A Rainbow of Fruity Flavor by *Micky I am inspired An by... adventure that you have had in What is your education favorite thing to do in the summer? If you were stranded on a deserted island, what three objects would you want to have? I am passionate about...
True or False1. Reading 14 minutes a day means reading over 1,000,000 words a year.2. Preschool or children’s books expose you to more challenging vocabulary than do prime-time adult TV shows.3. Vocabulary can be learned through reading and talking.
Why teach Vocabulary? Research shows a student with no direct vocabulary instruction, scores in the 50th percentile ranking.Well Forsake Our Ages and Pretend We Are Children by Brandon Christoper Warrenon Flickr
The same student… … after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.Just like heaven (2) by Karin Elizabeth onflickr
Early vocabulary knowledge is a predictor ofcomprehension in later years. (p. 2- Creating Robust Vocabulary) Classic Strobist Shot by B & K Weaver on flickr
Background knowledge is moreimportant to the understanding of reading than IQ. Read by sabeth718 on flickr
Baca Buku by xiangxi on Flickr 1st graders from highSES know 2X the words of kids from low SES. (Bringing Word to Life p.1)
• Biemiller, in his research for Primary Grade Vocabulary Instruction, proposes that children need to know at least 4000 meanings for words by the end of 1st grade to progress at an "average" rate, and these arelearned in a more or less predictable sequence.
Did you know?In 1st and 2nd grade,children need to learn800+ words per year,about 2 per day. For the love of books by Chocolate Geek onIn 3rd grade, childrenneed to learn between2000-3000 new wordseach year, about 6-8per day. flickr
Children in Pre-K need experiences using varied vocabulary during meal times, intellectually challenging conversations, rich curriculum, dialogic reading in school, and home book reading time.Jigsaw by khrawlings on flickr
Children with better vocabularies tend to have better phonological skills and better decoding skills.pathwaystoreading.com
Higher Performing = Low Performing 3rd Graders Seniors (Bringing Word to Life p.1) Vocab ulary
High rankingseniors know4x as manywords aslowerperformingseniors. Phil by Adam DeClercq on flickr Bringing Words to Life p. 1
? by atomicity on flickr Did you know?There is a strong correlation betweenvocabulary knowledge and comprehension.
Words…People’sknowledge of One day this will seem like youth by Greg Gladman on Flickrany topic isencapsulated inthe terms theyknow that arerelevant to thetopic.(Building Academic Vocabulary p.1)
“Carving is appropriate for most green and blue slopes, and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to faceplant.”based on “Building Vocabulary: Teacher’s Manual” by Robert J. Marzano and Debra J.Pickering.
Why Teach Vocabulary? "Teaching specific terms in specific ways is the strongest action a teacher can take to ensure academic background."http://www.photographyblogger.net/12-interesting-question- • (Building Academic Vocabulary p.1)mark-pictures/
Words are not just words. They are the nexus—theinterface—between communication and thought.• Marilyn Jager Adams (2009, p. 180) • Common Core Appendix A
Activity 2:Compare SJSD present vocabularyinstruction by grade level to theCommon Core Vocabulary by gradelevel.
What? So What? Now What? focusin mind by miuenski
What Words to TeachAmor de Palabra Word Love by Javier Volcan
Is there a list of grade-specific words teachers should be teaching? Vocabulary by Akira ASKR
Common Core State Standards Identify Three Tiers of Words Domain-specific 3 General academicwords found more in text than speech 2 1 Everyday Speech
Tier 1• Words of everyday speech• Usually learned in the early grades• Not considered a challenge to the average native speaker• Not the focus of SJSD vocabulary study
Tier 2Tier Two (general academic words) are far more likely to appear in written texts than in speech.They appear in all sorts of texts.
Informational Text A gifted writer steeped in Enlightenment, Jefferson wrote, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness." http://bsapp.com/forensics_illustrated/text.htm -Declaration of Independence, 1776relative, vary, formulate, specificity, and accumulate
Literary Text • John appeared in the room. • My parents made an appearance. • In an interview your appearance is key. • You appear to be annoyed with me . • By all appearances the team had given up.
Tier 2 Represent subtle or precise ways to say relatively simple things -- saunter instead of walkHanging On by Steve-h
Tier 3Tier Three wordsare specific to adomain or field ofstudy. lava, piano, carburetor, legislature,circumference, aorta Junior Year by flickr./com/photos/amanda_munozIsabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
Tier 3Tier Three words are o key to understanding a new concept. o far more common in informational texts than in fiction. Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
Tier 3 Often explicitly defined by the author of a text, repeatedly used, and heavily scaffolded ie: made a part of a glossary. New Section - Food Glossary! by LexnGerIsabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
Magnetic Fridge Poetry by Steve A. JohonsonActivity: Tier Word Sort
Tier 2 Focus• Tier Two words are referred to in the Common Core State Standards as “general academic” words.• Could be words that describe more specifically or that elevate tone, like writing mention instead of tell, or fortune instead of luck.
Tier 2 FocusThey are the words that grant students access to academic discourse, words that are used to discuss, persuade, and explain across disciplines, words like argument, significance, characteristic, and question.
Beck’s Criteria for Identifying Tier 2 WordsImportance and utility:• Characteristic of mature language users• Appear frequently across a variety ofdomains
Beck’s Criteria for Identifying Tier 2 WordsInstructional potential: Can be worked with a variety of ways so that students can build rich representations of them and of their connections to other words and concepts.
Beck’s Criteria for Identifying Tier 2 WordsConceptual understanding: Students understand the general concept but they provide precision and specificity in describing the concept (Beck, Kucan, McKeown 2002, p. 19)
Tier 2 Example• Read the excerptfrom Bringing Wordsto Life by Beck,McKeown, Kucan,pages 16-17.• As a group, discussthe words andrationale provided bythe author.
Let’s Try It!The servants would never comment on this strangeoccurrence [finding the kitchen clean even though none ofthem were seen doing the cleaning], each servant hopingthe other had tended to the chores. Never would theymention the loud noises they’d hear emerging from thekitchen in the middle of the night. Nor would they admit topulling the covers under their chins as they listen to thesound of haunting laughter that drifted down the halls totheir bedrooms each night. In reality they knew there was amore sinister reason behind their good fortune.
Key Thoughts from our Anchor Texts• Kids do not learn the same words at the same rate• There are no grade specific word lists• Choosing words can be quite arbitrary Anchor by Leo Reynolds
More Key Thoughts...• Chosen words need to be used in a variety of ways• In primary texts, if unknown words do not appear in the text, other words can be chosen to represent a concept (Beck, p.22)• What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford (Marilyn Jager Adams (2009, p. 180), Common Core Appendix A)
Circle, Square, TriangleReflect: Circle: What question is still circling in your mind? Square: What are two things that square with your beliefs about vocabulary? Triangle: What are three points you learned today?Please post your geometric shape on the corresponding anchor chart.
Texts• Bringing Words to Life: Robust Vocabulary Instruction (Isabel Beck, Margaret McKeown & Linda Kucan)• Building Academic Vocabulary: Teacher’s Manual (Robert Marzano & Debra Pickering)• Creating Robust Vocabulary: Frequently Asked Questions (Isabel Beck, Margaret McKeown & Linda Kucan)• For the Love of Words: Vocabulary Instruction that Works (Diane Paynter, Elena Bodrova & Jane Doty)