Learning Words Inside & Out

Make It Personal: Consolidating Word Learning Through Individual Activities

Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas.

Portsmouth, NH: Heinemann.

Today’s Purpose

Personalize Instruction: Independent and individual learning

Students schoolwide consolidate their understanding through activities that promote spiral review and metacognition.

Grade levels are collaborating to build professional knowledge with colleagues.

Some grade levels have developed a plan for how students increase vocabulary metacognition and spiral review.

Individual teachers are becoming skilled at personalizing instruction, although there is no mechanism for sharing practice.

Independent work emphasizes isolated skills and memorization.

Today we will discuss ways that independent learningof vocabulary can promote spiral review and metacognition.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus LessonGuided Instructio

n

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Challenges to Independent Work• Too much independent work at the expense

of instruction • In a national study of 5th grade classrooms,

38% of class time was spent doing “independent” seatwork (Pianta et al., 2007)

• Introduced too early in the instructional cycle• Should follow modeling, guided practice, and

collaborative work with peers (Fisher & Frey, 2008)

Table Discussion• How do you know when your students

are ready for independent learning?

• How do you know when they’re not?

Characteristics of Independent Learners

• Independent learners are self-motivators. These students can establish goals and monitor their progress toward them, they are willing to take risks, and they welcome challenge.

• Independent learners are self-managers. They try to solve their own problems, manage their time, and think creatively.

• Independent learners are self-appraisers. They accurately assess what they know and don’t know, they notice their own learning, and they act upon their learning by applying strategies they know to be useful for learning.

Murdoch, K., & Wilson, J. (2006). Student Independent Learning. Education Quarterly (Australia).

Independent Learning of Vocabulary

• Integration of schema with a focus on sets of relationships

• Repetition through repeated opportunities to encounter words in speech, reading, and writing

• Meaningful use of the words in authentic events (Nagy, 1988)

Consolidating Word Learning

• Manipulating words (sorts, word cards, student-constructed mnemonics)

• Composing (generative sentences, writing frames)

Madison’s Open Sort of Sky-related Terms

Moon Sun Clouds Words I Don’t Know

Tides

Crescent

Waxing

Waning

Full

Eclipse

Luna

Corona

Sunspots

Flares

Star

Core

Cirrus

Cumulus

Stratus

Nimbus

Altostratus

Mammatus

Perumbra

Yellow dwarf

Generative SentencesThe teacher states a condition for a sentence, and students compose. For example:

• camouflage in the first position of a sentence of any length

• disguise(s) in the fourth position of a sentence more than 6 words

• habitat in the last position of a sentence fewer than 10 words

• features in the third position of a sentence of any length

• an if … then sentence about animal adaptation

Writing Frames

Students integrate academic language with vocabulary knowledge:

Although I already knew that ______, I have learned some new facts about _____. For example, I learned that _____. I also learned that _____. Another fact I learned was ____. However the most interesting thing I learned was _____.

Alphabet Vocabulary

Chart

A–B

Bald EagleBell

C–D E–F

FlagG–H

I–J K–L M–N

Mount Rushmore

O–P

Q–R S–T

Towers that fell down

U–V–W X–Y–Z

A–B

Bald EagleBell

“America the Beautiful”

C–D

DollarCapitol buildingDeclaration of Independence

E–F

FlagG–H

I–J

Jefferson MonumentK–L

Lincoln MemorialLiberty Bell

M–N

Mount RushmoreNational Anthem

O–P

Pledge of Allegiance

Q–R S–T

Towers that fell down

U–V–W

White HouseWashington Monument

World Trade Center

X–Y–Z

Next Steps

• What are we currently doing that works well?

• What are the areas in need of improvement?

• How should we collaborate with one another within and across grade levels?