Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they

Effective Vocabulary Instruction

Why are we here? • Solid foundation in the common core

standards, accompanying assessments, and instructional strategies.

• Mentor support

• PD sessions to focus on comprehensive strategy integration (CSI) in the Spring of 2012.

• Teachers expected to combine multiple strategies during instruction.

3

Today

• Additional binders

• Website

• Review of Effective Writing Strategies

• Vocabulary

– Overview

– Direct Instruction (narrative texts)

– Mnemonics

– LINCing Routine

Additional Binders

Informational Text

Website

http://louisville.edu/education/departments/t-l/ctt/ctt.html





Effective Writing Strategies • Writing on Demand

1. Analyze writing prompts so they know how they are supposed to respond.

2. Understand the ways they will be tested and assessed, so they know what to expect and what graders are looking for.

3. Going over testing instructions beforehand (see new testing script handout)

4. Reviewing writing aids they will have while testing (i.e. Writer’s Reference Sheet)

5. Reviewing scoring criteria and grading rubric for On-Demand Writing (these are changing this year

6. Helping students score writing samples so they can understand how graders will use scoring criteria

Effective Writing Strategies

• Reading Writing Connection

– Paraphrasing, complete sentences, simple sentences

• Technology and Writing

– Digital Narratives and Essays

– Wikis

– Blogs

• Writing Games

– Snakes and Ladders

– Dominoes

Pre-Knowledge Survey

Anticipation Guide Before Statement After

Agree Disagree Agree Disagree

Vocabulary can only be taught through direct instruction. Explanation:

Students must have multiple exposures to a word and its meaning to deeply process it. Explanation:

Mnemonic strategies can help to make vocabulary words more meaningful. Explanation:

What are the Components of Effective Vocabulary Instruction?

Components

of Effective

Vocabulary

Instruction

Components of Effective Vocabulary Instruction

Florida Center for Reading Research, 2004

Modes of Vocabulary Development

How do children’s vocabulary develop?

Indirect Learning

• Engagement in oral communication

• Listening to adults read to them

• Reading extensively on their own

Direct Learning

• Learning word meanings

• Word-learning strategies

- using reference tools

- identifying word parts

- using context clues

Effective Vocabulary Instruction Requires…

• Active and positive student participation (Carr & Wixson, 1986)

• Personal engagement with a new word (Dole, Sloan, & Trathen,

1995)

• Opportunities for students to discuss new words (National Reading Panel, 2000)

• Teaching vocabulary before reading (National Reading Panel, 2000)

• Providing multiple exposures to a word (Marzano, 2003)

Basic Principles of Vocabulary Instruction

• Students remember vocabulary when the word is connected to what they already know and have experiences.

• Student remember vocabulary when it is deeply processed through visual, auditory, physical, or emotional experiences.

• Students remember vocabulary when they given the opportunity to explore or think about it in a variety of ways.

Silver & Strong, 2001

Levels of Word Knowledge

• Established: meaning is easily, rapidly, and automatically recognized (happy)

• Acquainted: basic meaning is recognized, after some thought (thrilled)

• Unknown: meaning is completely unfamiliar (elated)

Beck, McKeown, & Omanson, 1987


Established Acquainted Unknown

Pretty Beautiful Captivating

Right Correct ?

Same ? ?


Established Acquainted Unknown

Pretty Beautiful Captivating

Right Correct Accurate

Same Congruent Analogous

How many words can we teach students?

In a week?

In a year?

So how many words can we teach?

8-10 words can be taught effectively each week

300-500 words per year (Beck; 2002; Biemiller, 2004 Stahl, 1999; Stahl, 2006).

This number could double to as much as 600-800, however, if we incorporate such instructional methods as: structural analysis (roots and affixes).

PLANNING VOCABULARY INSTRUCTION

• Select words

• Teach word meanings

• Determine effective ways to teach words and planning

• Integrate with teacher read alouds of literature

• Integrate with writing and speaking

Selecting Words to Teach

Consider different levels of utility…

• Tier One: probably know already (e.g., pretty, kind)

• Tier Two: high-frequency words for mature language users (e.g., benevolent, mention, occurrence)

• Tier Three: lower frequency, content-specific, and best learned in the content area (e.g., photosynthesis, parallel)

Beck & McKeown, 2002


Choose words that …

• can be connected to what students know.

• can be explained with words students know.

• will be useful and interesting to students.


More On Criteria

– words that will be frequently encountered in other texts and content areas.

– words crucial to understanding the main ideas.

– words that are not a part of the students’ prior knowledge.

– words unlikely to be learned independently through the use of context and/or structural analysis.



On Easter Monday the rain began again in earnest. It was as though the elements were conspiring to ruin their short week of freedom.


On Easter Monday the rain began again in

earnest. It was as though the elements were

conspiring to ruin their short week of freedom.

Word Tier-anny Tier 1, 2, or 3?

• forget • hostile • find • forlorn • hungry • fund • ceiling • isotope • lathe • peninsula

• break • coincidence • triumphant • industrious • devour • absurd • corner • fricative • filibuster • amicable • trivial


Word Tier-anny Tier 1, 2, or 3?

• Forget 1

• Hostile 2

• Find 1

• Forlorn 2

• Hungry 1

• Fund 2

• Ceiling 1

• Isotope 3

• Lathe 3

• Peninsula 3

• Break 1 • Coincidence 2 • Triumphant 2 • Industrious 2 • Devour 2 • Absurd 2 • Corner 1 • Fricative 3 • Filibuster 3 • Amicable 2 • Trivial 2

You Have Been Assigned A Number

Read the sentence that goes with the number that you have been assigned and

choose the tier 2 word(s). Be ready to provide a rationale for your choice(s).

Remember the words you choose to teach are not words that students should be able to read/decode just words students should be able to understand in listening and speaking!

Sentences

1. “What I want to do is go to Terabithia,” she said, looking mournfully at the pouring rain.

2. “Leslie. If she was an animal predator, we’d be obliged to try to help her.”

3. It would have been easier, but he couldn’t escape the feeling that one must enter Terabithia only by the prescribed entrance.

Choose A Chapter

You have been provided a novel.

• Skim a chapter in the book and locate all the tier 2 words you would choose to teach.

• Narrow your original list to THE three words you would teach to your students.

What about learning definitions?

Word Dictionary Definition “Odd” Sentence

Usurp to take without right The blue chair was usurped

from the room. The thief

tried to usurp the money

from the safe.

Correlate establish a mutual or

reciprocal relation between

Me and my parents

correlate, because without

them, I wouldn’t be here.

Meticulous very careful and with great

attention to every

detail; marked by extreme

or excessive care

I was meticulous about

falling off the cliff.

Redress To set right, as a wrong; to

repair, as an injury; to make

amends for; to remedy; to

relieve from.

The redress for getting well

when you’re sick is to stay

in bed.

Creating Student-Friendly Definitions

Beck, McKeown, & Kucan (2002) Bringing Words to Life

Creating Student-Friendly

Definitions Beck, McKeown, & Kucan (2002) Bringing Words to Life

• Ask yourself, “When do we use this word?” “Why do we have this word?”

• Use everyday language to explain the meaning of the word.

• Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.

• Try to include something, someone, or describes in your explanation to clarify how the word is used.

Beck et al., 2002

Creating Student-Friendly Definitions

sprint . . . When someone sprints, they run very quickly.

forlorn . . . Forlorn describes someone who is very sad.

expert . . . An expert is someone who knows a lot more than other people about a particular topic.

avoid . . . When someone avoids something, they try to keep away from it or keep it from happening.

nuisance . . . A nuisance is something that annoys or bothers people.


Ask yourself, “When do I use this word?” “Why do we have this word?”

Use everyday language to explain the meaning of the word.

Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.

Try to include something, someone, or describes in your explanation to clarify how the word is used.

I use the word drowsy to describe when I’m having trouble keeping my eyes open.

trouble keeping my eyes open…sleepy…tired… lazy…some medicines make me feel this way

multiple meanings…not a problem here

Remember…

Choose one of the words from your list and create a student friendly definition


Teaching Words

• Selected words may be explicitly taught before or after reading the text

• When introducing the word, ask students to say the word

• Teach the word meaning

• Allow students opportunities to use the words in different contexts and/or demonstrate their understanding of the meaning


Create and Use Instructional Contexts

Word Associations For example: accomplice, virtuoso, novice Which word goes with crook? (accomplice) Student explanation: “An accomplice helps a crook.”

Which word goes with “drowsy”: medicine, understand, silverware benevolent, forlorn, lethargic

Have You Ever…?

Ask student to explain “a time when…” “Describe a time when you were an accomplice.”

Have you ever been drowsy? Describe a time when you were drowsy.


Informal Vocabulary Assessment

Word Lines

How surprised would you be if . . .

• you saw your friend vault over the moon? • your teacher commended you for doing good work? • a dog started bantering with you? • the mayor urged everyone to leave town? • a coach berated his football team for making a touchdown? • a rabbit trudged through a garden? ------------------------------------------------------------------------------------------------------------------- Least Surprised Most Surprised


Mnemonics

DLD Alert: Vocabulary Instruction

• Keyword Mnemonics

• Direct Instruction

• Fluency Building

• Cognitive Strategies

– Semantic feature analysis

– Semantic mapping

What were your techniques??

Mnemonics- What is it? • Structured ways to help people

remember and recall information.

• Combines presentation of important information with explicit strategies for recall.

• Employed in areas where large amounts of unfamiliar information needs to be recalled

• Make associations between two or more units of information to recall

What Are Effective Mnemonic Strategies?

• Strategies that make Unfamiliar Information more:

– Concrete

– Meaningful

– Familiar

– Memorable

Why Should Mnemonic Strategies Improve Memory for Students with LD?

• Mnemonic strategies minimize relative weaknesses of students with LD

• Semantic memory • Spontaneous word retrieval • Prior knowledge • Spontaneous strategy use

• Mnemonic strategies maximize relative strengths of students with LD

• Memory for pictures • Awareness of acoustic similarities • Ability to benefit from provided retrieval links • Associations with concrete, familiar

information

For whom is it intended?

• All students across all age groups.

• Well researched and validated for students with high-incidence disabilities

The Keyword Method

• Recode unfamiliar word to an acoustically similar but familiar word or keyword.

• Relate the the keyword in an interactive picture with the to-be-remembered information

• Retrieve the new definition by thinking of the keyword and what was happening in the

interactive picture

The Vocabulary LINCing Routine

LINCing Background

Knowledge to

New Vocabulary

Critical Session Outcomes

• Understand how the Strategic Instruction Model (SIM) supports the Collaborative teacher teams in Carroll, Gallatin, and Trimble Counties

• Learn and prepare to use the Vocabulary LINCing Routine with your students

Carroll, Gallatin, and Trimble

Fluency

Decoding

Word

Recognition

Comprehension

Vocabulary

Reading Core

How will I

address

VOCABULARY?

Pair-Share

What “tricks” do you use to increase your students’

performance on vocabulary?

• Brainstorm on a “Post-it Note” and then turn to your neighbor and share…

How many times must a student be “exposed” to a word to

internalize?

Is the cognitive level of a student

a factor

in the number of exposures required

for word recognition?

Cognitive Level # of times

120-129

110-119

90-109

89-80

79-70

69-60

20

30

35

40

45

55

B. Armbruster (U of IL)

How can students possibly learn the

words in your course and the three to five others that they are

taking?

Alliteration Assonance

Consonance End rhyme

Internal rhyme Onomatopoeia

Quatrain Repetition

Stanza Verse Ballard

Blank Verse Free Verse Cinquain Couplet

Elegy Epic

English/ Language Arts

Vocabulary from a Poetry Unit

Feudal system

Nobles Barons Bishops

Serfs Villains Knights

Mercenary soldiers Siege

Mining Catapult

Battering ram Glaive Jack

Sallet Visor

Motte and Bailey Castle Stone Keep Castle

Social Studies Vocabulary

from a Middle Ages Unit

Energy

Transverse wave Light wave Reflectance

Emit Absorb

Reflected Refracted

Pass through Transmission

Photon Angle of refraction Index of refraction

Color

Science Vocabulary

from a Unit on Light

Sphere Radius Center

Diameter Lateral faces

Base Circumference

Perimeter Symmetric

Parallelogram Trapezoid

Prism Cylinder

Mathematics Vocabulary

from a Unit on Geometry

We must use powerful teaching tools!

“..which, by the

way, have to be

researched-

validated as

well!”

Let your finger do the walking through the manual

Vocabulary instruction should:

• Be meaningful and memorable! • Tied to prior knowledge!

• Engaging to our students!

• Designed so that words are revisited multiple times!

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Let’s Review!

Building Blocks for

Academic Competency

Where can we use the Vocabulary

LINCING Routine?

Level 1: Enhance content instruction

(mastery of critical content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weave strategies within and across classes

using large group instructional methods)

Level 3: Intensive strategy instruction (mastery of specific strategies using 8-stage instructional

sequence; individual Strategic Tutoring)

Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) Level 5: Therapeutic intervention (2%) (mastery of language underpinnings of curriculum

content and learning strategies)

How can I make this definition:

Narrator: someone who

tells a story

• Meaningful and Memorable?

• Tied into prior knowledge?

• Engaging to my students?

• Available to be revisited multiple times?

By using the LINCing Vocabulary Routine!

Step 1: List the parts

Step 2: Identify a Reminding Word

Step 3: Note a LINCing Story

Step 4: Create a LINCing Picture

Step 5: Self-test


Step 1: List the parts (terms/definitions)


Step 1: List the parts (terms/definitions)




Step 5: Self-test

Term

Reminding Word

LINCing Story LINCing Picture Definition

Term

Reminding Word


Term

Reminding Word


Term

Reminding Word


LINCS Tables

Term

Reminding Word


List the Parts The TERM:

An important word that all students are expected to understand and

remember.

1

3

4 5 2 Term

Reminding Word


narrator

List the Parts

THE DEFINITION

A brief statement

of the term’s definition.

Can underline most important parts

Definition

1

3

4 5 2 Term

Reminding Word


narrator someone

who tells a

story

Indicate a Reminding Word

THE REMINDING WORD:

A word that sounds

similar to the new term.

1

3

4 5 2 Term

Reminding Word


narrow

narrator someone

who tells a

story

An Effective REMINDING WORD always…

•Sounds like part or all of the new

word.

•Is a real word.

•Has a meaning that you already know.

•Helps you remember what the new

word means.

An Effective Reminding Word

EXAMPLES:

NEW WORD EXAMPLE

irony iron

theme dream

simile smile

analogy an allergy


EXAMPLES:

NEW WORD EXAMPLE

idiom

symbolism

summarize

antonym

main idea

?


NONEXAMPLES:

NEW WORD NONEXAMPLE

detail daily

compare contract

describe talk

infer observe

Pg. 40

Note a LINCing Story

THE LINCing STORY:

A phrase or sentence that connects- or LINCS-

the definition of the new term

to the Reminding Word

narrow

narrator someone

who tells a

story

1

3

4 5 2 Term

Reminding Word


She told the

story about

a narrow

road.

narrator

narrow

someone

who tells a

story

An Effective LINCing Story always….

•Includes the Reminding Word or

some form of the Reminding Word.

•LINCs the Reminding Word to the

meaning of the new word.

•Is short and simple.

An Effective LINCing Story EXAMPLE:

Analyze: To separate into parts or basic principles to

determine the whole of something

Reminding Word: Wise

LINCing Story: The wise scientist separated the skeleton

into parts to examine the whole dinosaur.

(Why is this effective?)

An Ineffective LINCing Story

NONEXAMPLE:

Analyze: To separate into parts or basic principles to

determine the whole of something

Reminding Word: Wise

LINCing Story: The wise scientist examined the dinosaur.

(Why isn’t this effective?)

An Ineffective LINCing Story

NONEXAMPLE:

Theme: main subject or idea of something

Reminding Word: Dream

LINCing Story: I love to dream about flying.

(Why isn’t this effective?)

Pg 41

Create a LINCing Picture

THE LINCing PICTURE:

A memory device that provides a

visual LINC for the new term.

narrow

narrator someone

who tells a

story

narrator

narrow

someone

who tells a

story

1

3

4 5 2 Term

Reminding Word


narrator

narrow

Someone

who tells a

story

She told the

story about a

narrow road.

A Good LINCing Picture always...

• Contains a part related to the

Reminding Word.

• Contains parts related to the

important ideas in the definition.

• Helps you remember the new term’s

definition.

An Overview of the LINCing Routine

Step 1: List the parts




Step 5: Self-test

Chain Analogy

Different pieces of

knowledge are

linked together

like a chain. Many times, if you can

remember the information in

one of the links in a chain, you

will remember information in

many of the other links.

When you apply the LINCS

Strategy to a word you need to

remember, you create a strong

chain between the word and its

meaning.

The stronger the links

between pieces of

information, the easier you

can remember them. The

weaker the links, the more

difficulty you'll have

remembering them.

Pg 42

The LINCS Memory Chain

Word

Using the LINCS Strategy transforms

a potentially weak link between a word and its

definition into a chain of very strong links.

Reminding Word

Definition

LINCing Story

Image

Pg45

Pg 44

Let’s try one out for fun...

Take out the sheet titled:

LINCs Tables

1. I’ll do the first one…

2. We’ll do one together

3. Ya’ll do the rest with a partner or by yourself

Term

Reminding Word


Term

Reminding Word


Term

Reminding Word


Term

Reminding Word


LINCS Tables

Term

Reminding Word


O.K. Now It’s YOUR Turn...

1. Using your vocabulary from text, develop a LINCing Table to use with your students…

2. Then We’LL share….

The Vocabulary LINCing Routine is...

– A way to solidify vocabulary words as meaningful and memorable!

– A way to tie prior knowledge to new words!

– A way to engage your students in learning!

– A way to “revisit” student knowledge of vocabulary taught in each lesson!

Last Manual Points

Lesson Planning

What it is…

• A process that enables you to figure out the meaning of unknown vocabulary words

• Based on what research has found to be effective in teaching vocabulary – Students do learn vocabulary incidentally through extensive reading (e.g.,

Baumann et. al, 2002, 2003)

– Rich classroom discussion is effective in increasing vocabulary (e.g., Beck, et. al. 2002)

– Teach important high incidence words (Pressley, et. al, 2007)

– Large growth in vocabulary occurs in an environment with challenging literature and expository text, extensive discussion of vocabulary and multiple uses of words tied to broad contexts (school-community-personal) (see Beck, et. al, 2002, Pressley, et. al, 2007)

Why it’s needed

• A strong vocabulary leads to better comprehension, writing, and speaking

• The positive relationship between vocabulary and reading comprehension is well documented (NRP, 2000; Oakland, de Mesquita, & Buckley, 1988; Roth, Speece, & Cooper, 2002; Snow, 2002; Stanovich, Nathan, & Vala-Rossi, 1986).

The Vocabulary Process Steps 1-2

1. Write the word

2. Pronounce the word

Whole Class Instruction

How you do it…


3. Look for clues to the word’s meaning • check the context

• check the prefix, suffix, and root

4. Guess what the word means

Partner Practice

The Vocabulary Process Step 5

5. Discuss & identify a common definition (This is a critical aspect of vocabulary development)

Whole Class Instruction


6. Identify other words with the same prefix, suffix, or root

7. Write two example sentences • One with the vocabulary word

• One with a common prefix, suffix, or root word

Independent

Steno Template

A Model

projection

The coach’s projection of a winning

season came true.

projectio

n pro-before tion-act, result, state of ject-throw

Throwing something forward

A prediction about the future

Project

Protect

Process

participation

construction

trajectory

The cost of the building was a

lot more than the families

original projection. A professional football player

lives in my neighborhood.

Practice from Set 1

• Each person selects a word to teach the

rest of the group.

• Each person will have 3-5 minutes to teach

their word.

Turn to Your Neighbor

• Discuss the 7-Step Process

– Identify areas that need clarification

– Identify ideas for enhancing instruction

Model how to study

For each word in your steno pad:

• Say the word

• Think of what the parts mean

• Think of our definition

• Check your definition

• Read your sentences

• Create a new sentence using the word (See pp. 215-217 of Establishing the Course for additional details.)

Practice studying

Each person will explain to the group how to study the word they taught.

Scoring p. 219

Weekly vocabulary products to score:

• Steno pad work

• New sentences created when studying

• Quizzes

Monitoring Student Progress

How do we teach Fusion Vocabulary? (see page 205-213 in ETC)

• Jargon “confidence builder”

• Explain and Model steps 1-7

• Quickly review the section and determine the questions you have.

Any Burning Questions???

Go forth to

make a

difference in

your students’

vocabulary

acquisition!

Anticipation Guide Before Statement After

Agree Disagree Agree Disagree

Vocabulary can only be taught through direct instruction. Explanation:

Students must have multiple exposures to a word and its meaning to deeply process it. Explanation:

Mnemonic strategies can help to make vocabulary words more meaningful. Explanation:

Post-Knowledge Survey and Evaluation

Documents

Effective Vocabulary Instructionlouisville.edu/education/ctt/final_vocab.pdf · 2012-10-22 · Effective Writing Strategies • Writing on Demand 1. Analyze writing prompts so they