Identifying and Teaching Tier 2 Words

1. Identifying and Teaching Tier 2 Words Presented by: Lynn Mallory Adapted from: Sheryl White sherylwhite54@gmail.com

2. Session Objectives • Identify vocabulary demands in the Common Core State Standards • Define the Tiers of vocabulary • Discuss the importance of direct vocabulary instruction to improve comprehension of text, speaking, listening and writing • Practice instructional strategies that will enhance vocabulary instruction

3. Common Core Vocabulary • http://www.corestandards.org/ELA-Literacy • What key words do you see in the Standards that we need to address?

4. What do we need to do? Vocabulary instruction is a priority in the Common Core. How do we get our students proficient in learning new words?

5. Vocabulary…Why Do YOU Teach It? Talk to an elbow partner about the question. Share your ideas with the others at your table. Record as many reasons as you can for teaching vocabulary.

6. Let’s at some of the research related to vocabulary development.

7. Reading comprehension = Knowledge of Words + Knowledge of the World

8. What Does Research Say? Homes rich in communication- Children before the age of four have heard 45 million words. Homes that lack rich communication- Children before the age of four have heard 13 million words. (Hart and Risley 1996)

9. Actual Differences in Quantityof Words Heard In a typical hour at home, the average child would hear: Welfare 616 words Working class 1251 words Professional 2153 words Meaningful Differences in the Everyday Experience of Young American Children, Hart & Risley Now think about the impact of an ELL in poverty.

10. Sadly, socioeconomic status has the most significant factor effect on a child’s vocabulary knowledge.

11. Effective Approaches to Teaching Vocabulary • Exposure to High-Quality Oral Language • Reading Aloud to Students-Word Consciousness • Explicit Vocabulary Instruction • Word-Learning Strategies • Wide Independent Reading

12. High-Quality Oral Language • Use high quality vocabulary in the classroom. • Tell students the meaning of words when first used. • “Don’t procrastinate on your work. Procrastinate means to wait to do something you should be doing already.” • Pair in the meaning of the word by using parallel language. “Please refrain from talking. Please don’t talk.” COLLEGE TALK

13. High-Quality Oral Language I really have to try hard while climbing this big mountain! I really have to be persistent while climbing this enormous mountain!

14. Front-Loading High Quality Oral Language • Students learn more words when we focus on fewer words and use those words in our own speech. -- Kylene Beers (2003) When Kids Can’t Read p. 182. • Be intentional about what words the students need to be successful in that subject/unit/lesson, and use those words in advance!

15. Effective Approaches to Teaching Vocabulary • Exposure to High-Quality Oral Language • Reading Aloud to Students-Word Consciousness • Explicit Vocabulary Instruction

16. Explicit Vocabulary Instruction • Vocabulary activities specifically designed to teach new words Table Talk With your neighbors, list explicit vocabulary instructional techniques you have used through the years. Star those you feel were successful. Be ready to share.

17. Successful Vocabulary Instruction A successful approach to vocabulary instruction involves directly explaining the meanings of words along with thought-provoking, interactive follow-up.The goal is student USAGE of the words.

18. There are so many words they don’t know! How do I choose which ones to teach?

19. Common Core and Three Tiers of Vocabulary

20. Three Tiers of Words High Frequency Words Tier One Tier Two Tier Three Academic Vocabulary Domain-specific Vocabulary 20

21. Three Tiers of Vocabulary Tier 1- Everyday Words (implicit) • Used in everyday speech* • Words English Language Learners will need to learn chair, bed, happy, house

22. Three Tiers of Vocabulary Tier Two = Academic Vocabulary • Words in general use, not content specific • Appear far more in written texts than in speech • concentrate, absurd, fortunate, relieved, dignity, convenient, observation, persistence ++describe, detail, example

23. Three Tiers of Vocabulary Tier Three- Domain-Specific Words • Words related to a specific content or field of study • triangle, stem, addition, syllable • tundra, igneous, triangle, perpendicular, democracy

24. Three Tiers of Vocabulary (Beck, McKeown, Kucan, 2002)

25. Three Tiers of Words Sorting Activity Place the list of words under the appropriate Tier by referring to the descriptions above.

26. How did you do?

27. Choosing Tier Two Words Her thoughts were interrupted by loud shouts and a commotion from the wedding party assembled outside. Manyara was missing! Everyone bustled about, searching and calling for her. When they found her footprints on the path that led to the city, they decided to go on as planned. (Mufaro’s Beautiful Daughters, John Steptoe)

28. How do I determine that a word is TIER 2?

29. Explicit Vocabulary InstructionSources of Words Sources of words for vocabulary instruction • WORDS from read-aloud books • WORDS from core reading programs • WORDS from reading intervention programs • WORDS from content area instruction and texts • Math • Science • Social studies • Health • Art, PE, music, etc.

30. Explicit Vocabulary InstructionSelection of Words Select words that : • are likely unfamiliar • are critical to passage understanding. • students are likely to encounter in the future and are generally useful. • are Tier Two words (Academic Vocabulary) • are easily explained to children at their level (Beck & McKeown, 2003) (Stahl, 1986)

31. Explicit Vocabulary Instruction Selection of Vocabulary • “Goldilocks Words” • Not too difficult • Not too easy • Just right (Stahl & Stahl, 2004)

32. Your TurnSelecting Tier 2 Words • At your table, choose one of the texts I have provided. • Identify (4 )Tier 2 words you would teach your students. • Use the selection criteria page to help guide you through this process.

33. Successful Vocabulary Instruction A successful approach to vocabulary instruction involves directly explaining the meanings of words along with thought-provoking, interactive follow-up.The goal is student USAGE of the words.

34. What Strategies Would You Use to Teach Your Selected Words? Seven Steps is a place to start

35. Step 1 Make the students SAY the word while looking at it. http://local.content.compendiumblog.com/uploads/user/a9c65f38-6a2f-4c18-adf0-dec47fdcb66c/b2a32cba-a7ee-485c-98ac-5dad612fdc3a/babiestalking1.jpg

36. Step 2 Use the word in the context from your lesson. • If it’s a read-aloud, read the sentence. • If it’s a reading passage you’ll be working with, highlight that sentence. • If it’s directions on a worksheet, pull out that sentence.

37. Step 3 Provide a dictionary definition. Pros & Cons

38. Step 4 Student-Friendly Definitions Providing student-friendly definitions—ones that are accurate and that students will understand—is no mean task. Below is a definition of dazzling from the dictionary and a student-friendly definition. Beck, McKeown, and Kucan (2003). “bright enough to deprive someone of sight temporarily” “If something is dazzling, that means that it’s so bright that you can hardly look at it.” Cobuild

39. Explicit InstructionStudent-Friendly Explanations

40. Providing Student-Friendly Definitions TASK: Partner into A and B Each partner should choose one word from your earlier selection. Then take turns providing a student-friendly definition for your word. THIS TAKES PRACTICE and TIME

41. Step 5 Highlight something important about that word. • A great time to teach roots. • Spelling rule reminders • Parts of speech • Multiple meanings

42. Step 6 Give them a chance to USE THE WORD. (This is the fun part.)

43. 1. Introduce the word.This word is survive. What word? 2. Present a student-friendly explanation.When people or animals don’t die when things are very bad or dangerous, they survive. 3. Illustrate the word with examples.Look at the people on this river. It is very dangerous.However, they don’t get hurt or die, they __________. Example:

44. Example: 4. Check students’ understanding. (Examples and non-examples)Get ready to tell me if this group would survive.If the winter was very cold and all food was buried under the snow, would whooping cranes survive?________ Ones, tell your partner why they wouldn’t survive?If whooping cranes had plenty of food and the weather was warm, would they survive? __________ Twos, tell your partner why they would survive?(Deep Processing Questions)If a rabbit was being chased by a coyote, what could the rabbit do to survive?

45. Applaud if they are being neighborly. • A student picks up a pencil that the person next to them dropped. • Letting your dog poop in someone else’s yard. • Calling the police when the people next door have a party. • Hosting a block party for your street. • Tripping your classmate when he walks to the teacher’s desk.

46. Making Vocabulary Active TPR- Total Physical Response • recognizes the value of language being associated with physical responses • grammar-based view of language that focuses on meaning, not form • evidence-based strategy for English Language Learners strong

47. Literal and Nonliteral Meanings Artwork • Have students select a figurative speech phrase such as, “That person is ‘as smart as a whip’” and create a drawing that illustrates it. Label the phrase that accompanies it. • Provide a meaning of the nonliteral words

49. Idiom: Meaning:

50. Real-life Connections Between Words and Their Use Words are all around us. This standard encourages teachers to help students use language to describe his or her world.