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Developing Vocabulary for Literate Minds: The
Common Core and Beyond WRSA 2014
Camille Blachowicz, PhD NaKonal College of EducaKon NaKonal Louis University
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Resources
Goals for today • How do Common Core State Standards connect to what we
know about good, comprehensive vocabulary instrucKon? What are the posiKves? What is ignored? What are the assumpKons and guidelines from research that are important?
• How we can “tweak” already good pracKce to be beTer
pracKce • What are some of the favorite, research-‐based, most effecKve teacher tested strategies that have emerged from our MCVIP project? (peek into some classrooms)
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Vocabulary Everywhere! !
Vocabulary Standards in the Grade 3-5 CCSS (codes only)
FROM:Blachowicz, C.L.Z. & Baumann, J.A. (2012). Vocabulary Standards For Grades 3- 5:Connecting the Common Core State Standards to Evidence-Based Instruction. In Morrow, L.M., Shanahan, T and Wixson, K.K. Eds). Connecting Literacy
Instruction t o the Common Core School Standards. New York: Guilford Press
Grade Standard 3 4 5
Reading Standards Literature: Craft and Structure RL.4
WC RL.4 WC
RL.4 WC
Informational Text: Craft and Structure
RI.4 TIW
RI.4 TIW
RI.4 TIW
Reading Foundations: Phonics and Word Recognition
RF.3.a-b WLS
FR.3.a WLS
RF3.a WLS
Reading Foundations: Fluency RF.4.c WLS
RF.4.c WLS
FR4.c WLS
Writing Standards Text Types and Purposes
-
W2.d WC W.3.d WC
W2.d WC W.3.d WC
Language Standards Conventions of Standard English
L.2.f WLS - -
Knowledge of Language L.3.a WC
L.3.a WC -
Vocabulary Acquisition and Use
L4.a-d WLS L.5.a-c WC L.6 TIW
L.4.a-c WLS L.5.a-c WC! L.6 TIW
L.4.a-c WLS L.5.a-c WC! L.6 TIW
Notes: 1.The codes at the top of each cell correspond to CCSS as follows: domain (Reading,
Writing, Language), standard number within domains (1, 2, 3, etc.), and sub-standard when they are present (a, b, c, etc.). All CCSS codes are in Roman plain text font.
2. The following abbreviations correspond to Graves’s (2000, 2006), research-based categories: RVL = Providing Rich and Varied Language Experiences; TIW = Teaching Individual Words; WLS = Teaching Word Learning Strategies; and WC = Fostering Word Conscious. All of Graves’s codes are in Boldface italic Roman font.!
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4 Shi]s In the Classroom ImpacKng Vocabulary
InstrucKon • Use of more informaKonal and more
complex texts to build academic vocab • Students called to support inferences • about words with evidence from text • Students called on to demonstrate word knowledge in
reading, wriKng and discussion and presentaKon • Students need to be able to use and explain nuanced
and figuraKve word meaning • New forms of assessment We want our students to be “Reading DetecKves and WriKng Architects”
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What is Word Consciousness? (Engagement+MoKvaKon+Knowledge) • Interest in and awareness of words -‐-‐-‐-‐ how they work and how they are used by writers and speakers. Want to learn more and have the tools/scaffolds to do so.
• Student “symptoms”-‐ – Curious about language – Appreciate jokes, puns, word play and subtleKes of language
– Enjoy invesKgaKng words – Engaged in words in and out of school – Connect “new” to “known”-‐knowledge & tools
(Graves & WaTs-‐Taffe,2002; ScoT & Flinspach, 2006-‐13).
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Try Most Important Word
• Awareness of author’s word choices CCSS-‐ Cra4 and Structure 4. …analyze how specific word choices shape meaning or tone. • Reading text closely • Using evidence from text in discussing and supporKng ideas • Keep or modify ideas based on arguments of others
Bleich, David. 1975. Readings and Feelings: An Introduc4on to Subjec4ve Cri4cism. Urbana, IL: NCTE.
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Multifaceted+
Comprehensive+
Vocabulary+
Instruction+
+
+
Foster+Word+Consciousness+
+
+
+
Teach+Word+Learning+Strategies+
+
+
Teach+Individual+Words+
!
Provide+Rich+and+Varied+Language+Experiences+Framing+Processes+Character+Trait+Analysis,+Vocabogram,+Knowledge+
Rating+
!
Reading+and+Writing+(an
!
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MCVIP Research Based Balanced Vocabulary Curriculum Components
AssumpKons-‐5 Research –Based EssenKals in Delivering These
Components -‐ 5T’s • Time-‐ “incremental“ • Talk -‐varieKes • Total literacy environment-‐Incidental and intenKonal learning • Type & Translate-‐ words into kid friendly definiKons • Teach-‐ in varied ways-‐Flood, Fast, Focus
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Vocabulary Learning Is Incremental
• Takes Kme to develop fully arKculated meanings
ImplicaVon? 10
Frontloading??
• Research on classrooms-‐ “up front? and over….doesn’t work (our teacher research) • Need for varied contexts
• Need spaced repeKKon • Kme Saver-‐ results in transfer
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Incrementalism • I used to get so frustrated because I would work real hard to pre-‐teach vocabulary and then the kids never could or would use the word. I thought this vocabulary instrucKon stuff was just not working. Once I realized about incremental learning, I got much more efficient before reading but remembered to carry through with one of our frames and a]er reading discussion using and probing that vocabulary. That one realizaKon changed my vocabulary teaching and wound up actually saving Kme!.”(CK, pd, 2011.)
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For Fostering Rich and Varied Language
TALK is criKcal…
• ConversaKonal • Problem Solving
• Academic Importance? THE GAP
•Hart and Risley(1995)
Meaningful Differences.
TALK!!
3 kinds of talk:
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Along with Talk: The Total Literacy Environment
• Listening and Responding • A Volume of Reading • A Volume of WriKng • Scaffolded Learning
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Teacher Self-evaluation Checklist-Vocabulary
!1.#____!# I#show#enthusiasm#for#words#and#word#learning!! ! ____!! Daily!read!aloud!!! ! ____!!! Daily!playful!word!activity!! ! ____!!!! Students!indicate!teacher!loves!words!and!word!play!! ! ____!!! Understands!!differences!and!connections!between!!! ! ! spelling,!phonics!and!vocabulary!!2.##____!# My#classroom#shows#physical#signs#of#word#awareness!!! ! ____!! Word!charts!or!word!walls!(showing!student!input)!used!and!changed!regularly!! ! ____!! Books!on!words,!word!play,!specialized!and!learner!dictionaries,!! ! ! dictionaries(where!students!can!easily!access!them)!! ! ____!! Labels!in!classroom!! ! ____!!! Word!games!! ! ____!!! Puzzle!books!and!software!! ! ____!! Student!made!word!books,!alphabet!books,!!dictionaries,!!! ! !! ! ! ! computer!files,!power!points,!Smartboard!lessons!!3.#____!# My#students#show#enthusiasm#for#words#and#word#learning!! ! ____!! Have!personal!dictionaries!or!word!logs!! ! ____!! Can!use!dictionary!on!appropriate!level!! ! ____!! Have!a!strategy!for!dealing!with!unknown!words!! ! ____!! Spend!part!of!each!day!reading!on!appropriate!level!! ! ____!! Can!name!a!favorite!word!book,!!puzzle!activity!and/or!!! ! ! !word!game!! ! ! Use!new!vocabulary!in!talk,!discussion,!writing!and!presentation!! ! ! Enjoy!and!share!new!words,!word!game,!word!play!!4.#____!# My#vocabulary#instruction#includes!! ! ____!! Rich!instruction!on!content!area!vocabulary!words!with!! ! !!!!!!!!!!!!!!!!definitional!&!contextual!information!and!usage!in!talk!and!writing! !! ! ____!! Use!of!mapping,!webbing!and!!other!graphics!to!show!word!! !! ! ! relationships! ! !! ! ____!! Multiple!exposures!and!chances!to!see,!hear,!write!!and!use!new!words!! ! ____!! Wide!reading!with!postMreading!discussion!of!new!words!! ! ____!! Developing!student’s!responsibility!for!selfMselection!and!! ! ! !!!!!!!!!!!!!! ! ! self!studyMkeeping!of!a!word!log!! ! ____!! Teaching!and!practicing!of!independent!strategies!! ! ! (word!parts,!context,!!and!word!references)!! ! ____!! Word!play!and!motivation!activities!! ! ____! Engaging!review!and!use!in!speaking,!writing,!discussion,!presentation!! ! ____!! Varied!assessments!!5.#____!# Our#school#context#for#word#learning!! ! ____!! Use!of!PA!and!other!allMschool!communication!for!word!consciousness!! ! ____!! Visible!school!wide!attention!and!appreciation!of!new!words!!! ! ! (e.g.!School!newspaper,!bulletin!boards,!!newsletters)!! ! ____!! Supportive!materials!in!all!classrooms,!libraries!and!resource!centers!!! ! ! Teacher!study!groups!and!sharing!of!vocabulary!ideas!!! 15
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3 Important Types of Classroom InstrucKon
• FLOOD-‐ Nagy and Herman, 1987; Cunningham, 2005
• FAST-‐Beck, McKeown & Kucan, 2005; Graves, 2006;
• FOCUS-‐Blachowicz & Fisher, 2010; Blachowicz, Bates & Cieply, 2012. Manyak, 2007; Baumann, Ware & Edwards, 2007
• See and try some examples
16 Flood-‐Making words visible….
The environment for word learning
• Make vocabulary integral to all your planning and keep those words/concepts at the forefront related to your Big Ideas
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Best PracKces Research & CCSS agree students deserve…
• intenKonal focus on academic/content/domain vocabulary (start early-‐CCSS starts too late!!)
• instrucKon that focuses students on finding and using evidence to support their ideas
• InstrucKon that uses regular and engaging review with teachers using their skills to make these language rich, challenging, engaging and moKvaKng and not “drill and kill” to aTend to engagement and moKvaKon
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Let’s look at 3 classroom examples..
• Example 1-‐StarKng Early to focus on domain vocabulary
• Example 2-‐-‐Finding and using evidence for vocabulary meanings
• Example 3-‐ Engaging Review
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Example 1-‐StarKng Early
• Emphasizing academic vocabulary in pre-‐school
• And just what is academic vocabulary anyhow?? (“Tiers” not always clear!)
Example 1-‐ Academic Vocabulary in the Pre-‐School-‐ TWEAKING what is usually done to emphasize academic vocabulary
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From Farm to Table
Created by Jennifer Heckathorne, Alexandra Hernandez, Stacie OrKz, and Samantha Richardson, Evanston District 65 Cra] and Structure Anchor Standard 4. Interpret words and phrases as they are used in a text, including determining technical, connotaKve, and figuraKve meanings, and analyze how specific word choices shape meaning or tone.
intenKonal instrucKon in academic/content/domain vocabulary in Pre-‐K
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Tweaks to be consistent with vocabulary goals of CCSS
• Choose “big ideas” to emphasize • Select academic vocabulary necessary for understanding of “big ideas”
• Pre-‐assess vocabulary • ConversaKonal, problem solving and academic talk
• Engaging experience Ked to real world • Performance assessments-‐mulKmodal • Post-‐assess vocabulary • (Sounds grim…….wasn’t!!!!)
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Big Ideas
• What is a farm? • What is a farmer? • How does food get from the farm to our table?
• How does food from the farm turn into food for our table?
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Thoughsul selecKon of academic vocabulary
• farm • farmer • silo • barn • animals-‐category • vegetables-‐category • grains-‐category
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FOCUS InstrucKon • instrucKon that scaffolds vocabulary for reading for understanding, and for wriKng and presentaKon of ideas
• TWEAK—change nature of what teacher did, and asked students to do, pre-‐reading and carried learning through during reading and post-‐reading but words are no presented in the “standard” way
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Vocab-o-gram Frame
Characters: Setting: Problem/goal:
What might happen:
Resolution: Mystery words:
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1. Character Trait Analysis (Patrick Manyak)
• Technique to teach some specific literary character words
• Want to use this as a vehicle for stimulating thinking about, learning about and talking about characterization- rebellious, loyal, cross are some of the words she is introduction
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What CCSS met here?
• Describe in depth a character, seung, or event in story or drama, drawing on specific details in the text
• Determine the meaning of general academic and domain-‐specific words or phrases in a text relevant to a grade 5 topic or subject area.
• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when wriKng or speaking to support conclusions drawn from the text..
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Engaging Review-‐RaKonale
• Provides a game-‐like acKvity. • Student’s review the week’s vocab words. • Student’s consider the definiKons and features of each word.
• Clues contain meta-‐linguisKc terms (syllable, descripKve adj., consonants) so it provides opportunity for students to use and review these meta-‐linguisKc terms.
Mind Reader-‐Procedure
• Choose a mystery word. • Prepare a set of 5 clues. • Students number their paper/whiteboard 1-‐5 • Teacher reads each clue. • Students write a word from the list that fits the clue and any preceding clues.
• Ask students who guessed the word on the 5th clue, 4th, 3rd, 2nd, 1st.
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In conclusion, new standards don’t mean you have to forget everything
you know! • Use vocabulary as the “lever” to get into CCSS • Teach academic and domain vocabulary • Use CCSS to examine how you “up the ante”in your curriculum
• Provide scaffolds for all learners but don’t spoon feed-‐engaging, mulKple context use and review
• Remember that rich language and word consciousness provide the foundaKon
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• References • Blachowicz & Fisher (2010) Teaching Vocabulary in all Classrooms (Vocabogram and
Knowledge RaKng) • Blachowicz, Fisher, Ogle, WaTs Taffe (2013) Teaching Academic Vocabulary: EffecKve
PracKces Across the Curriculum. New York: Guilford • Blachowicz, C.L.Z. & Baumann, J.A. (2012). Vocabulary Standards For Grades 3-‐5:ConnecKng
the Common Core State Standards to Evidence-‐Based InstrucKon. In Morrow, L.M., Shanahan, T and Wixson, K.K. Eds). ConnecKng Literacy InstrucKon to the Common Core School Standards 3-‐5. New York: Guilford Press
• Graves, M.F., Baumann, J. A., Blachowicz, C.L.Z., Manyak, P. A., Bates. A., Cieply, C. , Davis, J. A., Von Gunten, H. (in press Reading Teacher). Words, words everywhere:But which ones do we teach? • Fisher, P. J.& Blachowicz, C. L. Z. (2013). A few words about math and science. EducaKonal Leadership/November, 71,3, 46-‐51. • Blachowicz, C.L.Z., Baumann, J.F., Manyak, P. & Graves, M. (2013) Flood, Fast, Focus: IntegraKng Vocabulary in the Classroom. IRA E-‐EssenKals-‐Reading, What's New? IRA; Newark, DE. hTp://www.reading.org/general/PublicaKons/e-‐ssenKals/e8027 • Baumann, J. F. (2012, October). Baumann, J. F., Manyak, P., Blachowicz, C. L. Z., Graves, M.
F., Arner, J., Bates, A., Cieply C., Davis, J., Peterson, H., & Olejnik, J. MCVIP – A Mul5-‐Faceted, Comprehensive Vocabulary Instruc5on Program. On Vocabulogic: Bridging the Verbal Divide blog. hTp://vocablog-‐plc.blogspot.com/2012/10/mcvip-‐mulK-‐faceted-‐comprehensive
• •Blachowicz, C. L. Z., & Fisher, P. J. (2011). Vocabulary essenKals for the elementary grades. Educa5onal Leadership online. Retrieved from hTp://www.ascd.org/publicaKons/educaKonal-‐leadership/mar11/vol68/num06/A-‐Word-‐for-‐the-‐Words.aspx
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