VOCABULARY INSTRUCTION PART II

Maxwell Professional LearningTuesday, November 5, 2013

**Please sit in tables of 4-5 with colleagues from different teams.

PROFESSIONAL LEARNING NORMS• Be an active participant• Allow time for questions and

discussions• Take what you can use • Be willing to try something new

GREETING – ONE MINUTE GREETING

DESIRED OUTCOMES To celebrate progress made with

vocabulary instruction Review 3 Tiers of Vocabulary Set goals for strengthening vocabulary

instruction this year

LAST YEAR’S DATA - TCAP 2013

1 2

Yay !!!

DISCUSSION (5)

Table Talk: Name one thing you did differently with

vocabulary last year that made a difference for

students.

EVIDENCE (2)

EVIDENCE

CURRENT DATA – DEA

Language & Vocabulary = 26.2% Proficient/Advanced

Language & Vocabulary = 36.9% Proficient/Advanced

WHY EXPLICITLY TEACH VOCABULARY?

3 of 6 Common Core Anchor Standards for Language are vocabulary standards

Two types of vocabulary specified in CC: general academic & domain-specific

It is now well accepted that the chief cause of the achievement gap between socioeconomic groups is the language gap - E.D. Hirsch (2003)

VOCABULARY & READING ABILITY If the words are present in a child’s oral

vocabulary, comprehension should occur as the child decodes and monitors the oral representations. However, if the print vocabulary is more complex than the child’s oral vocabulary, comprehension will not occur. (Kamil & Heibert, 2005)

From Marzano & Simms (2013). Vocabulary for the Common Core

TIERS OF VOCABULARY Tier 1 – common words

Acquired through conversation, reading, and daily experiences

Exception: Students from lower-SES families and EL Tier 2 – “general academic”

Commonly used in academic and professional writing but rarely used in speech or informal settings

Tier 3 – “domain-specific” Specific to a discipline or field of study

Tier 3

Tier 2 Tier 1

ACTIVITY (15)1. Take 5 index cards from the center of your table. 2. On each card, write one vocabulary word from

your weekly vocabulary list for a total of 5 words on 5 cards.

3. With your tablemates, sort your words into Tier 1, Tier 2, Tier 3 words.

4. Choose a recorder. 5. Record your word sort on the paper provided. Be

sure to include the names of your group members on the page.

RESEARCH Vocabulary instruction has the greatest

effect when it focuses on a reasonable number of important academic terms rather than on high frequency word lists. (Marzano, 2004)

Multiple exposures to words needed (Jenkins, Stein, & Wysocki, 1984)

Understanding and retention improve when students interact with words in a variety of ways (Beck, McKewon, & Kucan, 2002)

RESEARCH Students need opportunities to think

deeply about new words using nonlinguistic representations, comparison, metaphors, etc. (Marzano, 2004)

From Silver, Dewing, & Perini (2012) The Core Six: Essential Strategies for Achieving Excellence with the Common Core.

VOCABULARY CODE Connect – make connections to new words Organize – understand how words relate to

one another Deep-Process – use thinking strategies and

multiple forms of representation to develop deep conceptual understanding

Exercise – meaningful review and practice activities

Handout

The Abc’s of Teaching Academic

Vocabulary(a read aloud)

GOAL SETTING

On another index card, write your name & one goal for strengthening your vocabulary instruction this year.

- then - Write your goal in your Professional

Learning Log.