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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 will Understand the purpose for
academic vocabulary work and how it ties to student and teacher standards
Be able to see how Tier 1, 2, and 3 words differ
Describe and explain what academic vocabulary words are
Be supplied with tools for implementing academic vocabulary work during their daily instruction
EXPECTATIONS OF THE COMMON CORE SHIFTS
• Building Knowledge through content-rich informational textShift 1
• Reading and writing grounded in evidence from textShift 2
• Regular practice with complex text and its academic vocabularyShift 3
EXPECTATIONS OF THE CCGPS
› Language Anchor Standard #6 Acquire and use accurately a range of
general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary when encountering an unknown term important to comprehension or expression
GRADE SPECIFIC STANDARDS
Kindergarten First Second
ELACCKL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
ELACC1L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
ELACC2L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
GRADE SPECIFIC STANDARDS
Kindergarten First Second
ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings.
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
ELACC2L5: Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin,
slender, skinny, scrawny).
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 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
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?
A yes to all three questions would indicate that you have a Tier 2 word
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
A yes to all three questions would indicate that you have a Tier 2 word
Do you think explain is a Tier 2 word?Let’s see if it is by asking the 3 key questions.
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
Ameba is a word that children would be unfamiliar with, but let’s put it to the test.
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
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)
Food for Thought
In order for students to be able to use a word effectively in either speaking or writing they need to have explicit, scaffolded instruction.
Kate Kinsella, 2010
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
YOUR THOUGHTS?
As children are developing their reading and writing competence, we need to take advantage of their listening and speaking competencies to enhance their vocabulary development.
Beck, McKeown, & Kucan, 2002
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)
Due To The Fact That› they can understand more advanced text when it is
presented orally
Don’t Disregard› Simple texts
But Be Sure Not to› Use the books that young learners are using to learn to read
to teach new vocabulary
LET’S GIVE THE U³ RULE A TRY
Task: Using any book on your table, read a few pages and select 3 words that you could use as academic vocabulary terms. Check and see if they meet the requirements of The U³ Rule.
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
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
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.
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
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)
INTERACTION WITH ACADEMIC VOCABULARY WORDS…
Facilitates opportunities for learners to engage repeatedly & deeply with terms
Fosters giving responses and explaining examples
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)
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 REFLECT FOR A MOMENT
Your Turn› Think about 1 new bit of information you
have learned today that you can use with your students
› Share your “Aha” with the person next to you
› Volunteers will be elicited to share their new insight and that of their buddy with the group
You will have 3 minutes for this activity
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)
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 a 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)
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)
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)
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)
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
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:
5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun
Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like Jeopardy or BINGO to see who remembers the most.
Serves: Many
True or False Academic vocabulary terms 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/