Bolstering Confident and Competent Vocabulary Use Through Explicit Instruction

1. Bolstering Confident and Competent Vocabulary Use Through Explicit Instruction Education Service Center, Region 2 Austin, TX June 14, 2010 Dr. Kate Kinsella San Francisco State University katek@sfsu.edu(707) 473-9030

2. Workshop Components • Components of a school-wide vocabulary development program • Common vocabulary activities that fail to teach word meanings • Viewing of taped lessons with explicit vocabulary instruction • Demonstration of evidence-based explicit vocabulary instruction with structured speaking and writing tasks • Steps in the research-informed explicit instructional routine • Guidelines for structuring effective application tasks • Recommended formats for an academic vocabulary notebook • Appropriate dictionaries for mixed-ability 3-12 classrooms • Practical daily “warm-up” vocabulary assessments

3. Precision Partnering Setup • Make eye contact with an elbow partner. Determine who will be partner one and two. • Observe the “4 Ls” for working with a partner: • Look(Make eye contact.) • Lean (Turn toward your partner.) • Low Voice (Use your private voice.) • Listen (Show active, respectful listening.)

4. Building Academic Vocabulary: Instructional Cornerstones 1. Fluent, Wide Reading with Increased Nonfiction 2. Explicit Teaching of Critical New Words 3. Word Knowledge & Study Strategies 4. Structured Contexts for Applying New Words in Speaking, Writing Increased Lexical Power & Reading/Writing Proficiency

5. Impact of Explicit Vocabulary Instruction Percentile Rank on Chapter Test Stahl & Fairbanks (1988) 90 80 70 60 50 4030 20 10 0 83 50 Explicit Vocabulary Instruction: Content Related Words (effect size = .97) No Vocabulary Instruction

6. What Explicit and Accountable Vocabulary Development is Not… • Independent or collaborative dictionary work devoid of explicit prior instruction in word meaning • Activities devoid of explicit prior instruction: word sorts, word walls, crossword puzzles, work sheets • Sustained silent reading to get exposure to new words • Context meaning guessing versus analysis followed by verification of work meaning and additional examples • Preparation-free meaning mentioning by the teacher at the point of word encounter within a lesson

7. Think(Independent Reflection) A common assignment in both elementary and secondary classes is looking up a list of lesson terms in a desktop dictionary then applying the new words in original sentences. Consider the potential limitations of this widespread task in terms of genuine vocabulary learning.

8. Write (Independent Writing) • Write: Select one key reason and write a complete sentence using the sentence frame. • Sentence Frame: Students typically fail to grasp a new word’s meaning when using a desktop dictionary because the definitions __ Precise Verbs Precise Adjectives include … challenging fail to include … complex require … obscure

9. Model Response Students typically fail to grasp a new word’s meaning when using a desktop dictionary because the definitions often include other forms of the target word.

10. Dictionaries Are Not Necessarily Productive Learning Tools

11. Pair-Share (Partner Directions) • Partner #1 shares first using the starter. • Partner #2 restates partner #1’s idea. In other words, you think that… • Partner #1 confirms or corrects. Yes. That’s correct. No. What I meant was… • Switch roles. • Keep sharing until I say: 1-2-3, eyes on me.

12. Language for Classroom Learning:Paraphrasing to Verify Understanding • Casual Conversational English You think __? You mean __? • Formal Spoken English • So what you are saying/suggesting is __. • In other words, you believe that __. • If I understand you correctly, you think that __.

13. Lesson Observation Task:6th Grade English/Social Studies Core Expository Text Pre-reading Discussion Task: “Have you ever had anything written about you that was inaccurate, that wasn’t right, not like a note at recess about somebody who likes someone else or anything like that, but something official in a magazine or newspaper, and it upset you because it wasn’t right?” 1. Potentially unfamiliar words: 2. Number of student responses: 3. Register and vocabulary use in student responses:

14. Explicit Accountable Vocabulary Instructionwith Structured Oral and Writing Tasks __ Writing Task: ______________ is an _____________ source of information for a report on the effects of soft drinks on children’s health.

15. Structured and Accountable Oral Taskwith a Response Frame and Vocabulary Frontloading Think of a time when someone said something inaccurateabout you. How did you feel? Frame: One time _ (noun) said something inaccurate about me, and I felt _ (adjective). Casual Precise NounsCasual Precise Adjectives a kid a neighbor badangry a guy a classmate mad frustrated a person a relative sad embarrassed somebody a teacher disappointed

16. Think-Pair-Share Identify two explicit instructional strategies the teacher utilized to ensure that every student was actively involved in learning the target lesson vocabulary. We observed that she __ (verb: past tense) Everyday Precise Verbs gave provided … showed modeled … helped guided, assisted …

17. Model Response We observed that she __ (verb: past tense) clearly communicated her expectations for active listening and note-taking during vocabulary instruction.

18. A Note-Taking Guide to Facilitate Active Listening and Retention

19. Check for Understanding of Task Directions Use a finger rubric to communicate your level of understanding: 3I know what to do. I can explain the directions to the class. 2I am a little confused. 1 I am very confused. I do not know what to do.

20. Language for Classroom Learning:Asking for Clarification • Casual Conversational English Huh? What? I don’t get it. • Formal Spoken English • I don’t quite understand (the directions, the task). • Could you explain what you mean by __? • Could you provide another example of __? • Could you define the term __? • Could you show me how to _?

21. Language for Classroom Learning:Pointing Out Similarities • Casual Conversational English Mine’s the same. Oh yeah. Right. Me too. • Formal Spoken and Written English • My idea is similar to __’s. • My idea builds upon __’s. • I agree with __. I also think that __.

22. Structured Oral Application Tasks For a Newly-Taught Word For dinner we usually eat one portion of _ (noun: salad) If I wanted to eat a healthier diet, I could eliminate _ (noun: coffee) Students can reduce exam stress by _ (verb + ing:preparing…)

23. Explicit language instruction includes: • Conscientiously directing students’ attention to a new word, language rule, or form; • Clearly explaining and demonstrating that language element; • Guiding appropriate use of newly-taught language elements in a gradual release model: I do it, We do it, You do it; • Providing ample meaningful opportunities for use of newly-taught language elements with high accountability for application.

24. A Gradual Release of Responsibility Within Explicit Language Instruction I do it We do it You do it Curricula and instruction typically segue directly from “I do it” to “You do it”!

25. Receptive vs. Expressive Word Knowledge Receptive Vocabulary: words that are recognized and understood when we hear or see them; typically much larger than expressive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and connotations, or ever use them as we speak and write Expressive (Productive) Vocabulary: words we use comfortably in speaking and writing

26. Vocabulary Knowledge Does Not Operate Like an On and Off Switch (You either know a word or you don’t.)

27. Vocabulary Knowledge Operates Like a Dimmer Switch (Our familiarity with a word exists upon a continuum of knowledge.)

28. Explicit Vocabulary Teaching Routine with a Structured Oral Task

29. Partnering Directions • Partner #1 shares first using the sentence frame. Partner #2 shares next. • Keep sharing until I say: “1-2-3, eyes on me.” • If you don’t have a second idea, share the teacher’s idea or your partner’s idea.

30. Check for Understanding of Task Directions • Partner #1, explain to #2 what you are supposed to do right now. • Partner #2, listen to see if your partner left out an important step.

31. Explicit Vocabulary Teaching Routine with Structured Oral and Writing Tasks Writing Task: Students make ___________ improvement In their writing when their teachers __________________.

32. ExplicitVocabulary Teaching Routine • Guide students in reading and pronouncing the word a few times. • Have students clap/tap out the syllables for polysyllabic words. • Provide a cognate connection when possible. • Explain the meaning using familiar language. • Provide two examples within students’ experiential realm.

33. ExplicitVocabulary Teaching Routine • Structure an oral task with an engaging context to create some “vocabulary velcro”. • Model an appropriate response with a starter. • Lead students in chorally repeating your response. • Partner students to share responses using the starter before calling on individuals. • Guide making a quick, simple sketch of abstract words. • Assign a writing task with a frame that requires application of the appropriate form of the word (plural, tense, etc.) and relevant content.

35. Lesson Planning Steps Using Longman Dictionaries • Write the word. • Write the syllabication; separate syllables with dots. • Write the part of speech in parentheses. • Copy the definition and omit one or two words. Choose the appropriate meaning for the context. • Copy the example sentence. Omit one word or phrase and leave a blank. • Design a practice task using a different familiar context. Write a simple response frame. Determine the grammar necessary to complete the frame.

36. Student Vocabulary Note-taking GuidePrepared Using the Longman “LEDT” Writing Task: Our community has some ___________________ for the ____________ holiday. For example, every year there is/are _____________________________________________________.

37. Tips for Writing an Effective Oral Practice Task • Choose a familiar context that is different from the dictionary example sentence(s). • Write a response frame that doesn’t require unnecessarily complex grammar. • Write a response frame that can be completed in many ways using students’ knowledge/experiences. • Prepare a model response that you anticipate students will not come up with on their own. • Specify the grammar to complete the sentence.

38. The Ultimate Objective of English Language Development: Accurate Oral Fluency Oral Fluency:ease of target language production and listening comprehension Accurate Oral Fluency: ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to follow along and comprehend while listening to more sophisticated language 

39. To Narrow the Verbal Achievement GapLessons Must Include Scaffolded and Accountable Academic Talk Academic talk is “comprehensible verbal output” addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar. Dutro & Kinsella,2009 Swain & Lampkin, 1998

40. Development of Word Knowledge and Accurate Oral Fluency with a Sentence Frame Frame:My Read 180 teacher requires that we __ use our public voice. work with a partner. Verb Bank: try, practice, read, listen

41. Bolster Expressive Word Knowledgewith Structured Writing Tasks Design writing tasks that require providing: 1) the appropriate form of the word (e.g., plural, past tense); 2) content that illustrates their conceptual grasp of the word. • DEMONSTRATE: A classmate ___________ respect to a lesson partner by _____________ and ______________. • REDUCE: Students in our school have _______________ the amount of trash they produce by __________________. • FACTOR: Two major ____________ influencing a teen’s driving insurance premium are _______________________.

42. Sample 5-Minute ”Do Now” Warm-Up Vocabulary Assessment Task Show your understanding of the word significantly. Write a “show you know” sentence in your vocabulary notebook using this sentence frame: Eating more __ and less __ would significantly improve my __. This is because __. Practice reading your response to prepare for our partner discussion.

43. Explicit Word Family Instruction with Structured Oral Tasks

44. A Word Form Chart for Academic Word Familiesto Foster “Word Consciousness” Noun Verb Adjective Adverb

45. The AWL: A High-Incidence Academic Word List(570 Critical Word Families for Secondary Curricula) Group 1/10 (Highest Incidence): analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . . word family: assume, v. assumed, adj. assumption, n. Source:(Averil Coxhead, 2000)

46. Vocabulary Notebook Entry with Structured Application Tasks

47. Vocabulary Notebook Entry with Structured Application Tasks

48. Vocabulary Notebook Entry: Academic Word Family

49. Words that Warrant Robust Instruction • “big idea” words that relate to lesson concepts • stereotype, outsourcing, fossil fuel • high-frequency/high-utility “academic tool kit” words • consequence, issue, analyze • high-use “disciplinary tool kit” words • economy, metaphor, species • words to engage in literate discourse about the topic • words relevant to discussing the theme or issues yet not included in the text (esp. with literature!)

50. Word Types:A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific home dog happy see come again find go look boy analyze approach role consist major require significant vary interpret respond consequence volcano lava pumice glaciated abdominal peninsula molten phonological diphthong “brick” words “mortar” words Research: Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml