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EXPLICIT VOCABULARY INSTRUCTION
Nov. 3, 2009
True or False 1. Vocabulary is acquired incidentally by just
encountering words in conversation and while reading.
2. Word meanings can usually be inferred from the text.
3. Students can learn word meaning from dictionary definitions.
4. We can learn a word from a few exposures.5. Students know when they don’t know words.
False
Jigsaw At your table group number 1-5. As an individual read your assigned
research-based principle. In a round robin share at your table, read
the quiz questions, and discuss evidence you found in the text.
As a group select a sentence about vocabulary instruction to share to the larger group.
Learning Objectives By the end of the learning session we will:1. Understand the components of systematic
vocabulary instruction and how they relate to increasing student achievement.
2. Know and explain the research-based principles that should guide an effective vocabulary program.
3. Understand what effective vocabulary instruction looks like in the classroom.
Learning objectives continued 4. Understand the relationship between
vocabulary and academic language development in diverse populations.
5. Contribute to large and small group discussions, learn from one another, and have fun.
Personalizing the Objectives What is it that you want to leave this
session knowing, understanding, and being able to do related to systematic vocabulary instruction? How will you make that happen?
Personalizing the Objectives 1. 2.3.4.
Three Tiers of Vocabulary
Math Language
Science Language
Literature Language History/Social
Studies Language
General Academic language for knowing, thinking, reading
and writing
Foundation of home and community language and cultural factors
When students enter school for the first time, those from
Professional families- Have accumulated experience with 45 million words
Low-income families- Have accumulated experience with 13 million words
Professional Families- 2-1 Positive Statements/Negative Statements
Low-income families- 1-2 Positive Statements/Negative Statements
Foundation of home and community language and cultural factors
Tier III/Brick Words
Content-specific terms/vocabulary Technical words High-yield words that play a key role in
the lesson Tools for understanding the lesson Words in big, bold-faced print
Math Language
Science Language
Literature Language History/Social
Studies Language
When teaching brick words, we have “expert blind spots”. we have lost the sense of being a
learner in the early stages of the discipline.
we need to communicate our thinking strategies to students.
Building Academic Language Essential Practices for Content Classroom Jeff Zwiers
ResearchImpact of Direct Tier III Vocabulary Instruction
90
80
70
60
50
40
30
20
10
0No vocabulary
instruction
Direct vocabularyInstruction
(effect size = .32)
Direct vocabularyInstruction on words
related to content(effect size = .97)
Per
cent
ile R
ank
on T
est
50
62
83
Tier II Words/Mortar Words
General academic words that are common terms in everyday communication
Words used across a variety of domains
Subtle words or expressions that connect bricks
General Academic language for knowing, thinking, reading
and writing
Example of Tier II Words
implies contains reflects represents supportsconsequentlytherefore factorscontrastdiffer from analyze ramifications
ELA Social
Studies Math Science Any
discipline
Why do we need to teach academic vocabulary?
Hard to learn incidentally (especially for poor/reluctant readers)
Found in content area texts and state tests
Crucial to full comprehension, yet no one takes responsibility for it
Teachers often overlook its importance
Estimated Number of Terms That Can Be Taught at Various Grade Levels
Grade Level Number of Words Per Week*
Total Words in 32 Weeks Cumulative Total
K 0 0 0
1 1 32 32
2 3 96 128
3 4 128 256
4 5 160 416
5 10 320 736
6 15 480 1,216
7 20 640 1,856
8 20 640 2,496
9 25 800 3,296
10 25 800 4,096
* Note: These are the total number of academic vocabulary terms that students should learn in a week—NOT in each classroom.
Brick vs. Mortar If we simply pile bricks up to make a
wall-overdo vocabulary quizzes and dictionary work-the wall will fall. The bricks need mortar to stick together.
Jeff Zwiers Building Academic Language
Tier II and Tier III in the HAPG’s
ContentAcademic
Academic and Content Specific Terms
Balance Equation Coefficient
One variable equation
Atom Observation
Connection Interpret Analysis
Pattern Chemical Equation=Equation
Inference
Equilibrium Subscript Reactant
Product Compound Variable
Distributive Property
Systems of Equations
Element
Two variable equation
Science Word Sort Balance Equation Coefficient
One variable equation
Atom Observation
Connection Interpret Analysis
Pattern Chemical Equation=Equation
Inference
Equilibrium Subscript Reactant
Product Compound Variable
Distributive Property
Systems of Equations
Element
Two variable equation
Language of Math Math text is dense. There are more concepts per
sentence. Each word and phrase is important to a process. Students that skim for information may miss key points.
Math concepts are embedded within other math concepts: they depend on prior knowledge and experience.
A student must not only read left to right but right to left and up and down.
Historically there has been a lack of extended student talk about math in math classrooms.
Language of Science Connects abstract ideas illustrated by
various media. Photos, diagrams, graphs, charts, math and chemistry symbols, lab experiences, and text all overlap to communicate concepts.
Presents very few narratives or stories. Describes procedures with procedural
language such as : analyze, calculate, graph, record, watch, predict, examine
5 Steps of Vocabulary Instruction Teacher steps back and present
students with a brief explanation or description of the new term or phrase.
Teacher matches the example with a nonlinguistic representation.
5 Steps of Vocabulary Instruction Students step out and generate their
own explanation or description of the new term or phrase.
Student matches the example with a nonlinguistic representation.
5 Steps of Vocabulary Instruction The teacher periodically asks students
to review the accuracy of their explanations and representations.
Break 15 minutes
Vocabulary Pre-test Define the words.
Vocabulary Instruction- Dictionary and Sentence Please silently define each word and
use the word in a sentence. Antipodes Digerati Garbology Otiose Pellucid
Vocabulary Instruction – Nonlinguistic Representations Borborygmus Cullet Defenestrate Expropriate Hallux
Reflect Upon Your Learning Capture your thinking about what you
just experienced and what you want to remember as you transfer this learning to your campus.
Step 6 – Involving Students in Games Fly-swat Survival of the Fittest
Fly-swat Divide the class into group A and Group
B. Participants must face the presenter. The presenter will read the definition of
a word. Participants can then turn around to see
the words on chart paper, and swat the correct word.
Survival of the Fittest Realistic Fiction Fantasy Biography Science Fiction Mystery Historical Fiction
Survival of the Fittest Octagon Parallelogram Hexagon Triangle Circle Trapezoid
Survival of the Fittest Mountain Bayou Peninsula Plateau Ridge Plains
Survival of the Fittest Dexter Weeds Man Men Nurse Jackie The Tudors Californication
Vocabulary Post-test Define the words.
What have we learned?
Review your personalized objectives and complete the 2-minute essay.
General Announcements and Reflections Reflections:
What worked? What didn’t work? How do you plan to use this information
on your campus?
