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Academic Vocabulary: From Drab to Fab !. Presented by Mrs. Gilberte Pascal Henry County Literacy Coach. Norms for Today’s Work. We will be active learners & listeners We will be respectful We will be positive We will put our phones on silent or vibrate - PowerPoint PPT Presentation
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ACADEMIC VOCABULARY:
FROM DRAB TO FAB!
Presented by Mrs. Gilberte PascalHenry County Literacy Coach
NORMS FOR TODAY’S WORK
We will be active learners & listeners
We will be respectful
We will be positive
We will put our phones on silent or vibrate
We will refrain from sidebar conversations
OPENING…SETTING THE TONE
WHAT IS THE MAKE-OVER PLAN?Goals for Today’s Session
Teachers , you will Understand the purpose for
academic vocabulary work and how it ties to key governing instructional standards
Be able to see how Tier 1, 2, & 3 words differ and explain what
academic vocabulary words are Be supplied with an instructional
protocol for implementing academic vocabulary work during your daily instruction
CONNECTIONS SHIFTS & STANDARDS
Shift 3 of the Three Common Core Shifts› Regular practice with complex text & its academic
vocabulary ELACC__L6, K-2
› Focus: Use of words and phrases acquired through conversations, reading and being read to, and responding to texts
› Specifics: First: Conjunctions to signal simple relationships Second: Using adverbs & adjectives to describe
ELACC__L5, K-2› Focus: Word meanings and their nuances and
identifying real-life connections between words and their uses
SOMETHING TO THINK ABOUT…
Are you teaching vocabulary in your K-2 classes?
How are you providing academic vocabulary instruction?
Are students retaining and using the vocabulary terms that you are teaching them?
Building Background
WHAT DO I KNOW?
Task:You will listen to a series of statements. Raise your hands for statements that are true and keep your hands down for those that are false.
True or False Academic vocabulary terms or Tier 2 words are content specific
and text supported words that students are unfamiliar with. Due to their specialized nature, teachers explicitly teach them.
Using the practice of giving students words on Monday, writing the words multiple times on Tuesday, finding definitions on Wednesday, writing sentences on Thursday, & giving a test on Friday to acquire new vocabulary is an example of best practices.
Young students lack vocabulary knowledge, so it is ineffective to expose them to complex text with challenging vocabulary words.
Importance and utility, instructional potential, and conceptual understanding are 3 factors that can help denote a word as being a Tier 2 or academic vocabulary word.
A strong vocabulary supports readers in tackling increasingly more complex text.
Characteristics of the Word Tiers
Tier 1 Tier 2 Tier 3Characteristics Characteristics Characteristics
Examples Examples Examples
WHAT ARE TIERED WORDS?
Tier 1Basic Words that are
learned through conversation; used daily
Tier 2High use
academic words that are not
content specificTier 3Content
specific & not frequently
used
WORD SORT
Task:Given the set of words in the baggy and with a partner, sort the words under one of the 3 categories of tier levels. Record the words under the category where they best fit on page 5 in your booklet.
You will have 5 minutes
Word Sort ActivityTier 1
Common TermsTier 2
Academic VocabularyTier 3
Content Specific
Word Bank
Neurons Go Explain Prepare Big Play Loam AmphibianBoy Evaluate Zygote Schema Illustrate Display House
Word Sort ActivityTier 1
Common TermsTier 2
Academic VocabularyTier 3
Content Specific
GoBigPlayBoy
House
ExplainPrepareEvaluateIllustrateDisplay
NeuronsLoam
AmphibianZygoteSchema
Word Bank
Neurons Go Explain Prepare Big Play Loam AmphibianBoy Evaluate Zygote Schema Illustrate Display House
WHY IS ACADEMIC VOCABULARY IMPORTANT WORK?
They are high yielding words and are seen often in written material
They facilitate the comprehension of academic text
They are not easy to learn and require deliberate action from stakeholders
They are used to articulate simple things in precise ways
Unlike Tier 3 words, they are not scaffolded in text
Picking the Right Spot…
Sets You Up for Success!!
VOCABULARY CASSEROLE
Ingredients Needed:20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words
Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday.
Perishable. This casserole will be forgotten by Saturday afternoon.
Serves: No one.
Adapted from Kylene Beers’ book “When Kids Can’t Read, What Teachers Can Do”
WHERE CAN I GET ACADEMIC VOCABULARY WORDS?
Language-rich literary books that › Relate to grade level concepts› Relate to grade level content› Support grade level standards
CCGPS & GPS standards› Verbs and key nouns
Academic vocabulary word lists› Berkeley Unified School District
WHICH WORD SHOULD I PICK?
Task:Using your grade level standards, you will highlight words you think would be ideal as academic vocabulary words to teach to your students. Please use the highlighters that have been
provided in your bins.
You will have 4 minutes
HOW DO YOU KNOW IF YOU HAVE A TIER 2 WORD
OR NOT? Use this criteria for selecting words; a yes to all
three questions would indicate that you have a Tier 2 word› Is this a generally useful word?› Does this word connect to other words & ideas that are
being covered in the curriculum?› Is this a word that will aid students in comprehending
text and building conceptual understanding?
Let’s try this strategy with explain and now amoeba
LET’S TRY EVALUATING SOME POSSIBLE TIER 2
WORDS
Words to be Analyzed
Is it a generally useful word?
Does this word connect to other
words/ideas being covered in the curriculum?
Does this word build the
comprehension of text and build
the understanding of
concepts?
explain
amoeba
A yes to all three questions would indicate that you have a Tier 2 word.
Now you try this test with one of your highlighted words.
Is it a Tier 2 word? Why or why not?
Teaching Academic Vocabulary Terms
DID YOU KNOW?
Preschool or children’s books expose you to more challenging vocabulary than doprime-time adult TV shows.
Vocabulary can be learned through reading and talking.
Research shows a student in the 50th percentile in terms of ability to comprehendthe subject matter taught in school, with no direct vocabulary instruction, scoresin the 50th percentile ranking.
The same student, after specific content-area terms have been taught in a specificway, raises his/her comprehension ability to the 83rd percentile.
High School seniors near the top of their class know about 4 times as many wordsas their lower performing classmates.
The amount students read is strongly related to their vocabulary knowledge.
Taken from “Building Academic Vocabulary Beverly Public Schools K-5 Handbook”http://www.beverlyschools.org/district/files/Curriculum&Instruction/Building%20Academic%20Vocabulary%20handbook.pdf
THE AIM FOR THIS WORK
The following exchange occurred in a first-grade classroom in February:
Jason: Is this going to be an ordinary day?Ms. H: What would make it ordinary?Jason: If we did the same old thing.Ms. H: What might make it not ordinary, make it exceptional?Jason: If you gave us prizes for being good – I mean exceptional and mature.
Beck, McKeown, & Kucan (p.47, 2002)
TEXT TALK STRATEGY FOR WORKING WITH ACADEMIC
VOCABULARY IN GRADES K-2
1. Read a language-rich story2. Contextualize the word within the story3. Have learners say the word4. Provide a student-friendly explanation of the word5. Present examples of the word used in contexts
different from the story context6. Engage children in activities that get them to interact
with all of the words they have learned7. Have children say the word8. Close with a combined review of all of the developed
words
AN EXAMPLE OF TEACHING VOCABULARY
USING TEXT
http://www.youtube.com/watch?v=XHE78WSBpP8
PICKING THE RIGHT BOOK – HOW CAN WE DO IT?
Select› Language-rich texts
Look For› Words that would be unfamiliar, understandable, and
useful (The U³ Rule)
But Be Sure Not to› Use the books that young learners are using to learn to
read to teach new vocabulary Due To The Fact That
› Learners can understand more advanced text when it is presented orally,
Don’t Disregard› Simple texts
Step
1
Let’s Do This!!!
Look in the baggy of books on your table and select a book that you feel has rich language
Pascal’s Choice:I have selected “Fantastic Mr. Fox”
Your Choice: What is your pick? What words caught your eye?
LET’S GIVE THE U³ RULE A TRY
Task: Using the book you have selected, read a few pages and select 1-2 words that you could use as academic vocabulary terms. Check and see if they meet the requirements of The U³ Rule. If they do, record one of those words onto an index card found in your basket.
Selected Words
Is the word unfamiliar to
young learners?
Is the concept of this word
easy to understand?
Can it be used in normal
conversations?
A yes to all three questions would indicate that you have a Tier 2 word
HOW CAN WE BUILD CONTEXT WITHIN A TEXT?
Connect the word directly to how it was used in the story
It creates a point of entry for understanding what the word means
Step
2
Let’s Do This!!!
Provide students with a sentence featuring the word in the way it was used in the text
Pascal’s Way: enormouslyBoggis was described as being
enormously fat because he at 3 whole chickens for breakfast, lunch, and dinner.
Your Way:Put one of the words you selected in
the context that it appeared in in the text
WHY HAVE CHILDREN SAY NEW ACADEMIC VOCABULARY
WORDS?
Allows students to become familiar with the sounds in the word› Creates the potential for phonemic
awareness work
Forms the foundation for› remembering the term› making connections to roots and their
inflection forms
Steps
3,7
Let’s Do This!!!
Think of a way to get students to review the word…consider how the teacher did this in the video
Pascal’s Way:Enormously is the word we will be
focusing on. What’s the word again?
Your Way:Craft a way to get your students to say the academic vocabulary word you have selected
WHAT IS A STUDENT-FRIENDLY EXPLANATION OF A WORD?
Explains in simple terms by› Characterizing › Explaining in everyday language
Add an example to clarify the meaning› Consider things that children engage in, › enjoy doing, or › are interested in.
Step
4
Let’s Do This!!!
Consider these points in developing your definition;
› When would you use this word?› Why do we use this word?› What comes to mind when you use this word?
Pascal’s Way:Enormously is used to describe something
that is really big.
Your Way:Come up with a definition that captures
the essence of the word
HOW CAN WE DEEPEN ACADEMIC VOCABULARY KNOWLEDGE?
Change the context of the word
Children typically limit word use to the initial context
Use different examples Step
5
AN EXAMPLE
Child 1: I would be reluctant to leave my teddy bear in the laundromat.Teacher: Well, that’s just like what Lisa did in the story. Try to think about something you might be reluctant to do that is not like Lisa.Child 2: I would be reluctant to leave my teddy bear in the supermarket.Teacher: Okay, that’s a little different than what Lisa was reluctant to do, but try to think of something that you would be reluctant to do that is very different that what Lisa was reluctant to do.Child 3: I would be reluctant to leave my drums at my friend’s house.Teacher: That’s pretty different from what Lisa was reluctant to do, but can we think of something that you would be reluctant to do that isn’t about leaving something somewhere.Child 3: I would be reluctant to change a baby’s diaper!
Beck, McKeown, & Kucan (p.52, 2002)
Let’s Do This!!!
Provide learners with other contextual possibilities for using the word that differs from the book
Pascal’s Way:I saw an enormously large dinosaur at the museum yesterday. My daughter fell and got an enormously big bump on her head.
Your Way:Create a new context for your word that is not like the one presented in the book
INTERACTION WITH ACADEMIC VOCABULARY WORDS…
Facilitates opportunities for learners to engage repeatedly & deeply with terms
Fosters giving responses and explaining examples
Step
6
ACTIVITIES – STRATEGY #1Q.R.E
Questions, Reasons, & Examples
Students are asked to provide explanations about events centered around questions or
examples.
The PurposeStudents are asked to defend their
thoughts & ideas based on their understanding of the word.
Q.R.E EXAMPLES If you are walking around in a dark room, you need to
do it cautiously. Why? What are some other things that need to be done cautiously?
What is something you could do to impress your teacher? Why? What is something you could do that might impress your mother?
Which of these things might be extraordinary? Why or why not?› A shirt that was comfortable, or a shirt that washed itself?› A flower that kept blooming all year, ore a flower that
bloomed for 3 days?› A person who has a library card, or a person who has read
all the books in the library?
Beck, McKeown, & Kucan (p.56, 2002)
Let’s Do This!!!Pose learners with a question that forces them to provide a reason or explanation of their thinking
Pascal’s Way:What is something you might describe
using enormously? Why? What are some other things that you might describe using enormously?
Your Way: Create a question that will elicit reflection
about using the selected academic vocabulary word
ACTIVITIES – STRATEGY # 2DECISIONS, DECISIONS!
Making ChoicesSimilar to doing a “Thumbs Up, Thumbs
Down” activity, but students express themselves by stating a word or phrase if the accompanying statement is true. They can say an alternative term or nothing if there is
not another word.
The PurposeStudents have to make choices based on their
understanding of the term.
DECISIONS, DECISIONS - EXAMPLE
If any of the things I say might be an example of people clutching something say “Clutching.” If not, don’t say anything.› Holding on tightly to a purse› Softly petting a cat’s fur› Blowing bubbles and trying to catch them
If any of the things I say would make someone look radiant, say “You’d be radiant.” If not, don’t say anything.› Winning a million dollars› Walking to the post office› Getting a hug from a favorite movie star
I’ll say some things, if they sound leisurely, say “Leisurely.” If you’d need to be in a hurry, say “Hurry.”› Runners in a race› Sitting and talking with friends› A dog lying in the sun
Beck, McKeown, & Kucan (p.56-7, 2002)
Let’s Do This!!!
Present learners with situations where they have to make a decision as it pertains to a given word
Pascal’s Way: If any of these things can be described as
being enormously big, say “enormously.”› A hole in the ground that can hold a car.› A germ › The Statue of Liberty
Your Way:Develop a prompt that forces learners to
make a decision
CLOSING THE VOCABULARY SESSION WITH DEEP REVIEW
The closing should feature a review of all of the words covered during this block of time
Start this segment by stating, “We have talked about 3 words, ______, ______, and _____. Let’s think about them some more.”
Beck, McKeown, & Kucan (p.57, 2002)
Step
8
Let’s Do This!!!
Select another word that you would cover when reading this book with your students…for the sake of time we will pretend that you have already done steps 1-7 with all of the chosen words
Pascal’s Way:“We have talked about 2 words, nasty
and enormously. Let’s think about them some more.”
Your Way:Now you do it for your words
CLOSING – ACTIVITY #1BUILDING RELATIONSHIPS
Relating WordsConsider how you might connect the words based on how the word can be expressed, physical actions, synonymous meanings, etc.
The PurposeAid students in making connections and thinking deeply about how words might
relate to each other.
BUILDING RELATIONSHIPS EXAMPLE
In the case of reluctant, insisted, and drowsy, we noticed that each word might
be expressed through facial expressions, so that is what was done.
Beck, McKeown, & Kucan (p.57, 2002)
SENTENCES
Combine all the words into one sentence. Include a question to encourage students to think and explain their thoughts and ideas.
Example“Would you prefer to budge a sleeping
lamb or a ferocious lion? Why?”
Beck, McKeown, & Kucan (p.58, 2002)
CHOICES
Students are asked to choose between this or that based on a given scenario
Example“If you get your clothes ready to wear to school before you go to sleep, would that be sensible or raucous?
If you and your friends were watching a funny TV show together and began to laugh a lot, would you sound pounce or raucous?”
Beck, McKeown, & Kucan (p.58, 2002)
Let’s Do This!!!
Pick one of the “Building Relationships” strategies: relating words, sentences, or choices
Pascal’s Way:Would you rather play with a nasty dog or an enormously huge cat? Why?
Your Way:Select a strategy that leads learners to see how the words are related
CLOSING – STRATEGY #2ALL FOR ONE
One Context for All the WordsWhen not all the words relate or connect in a manner that makes sense, you can create a common context for all the words by using a common context, action, event or object.
The PurposeTo aid learners to see how terms can relate
to one another.
ALL FOR ONE EXAMPLE
What would an immense plate of spaghetti look like?
Why might you feel miserable after eating all that spaghetti?
What would it look like to eat spaghetti in a leisurely way?
Beck, McKeown, & Kucan (p.58, 2002)
Let’s Do This!!!Present all the featured words in a common context that provides them with reflective questions
Pascal’s Way: How might a nasty child act at a park? What are some enormously big things you might
see at a park?
Your Way:Write a series of questions that share a common context featuring your selected academic vocabulary words
CLOSING – STRATEGY #3FOLLOW THE PATTERN
Same FormatStructure sentences by using a common frame for questioning students about all
the developed words.
The PurposePredictable frames aid learners to
structure their thinking and expression
FOLLOW THE PATTERN EXAMPLE
If you satisfy your curiosity, do you need to find out more or have you found out all that you need? Why?
If a dog was acting menacing, would you want to pet it or move away? Why?
If you wanted to see something exquisite, would you go to a museum or a grocery store? Why?
Is imagine more like dreaming or sneezing? Why? Is snarl something a fish might do or a lion might
do? Why? Is grumpy a way you might feel or a way you might
move? Why? Beck, McKeown, & Kucan (p.58-9, 2002)
Let’s Do This!!!Craft a series of sentences that follow a common pattern to aid students in thinking deeply about the words
Pascal’s Way: Is nasty a way to describe Santa or The
Grinch? Why? Is enormously a way to describe the size of an
ant or an elephant? Why?
Your Way:Develop sentences that follow the same pattern to deepen the understanding of the focus words
CLOSING – STRATEGY #4KID MADE EXAMPLES
Children Create ExamplesStudents are prompted to show their thinking of how a word fits in a given context
The PurposeTo foster student thinking and reflection
KID MADE EXAMPLES
If there was an emergency at an amusement park, what might have happened?
If you had a friend who watched TV all the time, how might you coax him into getting some exercise?
Beck, McKeown, & Kucan (p.59, 2002)
Let’s Do This!!!Craft a question that prompts students to think about the word in a given scenario
Pascal’s Way:If a nasty person ended up with an
enormously large bandage on his or her head, what do you think may have happened to them?
Your Way:Create a question that would help
students think and create their own example of the words in action
BRINGING IT ALL TOGETHER
Task:Given what you have learned about explicitly teaching young students academic vocabulary words, complete the instructional template for a possible lesson that you might use to teach your class.
You will have 10 minutes to do this
Planning To Do List
1. Pick a story2. Contextualize the word 3. Create a student-friendly
explanation of the word4. Present examples of the
word used in contexts different from the story context
5. Engage children in activities that get them to interact with all of the words they have learned
6. Close with combined review of all of the developed words
WRAPPING IT UP & KEEPING A RING ON IT!!
THE WORK DOESN’T END HERE!!
Words have to be revisited often for them to be retained, so consider› Reinforcing connections between words and
meanings› Expanding students’ collection of related
words› Presenting real world application of words› Involving learners in talking about words
TIER 2 WORD MAINTENANCE OVER TIME
Consider these possibilities Post words on a word wall Tally word usage over time Connect old words to the context of new
words Use words as part of your daily message Create a class/personal dictionary Encourage word usage when writing Continuous practice of words through oral
sentence creation
VOCABULARY TREATIngredients Needed:3-5 great books5-10 great words that you really could use A heavy sprinkle of great open-ended questions1 word wall5 morning messages1 teacher who thinks learning is supposed to be fun & engaging1 huge dollop of celebration
Place 3-5 great books at the center of your instruction. Mix 5 to 10 words into the classroom. Have students test each word for flavor by tossing in a heavy sprinkle of open-ended questions. Talk & think about the words on your word wall whenever possible. Use the words in your morning message and encourage their use when children write. Stir all week by a teacher who thinks learning is vocabulary is supposed to be fun. Top with cool celebrations when youngsters remember and use vocabulary words.
Serves: Many
True or False Academic vocabulary terms or Tier 2 words are content specific
and text supported words that students are unfamiliar with. Due to their specialized nature, teachers explicitly teach them.
Using the practice of giving students words on Monday, writing the words multiple times on Tuesday, finding definitions on Wednesday, writing sentences on Thursday, & giving a test on Friday to acquire new vocabulary is an example of best practices.
Young students lack vocabulary knowledge, so it is ineffective to expose them to complex text with challenging vocabulary words.
Importance and utility, instructional potential, and conceptual understanding are 3 factors that can help denote a word as being a Tier 2 or academic vocabulary word.
A strong vocabulary supports readers in tackling increasingly more complex text.
Tier 2 words and academic vocabulary are synonymous terms
PRIMARY INFORMATION SOURCE
Beck, I.L., McKeown, M. G., & Kucan, L.
(2002). Bringing Words To Life: Robust Vocabulary Instruction. New York:
The Guilford Press
ONLINE RESOURCES FOR ACADEMIC VOCABULARY LISTS
› Jim Burke Resource http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf
› Features academic vocabulary words and other words related to them http://www.uefap.com/vocab/select/awl.htm
› Berkeley Unified School Districthttp://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf
› 21 Links to Vocabulary Computer Resourceshttp://www.learningunlimitedllc.com/2013/02/20-digital-tools-for-vocabulary/
ONLINE RESOURCES FOR ACADEMIC VOCABULARY WORK
WITH K-2 LEARNERS Text Talk: Capturing the Benefits of Read-Aloud Experiences for Young
Childrenhttp://teacher.scholastic.com/products/texttalk/pdfs/Capturing_the_benefits.pdf
Building Vocabulary for 1st Grade Studentshttp://www.sfps.info/documentcenter/view/6990
Text Talk Lessons Created by Utah Reading First Educatorshttp://sjsd.schoolwires.net/cms/lib3/MO01001773/Centricity/Domain/872/TextTalkLessons.pdf
Expanding Vocabulary Development in Young Studentshttp://www.slideserve.com/indiya/expanding-vocabulary-development-in-young-children