student-friendly explanation

Morphemic analysis common prefixes (e.g., un-, re-, in-, dis-) common suffixes (e.g., -tion, -ity, -ive) common roots, bases, forms (e.g., spect, scrib, bio,

aud)

Critical attribute identification what must be in place for a word to be used as the

label for something


student-friendly explanation Consider resist

Dictionary: “to withstand the force or the effect of”

Student-friendly: “when a person struggles or fights not to give in to something”

Cobuild Dictionary: http://dictionary.reverso.net/english-cobuild/resist

http://dictionary.reverso.net/english-cobuild/resist

http://dictionary.reverso.net/english-cobuild/resist


critical attribute identification Consider compound (earth science

text) Glossary: “a substance made up of

atoms of two or more different elements joined by chemical bonds”

Critical Attributes: a substance (e.g., Halite or “rock salt”,

NaCl) made of two or more elements (e.g.,

sodium [Na] and chlorine [Cl]) joined by chemical bonds


morphemic analysis

common prefixes (e.g., un-, re-, in-, dis-)

common suffixes (e.g., -tion, -ity, -ive)

common roots, bases, forms (e.g., spect, scrib, bio, aud)

We see the root ped in sesquipedalian. What are some other words that have this root?

ped, meaning foot, comes from Latin…

+

2. Introduce the meaning

Plan how best to introduce meaning.

Optionsstudent-friendly explanationmorphemic analysiscritical attribute identification






identification






+3. Illustrate with examples and non-examples Consider convey

Literary Context: “Of the Right Whale, the best outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick).

Teacher Created Context: When I convey an idea successfully, I get a certain

message or idea across to others. The speaker was successful in conveying his message

to the audience. They all heard what he said, and understood his ideas.

Though she can’t talk much, Lily quite clearly conveyed her want for her sippy cup by shouting “bup” and pointing at the cup on the table.

+COMMA SPLICE

A grammatical error that occurs when only a comma is used to connect two otherwise complete sentences

Examples of Comma Splices I am tired, I will take a nap later.

It is nearly half past five, we cannot reach town before dark.

Ron didn’t know which job he wanted, he was too confused to decide.

+

Examples of ways to correct a comma splice!

COMMA SPLICE

Non-Examplesa. I am tired, cranky, and ready for a nap.

b. I am tired I will take a nap later.

c. I am tired, so I will take a nap later.

d. Because I am tired, I will take a nap later.

e. I am tired; I will take a nap later.

f. I am tired; in fact, I will take a nap later.

+

3. Illustrate with examples and non-examples

Create some examples and non-examples to use.






identification






+4. Check Understanding

distinguish between examples & non-examples

generate examples & non-examples

answer deep processing questions

generate and explain non-linguistic representation

discuss word meaning and application with other students

play games with wordsEveryone – Every TimeSay Write Do

+COMMA SPLICE OR NOT?(Distinguish between examples & non-examples)

Evelyn did the chicken dance, it was funny.

Toby often knows what’s going on, but sometimes he doesn’t.

Because Lenny is semi-retired, I don’t see him as often.

Teaching vocabulary is serious business, however, it can be very fun as well!

+Ask Deep Processing Questions

Combine two independent clauses into a single sentence. Be certain to avoid a comma splice.

I am tired I will take a nap later

it is nearly half past five we cannot reach town before dark

I didn't know which job I wanted I was too confused to decide

+Which is the better example of neologism? Why?

a wedding that takes place out of town, usually at a vacation resort

earliest citation, 1990, Chicago Sun Times

an item of personal information posted online, particularly as it contributes (often unwittingly) to a personal narrative that individual is creating online [narrative + bit]

earliest citation, 2010, Global Media Journal

destination wedding narb


Consider interior (as the central area of a region—the area that is away from the coast, state line, or border)

+4. Check UnderstandingIdentify Example & Non-Examples

Newport, OR

• Summer Lake, OR

• Ontario Municipal Airport, OR

• Umatilla National Forest, OR

+4. Check UnderstandingGenerate Example & Non-Examples& Answer Deep Processing Questions

Activate Student Knowledge Why might you want to spend time in the interior of

Nebraska?

Sentence Stems After an excursion to the coast, we traveled to the interior

of the country because _____.

Non-Linguistic Representation Draw (or act, demonstrate, etc.) interior. Be ready to

explain how this represents the critical attributes of the word.

+

637 percentile pts. higher than…

…students who kept repeating definitions.

Students who used imagery to learn vocabulary, on average, performed…

Students who used imagery to learn vocabulary, on average, performed…

# of studies

(Pickering, 2007, ASCD presentation)

Research on Imagery as Elaboration

4 21 percentile pts. higher than…

…students who were using the terms in a sentence.


leisurely or in a hurry?

Taking a walk in the park

Firefighters getting to a fire

Runners in a race

Sitting and talking to friends

A dog lying in the sun

T-P-S: Think of more situations that sound

leisurely.


glimpse scrutinize Which can you do more quickly?

inspector spectator What would you probably call every person watching a

football game?

largo ritardando Which tells me to slow down gradually?

caldera crater Regarding volcanoes, which is generally larger?

+4. Check UnderstandingAnswer Questions

Connect with Student Knowledge Can you describe a place you know about that is

located in the interior of Nebraska?

What are the differences between how we use interior when discussing a state, country, or region and when discussing a room or an object?

+4. Check UnderstandingAnswer Deep Processing Questions

Consider Relationship to Previously Taught Words

Would you suppress a profound thought?

Would blurting out your thought be an example of indecorum?

Could a seismograph indicate an impending tsunami?


Make Thinking Visible w/ Written Record


Play Games

Name that Concept!

1. Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes.

definitions, examples, descriptions, contexts

2. Partner B: Name the concept or component or say “pass” to move on to the next item.

Goal: Successfully communicate all items in one minute.

+

4. Check Understanding

Plan at least one way to check understanding.

• distinguish between examples & non-examples

• generate examples & non-examples

• answer deep processing questions

• generate and explain non-linguistic representation

• discuss word meaning and application with other students

• play games with words






identification






+Reflect & Apply

How does this fit with my previous vocabulary introductions? What should I remember and apply?

Can I supplement my current materials and/or practice? student-friendly definitions or clear critical attributes sufficient, clear examples and non-examples (visual,

auditory, kinesthetic) sufficient, effective interaction with words right away and

over time

+ Explicit Vocabulary Instruction Dorchester Public Schools January 16, 2012.

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