1 Bolstering Confident and Competent Vocabulary Use Through Explicit Instruction From a Presentation...

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Bolstering Confident and Competent Vocabulary Use Through

Explicit Instruction

From a Presentation by Dr. Kate KinsellaSan Francisco State University

ED.810.629/Supporting English Language Learners inLiteracy and Content Knowledge Development (SELL)

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Read Dr. Kinsella’s overview of effective vocabulary

instruction

Heard about the components of a school-wide vocabulary

development program

Identified common vocabulary activities that fail to teach

word meanings

Learned the steps in the research-informed explicit

instructional routine

Viewed of taped lessons with explicit vocabulary instruction

Outcomes:By the need of today’s class we will have

Read the two pages that have been assigned to you from the article: “Preparing for effective vocabulary instruction.”

Highlight the main points Get together with your classmates

and share your section. Work with your classmates to create a

four sentence summary of the article.

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Building Academic Vocabulary: Instructional Cornerstones

1. Fluent, Wide Reading with Increased Nonfiction

3. Word Knowledge & Study Strategies

4. Structured Contexts for Applying New Words in Speaking, Writing

Increased Lexical Power & Reading/Writing Proficiency

2. Explicit Teaching of Critical New Words

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Percentile Rank on Chapter Test

9080706050403020100

No VocabularyInstruction

Explicit Vocabulary Instruction: Content Related Words

(effect size = .97)

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Impact of Explicit Vocabulary Instruction

Stahl & Fairbanks (1988)

o Independent or collaborative dictionary work devoid of explicit prior instruction in word meaning

o Activities devoid of explicit prior instruction: word sorts, word walls, crossword puzzles, work sheets

o Sustained silent reading to get exposure to new words

o Context meaning guessing versus analysis followed by verification of work meaning and additional examples

o Preparation-free meaning mentioning by the teacher at the point of word encounter within a lesson 6

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A common assignment in both elementary and secondary classes is looking up a list of lesson terms in a desktop dictionary then applying the new words in original sentences. Consider the potential limitations of this widespread task in terms of genuine vocabulary learning.

WHY?

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Definition: categorize, v.t.

Random House Webster’s Dictionary (2001): to arrange in categories; classify. Longman Advanced American Dictionary (2001): to put people or things into groups according to what type, level, etc. they are, or to say what group they are in.

The population is categorized according to age, gender and occupation. How would you categorize your relationship with your parents?

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Receptive Vocabulary:

Expressive (Productive) Vocabulary:

words that are recognized and understood when we hear or see them; typically much larger than expressive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and connotations, or ever use them as we speak and write

words we use comfortably in speaking and writing

Receptive vs. Expressive Word Knowledge

Conscientiously directing students’ attention to a new word, language rule, or form;

Clearly explaining and demonstrating that language element;

Guiding appropriate use of newly-taught language elements in a gradual release model: I do it, We do it, You do it;

Providing ample meaningful opportunities for use of newly-taught language elements with high accountability for application.

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Guide students in reading and pronouncing the word a few times.

Have students clap/tap out the syllables for polysyllabic words.

Provide a cognate connection when possible.

Explain the meaning using familiar language.

Provide two examples within students’ experiential realm.

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“Natural”Grade 3 - "Natural"

Write down the steps the teacher goes through to teach this word.

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Grade 4 - "Ecstatic"

Write down the steps Dr. Kinsella uses

to teach this word

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(You either know a word or you don’t.)

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(Our familiarity with a word exists upon a continuum of knowledge.)

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Noun Verb Adjective Adverb

accuracyinaccuracy

accurateinaccurate

accuratelyinaccurately

prediction predict predictableunpredictable

predictably

production produce productiveunproductive

productivelyunproductively

dependenceindependence

depend (on/upon sth)

dependentindependent

symptom symptomaticasymptomatic

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Academic talk is “comprehensible verbal output” addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar.

Dutro & Kinsella, 2009Swain & Lampkin, 1998

Expressing an opinion Asking for

clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor

Acknowledging ideas Comparing ideas Justifying Predicting Summarizing Offering a

suggestion Reporting/Citing

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Criteria for selecting key words

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Group 1/10 (Highest Incidence):

analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . .

word family: assume, v. assumed, adj. assumption, n.

Source: (Averil Coxhead, 2000)

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“big idea” words that relate to lesson concepts stereotype, outsourcing, fossil fuel

high-frequency/high-utility “academic tool kit” words consequence, issue, analyze

high-use “disciplinary tool kit” words economy, metaphor, species

words to engage in literate discourse about the topic words relevant to discussing the theme or issues

yet not included in the text (esp. with literature!)

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analyzeapproach role consistmajorrequiresignificantvaryinterpretrespondconsequence

Word Types: A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach

Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific

homedoghappyseecomeagainfindgolookboy

volcanolavapumiceglaciatedabdominalpeninsulamoltenphonologicaldiphthong

Research: Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml

“brick” words

“mortar”words

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Academic English is not a natural language that we acquire through extensive listening and social interaction.

Academic English, including vocabulary, syntax and grammar must be explicitly and systematically taught, not merely caught.

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45,000headwords

100,000 words and phrases

23,500 headwords

55,000 words and phrases

12,000 headwords

24,000 words

and phrases

10,500 headwords

20,000 words

and phrases

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Licensed Lexical Contractors

NOT Lexical Decorators

Equip your students with high-leverage words through explicit, accountable instruction!

August, D. & Shanahan, T., (Eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Youth. Lawrence Erlbaum.

Goldenberg, C. (Summer 2008). Teaching English Learners: What the Research Does-and Does Not-Say. American Educator.

California Department of Education. (Fall 2009). Improving Education for English Learners: Research-Based Approaches.

Dutro, S. & Kinsella, K. (2009). English Language Development: Issues and Implementation in Grades 6-12. In CDE (Fall 2009).

Norris, J. & Ortega, L. (2006). Synthesizing Research on Language Learning and Teaching. John Benjamin.

Saunders, W. & Golderberg, C. (2009). Research to Guide English Language Development Instruction. In CDE (Fall 2009).

Spada, N. & Lightbown, P. (2008). Form-Focused Instruction: Isolated or Integrated. TESOL Quarterly, 42(2).

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The EndKate Kinsella, Ed.D.

San Francisco State Universitykatek@sfsu.edu (707) 473-9030