Elementary Coaches’ Network Focus on Vocabulary Instruction
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Transcript of Elementary Coaches’ Network Focus on Vocabulary Instruction
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Elementary Coaches’ NetworkFocus on Vocabulary Instruction
October 23, 2013
Nancy Neusbaum, PIIC MentorKathleen Eich
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Agenda
Complete SurveyQuotation MingleVocabulary Discussion
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Quotation Mingle
Instructional Coaching: A Partnership Approach to Improving Instruction by Jim Knight (2007)
Be ready to share…How does your quote apply to your role as an instructional coach (IC)?
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Please Do Now…
Use your picture to complete the analogy:Vocabulary is like ____ because... (Write one sentence)
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Sharing…
Take turns: Show your picture and read your analogy to your partner.
Partner, make a statement to agree or disagree with the analogy.
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Where are the rare words?
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A rare word is defined as any word not in the 10,000 most frequently
used words in the language. (Hayes and Ahrens)
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Examples of Rare Wordsbanjo fantasy numb reluctantblizzard gem oasis scoldboast glossary optional serpentcautious interrupt pantry soarconserve invade participate stimulatedebris logic peer tautedible luster porous trencheruption motto pry triggerexceed nasal quaintexert nudge refrain
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Where are the unfamiliar words?
Adult TV
Mr Rogers
Comic Books
Children’s TV
Adult Books
Children’s Books
Newspapers
Cartoons/Shows
Conversation between 2 college-educated adults
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Where are the unfamiliar words?
Average # of Rare Words
68.353.552.730.930.822.720.217.32.0
NewspapersComic Books
Adult Books
Children’s BooksCartoons (shows)
Adult TV
Children’s TV
Conversation between two college-educated adults
Mr. Rogers
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“Cognitive Verbs and the Common Core”
1. What is your definition of Academic Vocabulary?2. Compare your definition with your partner’s.
3. Read/Skim the article from Educational Leadership by Robert Marzano.
4. Does this change your definition? How?
5. How do your teachers address academic vocabulary?
6. Share
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Guidelines for Choosing Words
Limit the number you will teach in depth for eternal comprehension…just a few!
Essential subject-area words Words critical for understanding concept/text
Useful words Words student likely to see/use again and again
in many contexts and across disciplines Difficult words
Words with multiple meanings idiomatic expressions
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Estimated # of Terms to Teach
Grade Level # of words per week
Total words in 32 weeks
Cumulative Total
1-3 5 160 480
2-3 10 320 1120
4-5 15 480 2,560
6-8 20 640 4,480
9 - 12 25 - 30 960 8,320
Building Background Knowledge by Marzano
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Choosing words based on Tiers
Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & psychologist.
Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious.
Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh.
Beck, I., McKeown, M., & Kucan, L. (2002)
Handout – Which Words to Teach
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Tier 2 Words in Content Classes
Science unit on Earth’s Changing SurfaceSuggested Words: runoff, rills, gully,
drainage basin, divide, flood plain, tributary, meander, alluvial fan, delta, ground water, stalactite, stalagmite
Tier 2 Words to Add: process, feature, factor
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Let’s Practice Choosing the Words Reading level: 8th Words: *Selected for instruction in manual
The Gift of the Magi ^Defined in text
Select 8 words for explicit instruction
discreet* imputation^ modest
ravages* parsimony^ prudence
chaste* flat^ (apartment) laboriously
cascade* mendicancy squad^ ecstatic
meretricious* Queen of Sheba^ duplicate
instigate* Coney Island conception
Handout
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Let’s Practice Choosing the Words Reading level: 8th Words: *Selected for instruction in manual
The Gift of the Magi ^Defined in text
Select 8 words for explicit instruction
discreet* imputation^ modest
ravages* parsimony^ prudence
chaste* flat^ (apartment) laboriously
cascade* mendicancy squad^ ecstatic
meretricious* Queen of Sheba^ duplicate
instigate* Coney Island conception
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Helping Students Become Better Word Learners
1. Model what you do when you encounter an unfamiliar word
2. Teach about the use of word parts, context clues, and definitions
3. Include strategies for dealing with unfamiliar words in your comprehension strategy instruction
4. Give explicit explanations on when and how to apply strategies
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Resources on the Wiki
Vocabulary Planning toolAgenda with resources
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Choosing Key Words What is the students’ background knowledge and how is
it assessed? Which words are most critical for understanding the
content? How frequently is the word encountered? Does the word require multiple strategies to
comprehend? Does the word or concept require more guided practice
before students can use it independently? What connections can be made with words students
already know? What words are difficult for students to grasp the
meaning of and are frequently misunderstood?
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Let’s Practice Choosing Words
Read the text provided List the tier 2 vocabulary you would
teachCompare your list with the list of your
partner
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Put your Coaching Hat on…After you have shared information about
limiting the number of words for deep vocabulary instruction, a math teacher comments that in the next unit in math there are 20 technical words highlighted in the text. This limit certainly doesn’t apply to subjects like math, right?
Turn and talk…Your response?
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SummarizerWith another coach, discuss how you might
use the materials and activities shared today with your teachers?Who will you share this with?How will you share?
Jot down the beginning of your action plan.
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Our elementary group takeaways…
Academic Vocabulary is…
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Ticket out the DoorOn an index card, please comment on
how this session met your needs.What worked for you?What was not as meaningful for you?
What additional information or support might you need related to our topic today?
What words of wisdom do you have for us?
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Our secondary group takeaways…
Academic Vocabulary is…Universal but can be content specificNeeds to be owned by someone
[email protected]@caiu.org