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Vocabulary Instruction & Vocabulary Instruction & Common CoreCommon Core
TCTE State ConferenceTCTE State ConferenceSeptember 27-28, 2013September 27-28, 2013
Jessica HollowayJessica Holloway
Instructional CoachInstructional Coach
Hixson Middle SchoolHixson Middle School
First Four WordsHighlight or circle the first four words you
see.
Paint Chip
Pick one of your four words.Write that word on the lightest
shade.Write synonyms for that word on the
other shades.
Shades of Meaning
Video ClipVideo Clip This is a 6 minute video which features a discussion This is a 6 minute video which features a discussion
between NYS Commissioner of Education John B. between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 6 –the Regents Research Fund) addressing Shift 6 –Academic Vocabulary.Academic Vocabulary.
By unpacking Shift 6, the discussion By unpacking Shift 6, the discussion addresses the “tiers” of vocabulary (see addresses the “tiers” of vocabulary (see Isabel Beck’s work, for example) and the , for example) and the choices teachers need to make regarding the choices teachers need to make regarding the explicit teaching of “academic” vocabulary. explicit teaching of “academic” vocabulary.
http://engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary
ELA Common Core Vocabulary ELA Common Core Vocabulary StandardsStandards
Reading StrandReading StrandReading Anchor Standard #4Reading Anchor Standard #4Interpret words and phrases as they are used in a text, including Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, determining technical, connotative, and figurative meanings, analyze how specific word choices shape meaning or analyze how specific word choices shape meaning or tone. tone.
Language StrandLanguage StrandLanguage Anchor Standard #4Language Anchor Standard #4Determine or clarify the meaning of unknown and multiple-Determine or clarify the meaning of unknown and multiple-
meaning words and phrases by usingmeaning words and phrases by using context clues, analyzing meaningful word parts, context clues, analyzing meaningful word parts, and and
consultingconsulting general and specialized general and specialized reference materials reference materials as appropriate. as appropriate.
Language Anchor Standard #6Language Anchor Standard #6Acquire and use accurately a range of general Acquire and use accurately a range of general academicacademic and and
domain-specific words and phrases sufficient for reading, domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career writing, speaking, and listening at the college and career readiness level; demonstrate readiness level; demonstrate independence in gathering independence in gathering vocabulary knowledge vocabulary knowledge when encountering an unknown term when encountering an unknown term important to comprehension or expression.important to comprehension or expression.
Academic VocabularyAcademic Vocabulary
Isabel L. Beck, Margaret McKeown and Linda Isabel L. Beck, Margaret McKeown and Linda Kucan (2002, 2008) have outlined a useful model Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers for conceptualizing categories of words readers encounter in texts and for understanding the encounter in texts and for understanding the instructional and learning challenges that words instructional and learning challenges that words in each category present. They describe in each category present. They describe three three levels, or tierslevels, or tiers, of words in terms of the words’ , of words in terms of the words’ commonality (more or less frequently occurring) commonality (more or less frequently occurring) and applicability (broader to narrower).and applicability (broader to narrower).
Common Core State Standards, Appendix A, page 33Common Core State Standards, Appendix A, page 33
Academic VocabularyAcademic Vocabulary
… … is not unique to a particular discipline and as a is not unique to a particular discipline and as a result are not the clear responsibility of a particular result are not the clear responsibility of a particular content area teacher. What is more, many Tier Two content area teacher. What is more, many Tier Two words are far less well defined by contextual clues words are far less well defined by contextual clues in the texts in which they appear and are far less in the texts in which they appear and are far less likely to be defined explicitly within a text than are likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are encountered in complex written texts and are particularly powerful because of their wide particularly powerful because of their wide applicability to many sorts of reading. Teachers applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two thus need to be alert to the presence of Tier Two words and determine which ones need careful words and determine which ones need careful attention.attention. Common Core State Standards (English Language Arts, Common Core State Standards (English Language Arts, Appendix A)Appendix A)
3 Tiers of Words3 Tiers of Words
Common Core State Standards, Appendix A, page 33
WhyWhy are “academic words” are “academic words” important?important?
They are critical to understanding academic They are critical to understanding academic texts.texts.
They appear in all sorts of texts.They appear in all sorts of texts.They require deliberate effort to learn, They require deliberate effort to learn,
unlike Tier 1 words.unlike Tier 1 words.They are far more likely to appear in written They are far more likely to appear in written
texts than in speech.texts than in speech.They often represent subtle or precise ways They often represent subtle or precise ways
to say otherwise relatively simple things.to say otherwise relatively simple things.They are seldom heavily scaffolded by They are seldom heavily scaffolded by
authors or teachers, unlike Tier 3 words.authors or teachers, unlike Tier 3 words. Common Core State Standards, Appendix A, Common Core State Standards, Appendix A,
page 33page 33
Choosing wordsChoosing words
Jose avoided playing the ukulele.Jose avoided playing the ukulele.Which word would you choose to pre-Which word would you choose to pre-
teach?teach?
Which word?
AvoidedAvoided
Why?Why? Verbs are where the action is Verbs are where the action is
Teach avoid, avoided, avoidsTeach avoid, avoided, avoids Likely to see it again in grade-level textLikely to see it again in grade-level text Likely to see it on assessmentsLikely to see it on assessments We are going to start calling these useful We are going to start calling these useful
words “Tier 2 words”words “Tier 2 words”
Why not ukulele?Why not ukulele? Rarely seen in printRarely seen in print Rarely used in stories or conversation or Rarely used in stories or conversation or
content-area informationcontent-area information
How do I determine that a word is TIER 2?WordWord Is this a Is this a
generally generally useful useful word?word?
Does the Does the word word relate to relate to other other words words and ideas and ideas that that students students know or know or have have been been learning?learning?
Is the Is the word word useful in useful in helping helping students students understanunderstand text?d text?
If you If you answer answer “yes” to “yes” to all three all three questionsquestions, it is a , it is a Tier 2 Tier 2 word. If word. If not, it is not, it is probably probably a Tier 3 a Tier 3 word.word.
Appendix AAppendix A
Read pg.32 Read pg.32 Underline something that stands out Underline something that stands out
in your mind.in your mind.
Pages 33-34Pages 33-34Highlight tier two words in yellow and Highlight tier two words in yellow and
tier three words in pink in the tier three words in pink in the annotated samples annotated samples
A Six-Step Process for Teaching A Six-Step Process for Teaching New TermsNew Terms
Step 1:Step 1: Provide a description, explanation, Provide a description, explanation, or example of the new term.or example of the new term.
Step 2:Step 2: Ask students to restate the Ask students to restate the description, explanation, or example in description, explanation, or example in their own words.their own words.
Step 3:Step 3: Ask students to construct a picture, Ask students to construct a picture, symbol, or graphic representing the term symbol, or graphic representing the term or phrase.or phrase.
Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005
A Six-Step Process for Teaching A Six-Step Process for Teaching New TermsNew Terms
Step 4:Step 4: Engage students periodically in Engage students periodically in activities that help them add to their activities that help them add to their knowledge of the terms in their knowledge of the terms in their notebooks.notebooks.
Step 5:Step 5: Periodically ask students to discuss Periodically ask students to discuss the terms with one another.the terms with one another.
Step 6:Step 6: Involve students periodically in Involve students periodically in games that allow them to play with games that allow them to play with terms.terms. Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering,
2005
Implications for Implications for InstructionInstruction
Teach fewer words.Teach fewer words.Focus on important Tier 2 (high Focus on important Tier 2 (high
utility, cross-domain words) to utility, cross-domain words) to know & remember.know & remember.
Simply Simply provideprovide Tier 3 (domain- Tier 3 (domain-specific, technical) words with a specific, technical) words with a definition.definition.
www.wordle.netwww.wordle.net
EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION
1. Effective vocabulary instruction does not rely on definitions.
2. Students must represent their knowledge of words in linguistic and nonlinguistic ways.
3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
4. Teaching word parts enhances students’ understanding of terms.
5. Different types of words require different types of instruction.
6. Students should discuss the terms they are learning.
7. Students should play with words.
8. Instruction should focus on terms that have a high probability of enhancing academic success.
(Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)
Independent Word StudyIndependent Word Study
Context cluesContext cluesConnotation & Denotation Connotation & Denotation Synonyms & AntonymsSynonyms & AntonymsAnalogiesAnalogiesWord Parts (prefixes, suffixes, root Word Parts (prefixes, suffixes, root
words)words)
Context Clue StepsContext Clue Steps
1.1. Identify the unknown Identify the unknown word.word.
2.2. Look for the words that Look for the words that give hints about its give hints about its meaning in the meaning in the sentence.sentence.
3.3. If you need more cues, If you need more cues, read the sentences read the sentences before and after the one before and after the one with the word in it.with the word in it.
4.4. Infer the word’s Infer the word’s meaning based on what meaning based on what you found.you found.
Then model it…Then model it…““As Tom stepped out of the As Tom stepped out of the
tent, the tent, the moistmoist grass grass soaked his shoes and he soaked his shoes and he wondered if it had rained.” wondered if it had rained.”
Say aloud…Say aloud…““The grass is moist. It soaks The grass is moist. It soaks
Tom’s shoes. Tom thinks it Tom’s shoes. Tom thinks it rained. Rain makes things rained. Rain makes things wet. Moist must mean…..” wet. Moist must mean…..” “Now try ‘wet’ in place of “Now try ‘wet’ in place of moist to see if it makes moist to see if it makes sense.”sense.”
For StudentsFor Students For TeachersFor Teachers
Adapted from Vocabulary Instruction Module developed for Reading Excellence Act. Graves (2002)
The SLAP StrategyThe SLAP Strategy✔✔Say the word.Say the word.
✔✔Look for clues.Look for clues.
✔✔Ask yourself what the word might mean; think of a Ask yourself what the word might mean; think of a word that expresses that meaning.word that expresses that meaning.
✔✔Put the word in the passage in place of the Put the word in the passage in place of the unfamiliar word. Does it make sense?unfamiliar word. Does it make sense?
Try it out.Try it out.
He tried to open the box with no luck. He couldn’t He tried to open the box with no luck. He couldn’t find the key, so he decided to use a smidget.find the key, so he decided to use a smidget.
Jim BurkeJim Burke
Academic Vocabulary ListAcademic Vocabulary Listhttp://www.englishcompanion.com/http://www.englishcompanion.com/
pdfDocs/acvocabulary2.pdf2 questions pdfDocs/acvocabulary2.pdf2 questions you haveyou have
Burke states, “A thorough survey of Burke states, “A thorough survey of various textbooks, assignments, content various textbooks, assignments, content area standards, and examinations yields area standards, and examinations yields the following list of words. You cannot the following list of words. You cannot expect to succeed on assignments if you expect to succeed on assignments if you do not understand the directions.” do not understand the directions.”
Recommended ResourcesRecommended Resources
Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to LifeBringing Words to Life: : Robust Vocabulary InstructionRobust Vocabulary Instruction. New York: The Guilford Press.. New York: The Guilford Press.
Baumann, J.F. 7 Kame’enui, E.J. (2004). Baumann, J.F. 7 Kame’enui, E.J. (2004). Vocabulary Instruction:Vocabulary Instruction: Research to PracticeResearch to Practice. New York: The Guilford Press.. New York: The Guilford Press.
Graves, M.F. (2006). Graves, M.F. (2006). The Vocabulary Book: Learning and InstructionThe Vocabulary Book: Learning and Instruction . . New York: Teacher’s College Press.New York: Teacher’s College Press.
Diamond, L. & Gutlohn (2006). Diamond, L. & Gutlohn (2006). Vocabulary HandbookVocabulary Handbook. Berkley, CA: . Berkley, CA: Consortium on Reading Excellence, Inc. Consortium on Reading Excellence, Inc.
Hart, B., & Risley, T.R. (1995). Hart, B., & Risley, T.R. (1995). Meaningful Differences in the EverydayMeaningful Differences in the Everyday Experience of Young American ChildrenExperience of Young American Children. Baltimore, MD: Paul H. . Baltimore, MD: Paul H. Brookes.Brookes.
Heibert, E.H. & Kamil, M. (2005). Heibert, E.H. & Kamil, M. (2005). Teaching and Learning VocabularyTeaching and Learning Vocabulary: : Bringing Scientific Research to PracticeBringing Scientific Research to Practice. Mahwah, NJ: Erlbaum.. Mahwah, NJ: Erlbaum.
Marzano, R.J., & Pickering. D.J. (2005). Marzano, R.J., & Pickering. D.J. (2005). Building Academic VocabularyBuilding Academic Vocabulary: : Teacher’s ManualTeacher’s Manual. Alexandria, VA: ASCD.. Alexandria, VA: ASCD.
Stahl, S.A. (1998). Stahl, S.A. (1998). Vocabulary Development.Vocabulary Development. Cambridge, MA: Cambridge, MA: Brookline.Brookline.
Stahl, S.A. & Kapinus, B. (2001). Stahl, S.A. & Kapinus, B. (2001). Word PowerWord Power: : What Every Educator What Every Educator NeedsNeeds to Know About Teaching Vocabularyto Know About Teaching Vocabulary. Washington, DC: NEA.. Washington, DC: NEA.
ReferencesReferencesKathi Rhodus, Area V and VI Kathi Rhodus, Area V and VI [email protected]
(618) 825-3957. Illinois State Board of Education. Permission (618) 825-3957. Illinois State Board of Education. Permission granted to use and reproduce from ISBE presentation.granted to use and reproduce from ISBE presentation.
Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words Bringing Words to Lifeto Life: : Robust Vocabulary InstructionRobust Vocabulary Instruction. New York: The Guilford . New York: The Guilford Press.Press.
Chall, J.S. (1996). American reading achievement: Should we Chall, J.S. (1996). American reading achievement: Should we worry? worry? Research in the Teaching of EnglishResearch in the Teaching of English, 30, 303-310., 30, 303-310.
Graves, M.F., editor. Graves, M.F., editor. Essential Readings on Vocabulary InstructionEssential Readings on Vocabulary Instruction. . International Reading Association 2009.International Reading Association 2009.
Marzano, R.J., & Pickering, D.L. (2005) Marzano, R.J., & Pickering, D.L. (2005) Building Academic Building Academic Vocabulary: Teacher'sVocabulary: Teacher's ManualManual. Alexandria, VA: ASCD.. Alexandria, VA: ASCD.
"Common Core State Standards Initiative." National Governor's "Common Core State Standards Initiative." National Governor's Association Center for Best Practices, Council of Chief State Association Center for Best Practices, Council of Chief State School Officers, 2010. Web. 12 Jun 2012. School Officers, 2010. Web. 12 Jun 2012.
