Secondary Coaches’ NetworkVocabulary Instruction

October 21, 2013

Agenda

Complete SurveyQuotation MingleVocabulary Discussion

Quotation Mingle

Instructional Coaching: A Partnership Approach to Improving Instruction by Jim Knight (2007)

Be ready to share…

How does your quote apply to your role as an instructional coach (IC)?

Where are the rare words?

A rare word is defined as any word not in the 10,000 most frequently

used words in the language. (Hayes and Ahrens)

Examples of Rare Words

banjo fantasy numb reluctant

blizzard gem oasis scold

boast glossary optional serpent

cautious interrupt pantry soar

conserve invade participate stimulate

debris logic peer taut

edible luster porous trench

eruption motto pry trigger

exceed nasal quaint

exert nudge refrain

Where are the unfamiliar words?

Adult TV

Mr Rogers

Comic Books

Children’s TV

Adult Books

Children’s Books

Newspapers

Cartoons/Shows

Conversation between 2 college-educated adults

Where are the unfamiliar words?

Average # of Rare Words

68.3

53.5

52.7

30.9

30.8

22.7

20.2

17.3

2.0

Newspapers

Comic Books

Adult Books

Children’s Books

Cartoons (shows)

Adult TV

Children’s TV

Conversation between two college-educated adults

Mr. Rogers

Make a foldable Frayer

Group Description My description

My teachers

Notes from Marzano Notes from Appendix A

Academic Vocabulary

“Cognitive Verbs and the Common Core”

1. Read/Skim the article from Educational Leadership by Robert Marzano.

2. Quick write in your Frayer a. How would you define academic

vocabulary?b. How is academic vocabulary addressed by

your teachers?

Guidelines for Choosing Words

Limit the number you will teach in depth for eternal comprehension…just a few!

Essential subject-area words Words critical for understanding concept/text

Useful words Words student likely to see/use again and again

in many contexts and across disciplines Difficult words

Words with multiple meanings idiomatic expressions

Estimated # of Terms to Teach

Grade Level# of words per

weekTotal words in

32 weeksCumulative

Total

1-3 5 160 480

2-3 10 320 1120

4-5 15 480 2,560

6-8 20 640 4,480

9 - 12 25 - 30 960 8,320

Building Background Knowledge by Marzano

Choosing words based on Tiers

Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & psychologist.

Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious.

Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh.

Beck, I., McKeown, M., & Kucan, L. (2002)

Handout – Which Words to Teach

Let’s go a little deeper

Read/Skim page 33-34 of Appendix A (Common Core State Standards)

Add to your Frayer: How does this concept adjust your definition

of Academic Vocabulary?

Tier 2 Words in Content Classes

Science unit on Earth’s Changing SurfaceSuggested Words: runoff, rills, gully,

drainage basin, divide, flood plain, tributary, meander, alluvial fan, delta, ground water, stalactite, stalagmite

Tier 2 Words to Add: process, feature, factor

Let’s Practice Choosing the Words

Reading level: 8th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text

Select 8 words for explicit instruction

discreet* imputation^ modest

ravages* parsimony^ prudence

chaste* flat^ (apartment) laboriously

cascade* mendicancy squad^ ecstatic

meretricious* Queen of Sheba^ duplicate

instigate* Coney Island conception

Handout

Let’s Practice Choosing the Words

Reading level: 8th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text

Select 8 words for explicit instruction

discreet* imputation^ modest

ravages* parsimony^ prudence

chaste* flat^ (apartment) laboriously

cascade* mendicancy squad^ ecstatic

meretricious* Queen of Sheba^ duplicate

instigate* Coney Island conception

Helping Students Become Better Word Learners

1. Model what you do when you encounter an unfamiliar word

2. Teach about the use of word parts, context clues, and definitions

3. Include strategies for dealing with unfamiliar words in your comprehension strategy instruction

4. Give explicit explanations on when and how to apply strategies

Choosing Key Words What is the students’ background knowledge and how is

it assessed? Which words are most critical for understanding the

content? How frequently is the word encountered? Does the word require multiple strategies to

comprehend? Does the word or concept require more guided practice

before students can use it independently? What connections can be made with words students

already know? What words are difficult for students to grasp the

meaning of and are frequently misunderstood?

Let’s Practice Choosing Words

Read the text provided List the tier 2 vocabulary you would

teachCompare your list with the list of your

partner

Summarizer

With another coach, discuss how you might use the materials and activities shared today with your teachers?

Who will you share this with?How will you share?