Academic vocabulary

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Teach Argumentation Effortlessly

Academic Vocabulary: Powerful Strategies and Digital Connections

Angela Peery, Ed. D.drangelapeery@gmail.com

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Two Forthcoming BooksBLENDED VOCABULARY

Modeling and school culture Direct instruction Digital tools Incidental learning opportunities

ITS A SNAP VOCABULARY

Effective instruction Specific mini-lesson structure 100+ ideas for mini-lessons

Solution Tree, 20162

The Importance of Vocabulary

Why do our students need to enlarge their vocabularies?

What will robust vocabularies help them do?

Ubiquitous vocabulary what does this mean? present, appearing, or found everywhere "his ubiquitous influence was felt by all the family"synonyms: omnipresent,ever-present,everywhere,all over the place,pervasive,universal,worldwide,global;rife,prevalent,far-reaching,inescapable

What does it mean to immerse students in words?dip or submerge in a liquid."immersethe paperinwater for twenty minutes"synonyms:submerge,dip,dunk,duck,sink,plunge;soak,drench,saturate,marinate,wet,douse,souse,steep"litmus paper turns red on being immersed in acid"2.involve oneself deeply in a particular activity or interest."she immersed herself in her work"synonyms:absorb in,engross in,occupy by/with,engage in,involve in/with,bury in,swamp with,lose oneself in;busy with,preoccupy with,fixate on/upon"Elliot wasimmersed inhis work"

There are large disparities in elementary curricula in number of words taught, types of words, methods, etc. They are chosen in various ways, too, and sometimes by publishers. I believe theres a better way.

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Robert Pondiscio (2014) notes, To grow up as the child of well-educated parents in an affluent American home is to hit the verbal lottery.

Highest rate of vocab development occurs during preschool years (Farkas & Beron, 2004).Early vocab intervention can help students catch up. Children whose deficits are resolved can achieve grade-level expectations in 4th grade and beyond (Bishop & Adams, 1990). The quantity and quality of adult talk (teachers, parents) cand mediate socioeconomic status (Mol & Neuman, 2012).Gains in oral vocab development can predict growth in comprehension and later, reading performance (Elleman, Lindo, Morphy, & Compton, 2009). Word learning is cumulative there is no desired spurt or ideal time to grow it (Nagy & Scott, 2000). End of high school a college-ready student needs to know about 80,000 words (Hirsch, 2003). Thus, students need to be continually immersed in words.4

Receptive vs. Expressive

Levels of Knowing a WordNo knowledgenever heard or saw the wordMay have heard it, but dont really know what it means Can make general associations with the word & recognize it within context (receptive vocabulary)Have a rich understanding of the word & can use it in speaking and writing (expressive vocabulary)Edgar Dale, 1965

Rank These Words EnigmaticLachrymoseCupidityPeignoir VerbosityFlumadiddleHircine FeteKerflooeySempiternityPalliativeSelenology HeptadFoistCondesplainingPedanticGuancialeMicrovolunteerismNatterHuitlacocheBlurbificationWistfulMostardaCaterwaul

From freerice.comPrepfactory.comDictionary.com word of the day and Food NetworkAnd wordspy.com

From freerice.comPrepfactory.comDictionary.com word of the day and Food NetworkAnd wordspy.com

Peignoir pain noir negligeePeignoir -- resembling a goatSempiternity synonym of eternity, infinityHeptad a group or set of 7Pedantic synonym of finickyFete celebration, festivalFlumadiddle utter nonsenseKerflooey falling apart or breaking downSelenology study of the moon

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The Link to InstructionHow could you use the four stages of word learning with your students?

What Words To Teach?

How To Select Words

Sort the Words 1A space probe is an unpiloted spacecraft that leaves Earths orbit to explore the Moon, planets, asteroids, comets, or other objects in outer space as directed by onboard computers and/or instructions sent from Earth. The purpose of such missions is to make scientific observations, such as taking pictures, measuring atmospheric conditions, and collecting soil samples, and to bring or report the data back to Earth. Numerous space probes have been launched since the former Soviet Union first fired Luna I towards the Moon in 1959. Probes have now visited each of the planets in the solar system.

Engelbert, 2009, as cited in All About Words

Sort the Words 1A space probe is an unpiloted spacecraft that leaves Earths orbit to explore the Moon, planets, asteroids, comets, or other objects in outer space as directed by onboard computers and/or instructions sent from Earth. The purpose of such missions is to make scientific observations, such as taking pictures, measuring atmospheric conditions, and collecting soil samples, and to bring or report the data back to Earth. Numerous space probes have been launched since the former Soviet Union first fired Luna I towards the Moon in 1959. Probes have now visited each of the planets in the solar system.

Engelbert, 2009, as cited in All About Words

Sort the Words 2Great whirling storms roar out of the oceans in many parts of the world. They are called by several nameshurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earths mightiest storms.Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low-pressure areas over warm oceans give birth to hurricanes.

Lauber, P. Hurricanes: Earths Mightiest Storms, 1996

Sort the Words 2Great whirling storms roar out of the oceans in many parts of the world. They are called by several nameshurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earths mightiest storms.Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low-pressure areas over warm oceans give birth to hurricanes.

Lauber, P. Hurricanes: Earths Mightiest Storms, 1996

RememberTeachable moments are important; however, they will not be sufficient for students to engage in complex texts. Rather, we will have to be much more strategic about word learning than our previous standards or instructional guidelines have acknowledged. S. Neuman & T. Wright, All About Words

The Blended Vocab ModelDigital toolsEffective instructional strategies

A. Modeling model robust vocabulary and an interest in words (all adults)B. Teaching teach targeted words using proven strategies, including using digital toolsC. Incidental learning provide a print-rich environment and literacy experiences, plus use digital tools for independent practice

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ModelingAll adults in the school Model robust vocabulary (how?)Show your interest in words (how?)

The first part of the framework, modeling, calls attention to what many excellent teachers of vocabulary do almost seamlessly. These teachers speak to students in ways that other teachers may not. For example, Angela once knew a teacher who would use all sorts of synonyms for basic or overused words with her students. If she needed a student to take the attendance information or some other document to the office, she might say something like, Jackson, please ambulate to the main office and deliver this for me, or Please convey this document to the authority who is noted at the top. She strove to use unfamiliar and sometimes far more sophisticated words to replace words like walk, go, take, say, good, and nice. Because she often accompanied unfamiliar words with a known task or exaggerated gestures, her students quickly grasped a basic definition. They enjoyed figuring out what she was saying, and many of them also delighted in using the terms they had learned in their other classes. Other teachers were impressed that these students, many of whom struggled mightily in reading and writing, learned useful, rich words through such indirect means. This is a great example of an intentional, embedded method of promoting rich word learning.

Another part of modeling is attending to unusual or unknown words when they appear in text a class is reading aloud, a video they are viewing, in announcements coming over the loudspeakeranywhere students see and hear words. Thats where teachers can find an opportunity to model enthusiasm about words and, if the moment is right, provide students with a quick synonym or summa