+

Vocabulary InstructionCrete Middle School3.2.12

Active

Engagement with

Target Words

General

Academic

Vocabulary

+What are the three essentials when introducing important terms?

Think: Individually

Pair: Close Partners A & B

Share: Tell-Help-Check

Tell: Partner A

Help: Partner B respectfully agree or

disagree with reasons

Check: together check notes /

display

+Introducing Specific WordsThree Essentials Student-Friendly Explanations

Characterize word and typical use Explain meaning in everyday language Emphasize critical attributes Explore morphemes and cognates

Teacher-Created Contexts Develop instructional contexts that provide strong clues to meaning Provide examples and non-examples

Active Engagement with Words Short, lively opportunities for students to interact with words and meanings

right away and over time with feedback

(Archer & Hughes, Explicit Instruction, 2011; others!)

IMPORTANT!

+Active Engagement with Words

identify examples & non-examples generate examples & non-examples answer questions generate and explain non-linguistic representation discuss word meaning and application with other

students play games with words

Everyone – Every TimeSay Write Do

+

3 Minute Write

What is one technique,

strategy, or activity I’ve used to teach or reinforce target

vocabulary?• brief written response• provide appropriate

structure for response

• sentence stems• target words to use• simple outline

Name it!

Describe It!

Say Why It’s Good!(Say What Might Make it

Effective)

+To what extent were the essential components employed?

student-friendly definitionsteacher-created contextsactive engagement with word meaning

+Distort

v. to twist or bend out of shape; to change and make make false, to misrepresent

+Your Task

Prepare a two minute word introduction that accomplished the 3 essential components.

+General Academic Words

words found in academic discourse (text & speech) & labels for school tasks

relatively high frequency, wide distribution across disciplines

specific, analysis, method, achieve, significant, diagram, journal, learning log, furthermore, advocate, diminish, exploit, deviate, inherent, academy, abstract, integrate, principle, subsequent, promote, implicate, constitute, context, distribute, function, indicate, process, policy, sector, theory, vary, achieve, acquire…

“Teaching words like these is

important.” (Dr. Kevin Feldman)

http://esu6vocabulary.wikispaces.com/Teacher+Resources

+Introducing Specific WordsThree Essentials Student-Friendly Explanations

Characterize word and typical use Explain meaning in everyday language Emphasize critical attributes Explore morphemes and cognates

Teacher-Created Contexts Develop instructional contexts that provide strong clues to meaning Provide examples and non-examples

Active Engagement with Words Short, lively opportunities for students to interact with words and meanings

right away and over time with feedback

(Archer & Hughes, Explicit Instruction, 2011; others!)

IMPORTANT!

+What We Know…

Must go beyond traditional methods (NRP, 2000; Stahl & Fairbanks, 1986, Marzano, 2004, etc.)

Students must be actively engaged with words (Marzano, 2004; Archer & Hughes, 2011; etc.)

Ownership requires multiple exposures immediately and over time 7 – 12 encounters for word ownership (Stahl, 1986) 10 encounters reliably predicted comprehension (McKeown et.

al., 1995) 15 meaningful exposures to own word (Biemiller; Nagy &

Anderson)

+Review Structures

“It’s about the architecture!”

(Kevin Feldman)

ALL thinking, elaborating, applying…

ALL making thinking visible ALL writing, speaking,

comparing, giving/getting feedback

+Active Engagement with WordsMake Thinking Visible with a Written Record

+

ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved

September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e

Written Recorda Vocabulary Log Format

+Written RecordTable of Contents for Notes

+Written RecordVocabulary Matrix

< , >, ≤

Word Description

Word Parts Related Words

Visual

inequalitya relationship that is not equal

prefix: in- (not)root: equalsuffix: -ity (changes from adj to noun)

equalityequationequalinoperableinedibleintolerableIndependentjovialityindividualityneutrality

+Show Me!

Ask students to periodically rate their understanding of important terms. (Fist of Five)

Then say, “Show Me!” and prompt students to demonstrate understanding response boards kinesthetic demonstration picture/explanation

To what extent do you understand what neologism is (linguistics)?

+neologism

neo (Gk, new)

logos (Gk, word)

-ism (noun, distinctive, trait or idea)

Critical Attributes

recently coined (first used)

not yet accepted as mainstream

+Numbered Heads Together

http://www.youtube.com/watch?v=BLHDHlVhcug

+Numbered Heads Together

life coach wind farm nomophobia defriend (v.) geotagging Linsanity staycation Tebowing

Which are examples of neologism? Which are not? Why?

+

Yes – No – Why?

Line segment AB is / is not a chord because…

Is AB a chord?

A

B

C

D

R

EG

H

+Yes – No - Why

Encourage discussion and elaborative rehearsal

Provide interesting prompt using target word that requires students to take a position.

Students answer yes or no and explain briefly in structured writing or discussion.

Variations Combine words / concepts not taught

together. Would you suppress a profound

thought? Require sentence stem using academic

language and syntax: Yes, I agree with this assertion

because… Pose a controversial statement; require

all students to answer yes and no before choosing their best response.

Require consideration from various perspectives (e.g., parents, teens or legal, ethical, subjective).

+Sentence Stems

Ask students to apply the meaning of a target word in a different context by completing the sentence.

For deep understanding, students must make connections and add to their understanding of the word in different contexts.

Examples My sister and I tried to coordinate our after-school

schedules because… Fission and fusion are similar because they both… (…are

different because…)

+Vocabulary-Alive Writing

Provide a list of terms for students to use in a single related piece of writing.

For Example: Use 8 of the 10 terms listed in a meaningful paragraph,

story, poem, or letter to convince me of your understanding. Underline the terms in your the writing.

+

Write a paragraph using the words listed to describe the graph.

intercept slopedecreasing

parallel constantintersection

increasing quadrantperpendicular

+I Have… Who Has…? Students practice pronouncing

words, speaking clearly, and reinforcing definitions.

Pass out cards randomly. Ex. I have a right triangle who has

an angle that is less than 90 degrees. Who has…?

Students respond as prompted.

adjectiveWho has…

a person, place, thing, or idea?noun

Who has…

a word that expresses an action or state of being?

+Classifying Provide students with vocabulary cards

Have students place cards into categories label the categories see how other groups classified their cards or regroup cards using

a different criteria

Verbs

physical movements of people/animalschasing grip graspedraid burrowed straining

cognitive/affective/communicationprepared confusedgroan healed wincedmotions associated with

objects (sometimes living things)bouncing gusted ignitecrammed overturned nicked

+Morphemic Analysis Explain the meaning of the

root/base word. Have students build additional words using the root. Discuss common meanings.

~60% of word meanings in printed school text (grades 3-9) might be predicted through morphemes (Nagy & Anderson, 1984; et.al.)

inhabitation

in + habit +ate +ion(to have, hold; to

dwell)

uninhabited inhabitable inhabitant habitat habitual

http://esu6vocabulary.wikispaces.com/Word+Learning+Strategies

+

Occur before bases

Have clear meaning

Can alter meaning of root

Consistently spelled

+

Derivational Suffixes follow base words may carry abstract,

difficult to explain meaning

change part of speech

Inflectional Suffixes grammatical function

tense (-ed, -ing) number (-s, -es) degree (-er, -est)

+Use Technology!http://esu3vocab.wikispaces.com

+

Personal Reflection

Sentence Stem:As a result of this session, I will _____.

Whip-Around (or Pass)Each person quickly share in round robin fashion