This document discusses strategies for vocabulary development in schools. It introduces tiered vocabulary words and provides research showing the importance and benefits of explicit, systematic vocabulary instruction. The document models applying sequenced steps to teach sample tier 2 words and encourages exploring available instructional resources.
Word Up! Vocabulary Instruction in the 21st Century ClassroomJennifer Jones
This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide vocabulary instruction focus. This workshop includes the work of Marzano, the 6-Step Process, Vocabulary Notebooks, the work of Beck & McKeown, and the creation of Text Talk lessons.
Word Up! Vocabulary Instruction in the 21st Century ClassroomJennifer Jones
This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide vocabulary instruction focus. This workshop includes the work of Marzano, the 6-Step Process, Vocabulary Notebooks, the work of Beck & McKeown, and the creation of Text Talk lessons.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
First and Second Language acquisition by Carlos Cabezascabezasguerrero93
In these slides you can find information about first and second language acquisition, as well as the theories about the origin of language and how a child and a adult acquires it.
Finding your voice in facilitating productive conversationsLearning Forward
Learning to lead a meeting is more than just managing agendas. It means reading the group’s mood and stepping in at the right moment to turn attention back to productive work. Learn how Jennifer Abrams encourages facilitators to challenge themselves as part of their learning process.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
First and Second Language acquisition by Carlos Cabezascabezasguerrero93
In these slides you can find information about first and second language acquisition, as well as the theories about the origin of language and how a child and a adult acquires it.
Finding your voice in facilitating productive conversationsLearning Forward
Learning to lead a meeting is more than just managing agendas. It means reading the group’s mood and stepping in at the right moment to turn attention back to productive work. Learn how Jennifer Abrams encourages facilitators to challenge themselves as part of their learning process.
This slide-share is to offer a source for any person that needs it. The images and different parts are not owned by the person who did this presentation. It is intended to help other people, not to promote anything.
This presentation contains different reading techniques for beginning and struggling readers. This slides include ways on how to effectively teach reading among learners in response to the implementation of national learning camp. In doing so, it prevents future concerns in reading efficacy in lieu of providing quality reading efficacy. As such, there is a consistent delivery of instructions for pedagogical concerns may hamper the development of such life skills
1. TIERED
WORDSI really have to try hard
while climbing this big
mountain!
I really have to be
persistent while
climbing this enormous
mountain!
2. “Mom, I finally
learned the words
that describe me…
pugnacious and
cantankerous!”
“That pizza
looks
hideous!”
“Mom, I’ve been thinking
all day of a perfect word
that describes President
Bush…..”
3. GOALS of this SESSION
• Introduce strategies that are being tried out in
different schools
• Review some relevant research related to
vocabulary development
• Identify and interact with Tier 2 vocabulary
words.
• Practice explicit, systematic steps in vocabulary
introduction.
• Encourage risk taking and accept that we will
make mistakes while practicing.
• Explore resources that are already out there for
you to use.
4. Before We Get Started
Let’s review our packet
Three Tiers of Vocabulary
Steps of explicit, systematic introduction
7-Up
What tier is this word?
What’s the number for?
Megatimer
5. LeMoyne Elementary
• Early on we realized that with the
extended reading and math blocks we
weren’t doing a thorough job in the content
and writing areas.
• To add to this frustration, many students
could not read grade level text books …
WHAT TO DO?
6. Once the blame game stopped,
we began to put our heads together
• We started to examine the
prospect of infusing
differentiated content
related literature into our
reading block.
• Content teachers began to
ask questions about
explicit, systematic
instruction – Meg Gregory
will add to what I have
said.
7. Let’s at some of
the research related
to vocabulary
development
10. Differences in exposure to words overDifferences in exposure to words over
one yearone year
Children in Professional Families -- 11 millionChildren in Professional Families -- 11 million
Children in Working-Class Families -- 6 millionChildren in Working-Class Families -- 6 million
Children in families who receive govChildren in families who receive gov’’t assistancet assistance
-- 3 million-- 3 million
Children Caught in the Vocabulary Gap!
11. What is the Matthew Effect?
• This is referred to as the Matthew Effect
where the rich get richer and the poor get
poorer.
12. What can teachers do to solve
this problem?
Teachers must make effective
vocabulary instruction a high priority in
the educational system.
According to research, teachers must
make vocabulary instruction vigorous,
strong, and powerful to be effective.
13. Components of a Vocabulary
Program
• High-quality Classroom language
• Reading Aloud to Students
• Explicit Vocabulary Instruction
• Word-Learning Strategies
• Wide Independent Reading
14. “We learn words up to 4 times
faster in a familiar context than
an unfamiliar one.”
• Consider “topic immersion” as a good way
to induce fast vocabulary gains for young
children – staying on a subject long
enough for the topic to become familiar
• Treat read alouds and the challenging
conversation they generate as
fundamental to building knowledge.
15. What makes successful
vocabulary instruction?
A successful approach to vocabulary
instruction involves directly explaining the
meanings of words along with thought-
provoking, playful and interactive follow-
up.
17. “Making Words Stick”
• How do I introduce and teach words so
that they “stick”?
• Use the research-based analytical steps
for teaching vocabulary
18. “Let’s Practice...”
• “She’s just too much of a distraction and I’ve been getting calls from the
other parents. They’re afraid those stripes may be contagious.”
19. Sequenced Vocabulary Instruction
• First, contextualize the word for its use in the story that you are reading.
– “She’s just too much of a distraction and I’ve been getting calls from the
other parents. They’re afraid those stripes may be contagious.”
• Next, ask the children to repeat the word so that they can create a phonological
representation of the word.
– “Say contagious with me.” (clap it out)
• Next, explain the student friendly meaning of the word.
– “Contagious means an illness that can spread to other people.”
• Provide examples in contexts other than the one used in the story.
– “The surgeon scrubbed his hands to prevent the spread of contagious
germs.”
• Have students interact with the word…
• “Could you be contagious if you went to work with strep throat?
20. – If I say something about which you would be “contagious”, say
“contagious”…
• Going on vacation
• Pink eye
• Riding a bike
• Head lice
• MRSA
• Mowing the lawn
• Complete this sentence…“I would be contagious if I …”
Conclude with having students see the word and say the word…
• What’s our word that means “an illness that can be spread to other people?’
– contagious
22. Tier 1 Tier 2 Tier 3
Description Basic words
that most
children know
before entering
school
Words that
appear
frequently in
texts and for
which students
already have
conceptual
understanding
Uncommon
words that are
typically
associated
with a specific
domain
Examples clock, baby,
happy
sinister,
fortunate,
adapt
isotope,
peninsula,
bucolic
(Beck, McKeown, Kucan, 2002)
Selection Criteria
for Instructional Vocabulary
23. How do I determine that a word is TIER 2?
Word Is this a
generally
useful
word?
Does the
word relate
to other
words and
ideas that
students
know or
have been
learning?
Is the word
useful in
helping
students
understand
text?
If you
answer yes
to all three
questions,
it is a tier 2
word. If
not, it is
probably a
tier 3 word.
24. Let’s practice identifying Tier 2
words – coaches and specialists please support
groups
• TASK: On your table, you will find a variety of social studies
and science related literature.
• With an elbow partner, choose a book that is interesting to you.
Identify (4 )Tier 2 words. Use the selection criteria to help guide
you through this process.
• Once you have selected the words, each partner should choose
one word each. Then take turns in going through the systematic
steps in vocabulary instruction. Refer to the yellow
SEQUENCED VOCABULARY INSTRUCTION to write down the
steps. Your elbow partner will listen and then you will switch.
• THIS TAKES PRACTICE and TIME
27. Let’s EXPLORE!!!!
• Good NEWS! There are many, many
resources available for you to use
• http://www.fcrr.org
• http://www.vocabularya-z.com
• www.edc.org/CCT/PMA
29. Research shows that average students
learn approximately 7 words per day
(Miller, 1978).
At-risk students are learning less than 1-2
words per day or none at all.
But there are too many words in the
English language to teach!
Not all words call for attention (Beck,
2001)
30. More Research Findings…
• Third grade students with restricted vocabularies
have declining comprehension scores
• The gap continues to widen during the
elementary years.
• By the end of second grade, students in the
highest vocabulary quartile know 4000 more root
words than students in the lowest vocabulary
quartile.
31. • Intensive students can learn new words at
the same rate as benchmark students
• However, it is not enough to enable them
to catch up to their peers.
By fifth grade, intensive students only
achieve the vocabulary knowledge of the
average second grader.
32. Reflect…
• Do I provide activities that include more
than repetitive practice?
• Do I vary the ways I teach new words?
• Do I assume that, once taught, a word is
learned?
• Who does the talking about new words?
Editor's Notes
We can’t improve our students’ comprehension unless we also pay serious attention to building our students’ word and world knowledge.
Matthew Effects – The result is that the vocabulary gap between children with reading problems and proficient readers grow wider every year!
Phonological awareness skills can be taught. One of the primary difficulties in sustaining early gains in reading is the lack of adequate vocabulary to meet the broad academic demands that begin in the upper-elementary grades and continue throughout schooling.
Which of these is least applicable in K and 1st grade classrooms?
The last two - word learning strat
egies and wide independent reading- are problematic in K and 1 because these children do not yet have adequate reading skills to engage in the amount of reading necessary to close the gap.
In K and 1, vocabulary development should be about building children’s oral vocabulary – the words they understand when they hear them and use them in their own speech
CALL UP A VOLUNTEER TO READ ALOUD
This wonderful new book from Isabelle Beck provides a good guide to what we mean about explicit and robust instruction to build children’s vocabulary so that it will help them in reading comprehension.
Refer to handout – Making Words Stick
While I read aloud I want you to be thinking about what words in this story might be tier 2 words. Jot them down as I read. Be prepared to share. While you are llistening, Molly will be part of my thinking bubble. She will act like a typical kid when challenged by a unfamiliar word
Let’s Go Ahead and practice on a popular read aloud -
The matthew effects when good readers are successful, read more leading to more exposure to words. Poor readers view themselves as failures and read less. Leading to greater gaps between them and their peers. Most of the language studenets are exposed to in school is restricted to words included in the vocabulary of the average six year old.