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Academic vocabulary
This document discusses strategies for teaching academic vocabulary. It describes two forthcoming books on blended vocabulary instruction and effective mini-lessons. It explains the importance of vocabulary and different levels of word knowledge. It also provides examples of strategies like modeling vocabulary use, reading aloud, connecting words, and using TIP charts and vocabulary logs. Recommended websites for vocabulary practice are also included.
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Academic vocabulary
- 1. Academic Vocabulary: Powerful Strategiesand Digital Connections ANGELA PEERY, ED. D. DRANGELAPEERY@GMAIL.COM
- 2. Two Forthcoming Books BLENDEDVOCABULARY o Modeling and school culture o Direct instruction o Digital tools o Incidental learning opportunities ITâS A SNAP VOCABULARY o Effective instruction o Specific mini-lesson structure o 100+ ideas for mini-lessons
- 3. The Importance ofVocabulary Why do our students need to enlarge their vocabularies? What will robust vocabularies help them do?
- 4. Robert Pondiscio (2014)notes, âTo grow up as the child of well- educated parents in an affluent American home is to hit the verbal lottery.â
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- 6. Levels of Knowinga Word 1. No knowledgeânever heard or saw the word 2. May have heard it, but donât really know what it means 3. Can make general associations with the word & recognize it within context (receptive vocabulary) 4. Have a rich understanding of the word & can use it in speaking and writing (expressive vocabulary) Edgar Dale, 1965
- 7. Rank These Words⌠EnigmaticLachrymose Cupidity Peignoir Verbosity Flumadiddle Hircine Fete Kerflooey Sempiternity Palliative Selenology Heptad Foist Condesplaining Pedantic Guanciale Microvolunteerism Natter Huitlacoche Blurbification Wistful Mostarda Caterwaul
- 8. The Link toInstruction How could you use the four stages of word learning with your students?
- 9. What Words ToTeach?
- 11. How To SelectWords Name the unit of study Tier 1 Tier 2 Tier 3 Teach, teach, teach!
- 12. Sort the Words1 A space probe is an unpiloted spacecraft that leaves Earthâs 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
- 13. Sort the Words1 A space probe is an unpiloted spacecraft that leaves Earthâs 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
- 14. Sort the Words2 Great whirling storms roar out of the oceans in many parts of the world. They are called by several namesâhurricane, 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 earthâs 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: Earthâs Mightiest Storms, 1996
- 15. Sort the Words2 Great whirling storms roar out of the oceans in many parts of the world. They are called by several namesâhurricane, 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 earthâs 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: Earthâs Mightiest Storms, 1996
- 16. Remember⌠âTeachable moments areimportant; 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.â S. Neuman & T. Wright, All About Words
- 17. The Blended VocabModel Direct instruction Digital tools Effective instructional strategies
- 18. Modeling All adults inthe school â ⌠Model robust vocabulary (how?) ⌠Show your interest in words (how?)
- 19. Reading Aloud Reading aloudonce a day exposes your students to an additional 540 words per year. Reading aloud twice a day exposes your students to more than 1000 words per year. Select three tier 2 words (general academic vocabulary) to briefly instruct upon along with your read-alouds. Recommendations from Isabel Beck
- 20. Connect-a-Word Strategy To prepare,the teacher makes a set of words from the unitâs word wall or list. During class time, she distributes one word card to each student. To begin, a student places his word in the center of the floor and provides a definition. Any student can follow, placing his/her word on the floor touching the first word and tells the relationship between the two words by using them in a sentence. Then the game continues.
- 21. TIP Chart (S.Rollins, 2014) Term Information Picture
- 22. TIP Chart Example Term InformationPicture EPIPHANY (A sudden and profound understanding of something) An a-ha! An in-the- moment deeper understanding
- 23. Vocabulary Log Word Partof Speech Context (How was it used when you read, heard, or saw it? Provide enough context for others to understand. Cite your source.) Definition (Put in your own words, matching the part of speech.) Application (Write a sentence of your own or use the word in enough context for others to understand the meaning.) 1. 2. 3.
- 24. Great Sites Freerice.com (manylevels of difficulty) Prepfactory.com (for SAT and ACT practice) Dictionary.com (word of the day email) Wordspy.com (guide to new words)
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- 29. Letâs ConnectâŚ. Website: drangelapeery.com Facebook:Dr. Angela Peery Twitter: @drangelapeery Slideshare: slideshare.net/AngelaPeery1 Amazon: tinyurl.com/jdnpres
Editor's Notes
- #3Â Solution Tree, 2016
- #4 Ubiquitous vocabulary â 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. "immerse the paper in water 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 was immersed in his work" There are large disparities in elementary curricula â in number of words taught, types of words, methods, etc. They are chosen in various ways, too, and sometimes by publishers. I believe thereâs a better wayâŚ.
- #5Â 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 â there is no desired spurt or ideal time to grow it (Nagy & Scott, 2000). End of high school â a college-ready student needs to know about 80,000 words (Hirsch, 2003). Thus, students need to be continually immersed in words.
- #8Â From freerice.com Prepfactory.com Dictionary.com word of the day and Food Network And wordspy.com From freerice.com Prepfactory.com Dictionary.com word of the day and Food Network And wordspy.com Peignoir â pain noir â negligee Peignoir -- resembling a goat Sempiternity â synonym of eternity, infinity Heptad â a group or set of 7 Pedantic â synonym of finicky Fete â celebration, festival Flumadiddle â utter nonsense Kerflooey â falling apart or breaking down Selenology â study of the moon
- #18Â A. Modeling â model robust vocabulary and an interest in words (all adults) B. Teaching â teach targeted words using proven strategies, including using digital tools C. Incidental learning â provide a print-rich environment and literacy experiences, plus use digital tools for independent practice
- #19Â 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, âJackson, please ambulate to the main office and deliver this for me,â or âPlease convey this document to the authority who is noted at the top.â 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 loudspeakerâanywhere students see and hear words. Thatâs where teachers can find an opportunity to model enthusiasm about words and, if the moment is right, provide students with a quick synonym or summary for a word so that they can begin to understand it, at the least, on a surface level. In the current climate of demanding standards, abundant content, and countless hours of testing, teachers often say they donât have enough time to teach. Remembering to be a good model of word learning takes very little extra time during the day. Instead, itâs an integrated approach to excite enthusiasm for word learning that can go far in enhancing literacy learning for our students. This portion of our model aligns most closely with Beckâs advice about providing many encounters with words over time. Teachers who remember to use certain synonyms for words like âwalkâ and âtalk,â for example, will support their students in using the same more precise and less common words. This segment of our model also follows Gravesâs suggestion to foster word consciousness. Teachers are, in our opinion, perhaps the best models of being interested in and delighted by words.
- #20Â According to Isabel Beckâs figures, if teachers read aloud once a day, students would be exposed to an additional 540 words a year, and for those teachers who read twice each day, students are introduced to more than one thousand additional words in the span of a school year. This is a perfect example of how to create exposure and provide incidental word learning opportunities. Beck (2002) suggests selecting three Tier 2 words each time you read aloud. Tier 2 words, as we discussed in length previously, are high-utility, cross-content words. This means that you should carefully select words from each read-aloud that you deem useful in many contexts. With little preparation and little additional time, teachers can easily incorporate the anchored word-learning strategy into everyday read-alouds. 1. Context: Read each targeted word in context and briefly bring attention to it. It is very important for students to hear a complete, fluent reading of the entire text first. Do not engage in lengthy discussion of any of the words as you read aloud. 2. Spelling and sound: Have students repeat each word aloud. Write the word on a sentence strip, saying the letters aloud as you write the word. Have students voice anything they notice that is unusual about the spelling, such as double letters, silent E, and so forth. Have young students air write the word while saying each letter aloud. Older students can spell the words by forming each letter on the palm of the opposite hand or tracing letters on their desks. 3. Provide the meaning: Reread the words in context and provide the meaning of each with a student-friendly definition. 4. Extended examples: Provide examples for each word beyond the context of the story. Encourage students to provide examples of their own so they personalize the word, relating it to their own context. 5. Read-aloud word wall: To create a simple way to review words and provide an opportunity for multiple exposures, create a community word wall featuring words specifically found in read-alouds.
- #22Â The TIP acronym stands for Term, Information, Picture. Basically, a TIP Chart (Rollins, 2014) is a three-column poster displayed so that students can quickly use it to remind them of the meaning of an important content-area word. In essence, itâs a vocabulary anchor chart. Unlike the original Frayer Model or the adapted one described previously, the TIP Chart is useful for words that are fairly straightforward in meaning â not ones that have heavy conceptual weight. The TIP Chart, after completion, needs to serve as an âat a glanceâ reference for important disciplinary words, and this overarching purpose must be kept in mind if the strategy is to be most beneficial.