Slide 1

Dr. Rachel Holler Dr. Suzanne Laverick-StoneApril 24, 2012Word Up! Vocabulary Instruction to Increase Everyones Chances for Success

1SWBATIncrease content area achievement by infusing vocabulary and background knowledge instruction into daily lessons

Assessment: Teachers will incorporate explicit vocabulary instruction, literacy opportunities, and engagement strategies into daily lesson plans.

District Expectation: All teachers are literacy teachersYou are the expert readers and writers in your discipline

2 minutesSuzanne2Weve All Been ThereStudent: Which definition do you want?Teacher: The one that fits the context.Student: So, can we just put the first one? The shortest one?Teacher: Put the one that makes sense.Student: None of them make sense!

Whats behind the eye is more important than what is in front of the eye. It is the knowledge that students already have in their heads that is so critical to their reading of most texts. Many of our students, however, do not have the language in their heads to match the content we are trying to study together. Finding ways to build that background knowledge and give them some of the needed language through video clips, poetry, music, art, essays, news articles, interviews, or artifacts helps students then move into independent reading of texts based on other times, places, and events. (Janet Allen: Word Matters, 2001)

Background knowledge and vocabularyCant do anything about what they come to you with (or without) but you can start tomorrow to open their eyesWhat have you been doing to avoid this vocabulary challenge in your classroom?5 minutesSuzanne3

Walk this wayThink of literacy as a spine; it holds everything together. The branches of learning connect to it, meaning that ALL core content teachers have a responsibility to teach literacy.

Vicki Phillips & Corina WongGates Foundation

1 minuteSuzanne4Hatsumon of the Day

How is it possible to effectively teach my content including the vocabulary and background knowledge in the time allotted?????

THINKDISCUSSHatsumon - A guiding question to spark interest; used in Japanese lesson study5 minutesRachel5Advanced OrganizerYes/No/WhyStudies show that in typical classrooms, there is a paucity of vocabulary instruction.Looking up words in the dictionary and using written context to figure out words are two very effective vocabulary instruction strategies.Vocabulary experts recommend wide reading of fiction and non-fiction texts as one effective way to teach vocabulary.Two other effective ways include direct teaching of important individual words and teaching independent word learning strategies.

True Scott and Nagy 6% school time to vocabulary and 1.4% content area vocabularyFalse but used most widely even though poor readers and ESL students would have great difficulty with the procedures and contentTrueTrue

6Advanced OrganizerYes/No/WhyIts best to wait for the teachable moment to teach vocabulary.If all we do is increase the volume of reading, well be okay.Fostering word consciousness (word play, word choice in writing, sensitivity to word parts) is effective vocabulary instruction.

5. False. To responsibly prepare students for comprehending challenging texts and content, informed, instructional planning choose the words6. False. Inefficient and unpredictable dont know which words or to what degree7. True.Total for activity 15 minutes; Rachel7Combat Word Poverty

Vocabulary Gap: Children enter school with different levels of vocabulary. (Hart & Risley, 1995)

The study found that by the time children are 3 years old, parents in less economically favored circumstances had said fewer words in their cumulative monthly vocabularies than the children in the most economically advantaged families in the same period of time.

Cumulative Vocabulary:Children from professional families: 1100 wordsChildren from working class families: 700 wordsChildren from welfare families: 500 words

Do the math!!!Discuss impact on your classroom3 minutesSuzanne8Heu*ris*tic n. 1-2-3-4-5SynonymExplanation/ExampleImage____________problem solving (e.g., literacy), guidelines, a method or approach

To solve the many complex literacy issues facing todays schools, educators need a powerful __________________.Synonym: frameworkExplanation: process or model for problem solving (e.g., literacy)3 minutesRachel

9Frayer Model for Words/Concepts

Have them select a word or concept from their lesson that they brought5 minutesRachel10Different kinds of vocabularyhttp://t4.jordan.k12.ut.us/cbl/images/CBL_Documents/3tiervocab.pdf The Three Tiers of VocabularyThree Tiers; academic vocabulary; Feldmans list of academic vocabularyUse one of the two vocabulary heuristics; teach a word to your partner from your lesson plan.7 minutesSuzanne11Are you Tiering Up? What words will you teach tomorrow?

Review one lesson. Work with a partner to make a list of the words you may need to teach explicitly.Handout: Process for Choosing Words and Strategies1 minute reflectionSuzanne12ApplyWhat can you do every day to ensure that your students will close the vocabulary gap?

Back to the hatsumon: What do you think? Has your opinion changed?

How is it possible to effectively teach my content including the vocabulary and background knowledge in the time allotted?????

Websitehttp://Nhd.heinle.com 3 minutesRachel13Academic Language Oath

I will ensure that EVERY single student in my class speaks, and often also writes, at least one meaningful academic sentence EVERY day!1 minuteRachel & Suzanne14What is one strategy that you will implement in your classroom this week?

EveryoneExit cardRachel1 minute15Resourceshttp://www.superduperinc.com/handouts/pdf/182VocabularyTiers.pdf

Anita Archers SLANT strategy:http://www.scoe.org/pub/htdocs/archer-videos.htmlLook at 7th Grade Active Participation video

http://Nhd.heinle.com