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Academic Vocabulary: From Drab to Fab !

Academic Vocabulary: From Drab to Fab !. Presented by Mrs. Gilberte Pascal Henry County Literacy Coach. Norms for Today’s Work. We will be active learners & listeners We will be respectful We will be positive We will put our phones on silent or vibrate

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Academic Vocabulary: From Drab to Fab !

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  1. Academic Vocabulary: From Drab to Fab! Presented by Mrs. Gilberte Pascal Henry County Literacy Coach

  2. Norms for Today’s Work • We will be active learners & listeners • We will be respectful • We will be positive • We will put our phones on silent or vibrate • We will refrain from sidebar conversations

  3. Opening…Setting the Tone

  4. What is the Make-Over Plan?Goals for Today’s Session Teachers , you will • Understand the purpose for academic vocabulary work and how it ties to key governing instructional standards • Be able to see how Tier 1, 2, & 3 words differ and explain what academic vocabulary words are • Be supplied with an instructional protocol for implementing academic vocabulary work during your daily instruction

  5. Connections Shifts & Standards • Shift 3 of the Three Common Core Shifts • Regular practice with complex text & its academic vocabulary • ELACC__L6, K-2 • Focus: Use of words and phrases acquired through conversations, reading and being read to, and responding to texts • Specifics: • First: Conjunctions to signal simple relationships • Second: Using adverbs & adjectives to describe • ELACC__L5, K-2 • Focus: Word meanings and their nuances and identifying real-life connections between words and their uses

  6. Something to Think About… • Are you teaching vocabulary in your K-2 classes? • How are you providing academic vocabulary instruction? • Are students retaining and using the vocabulary terms that you are teaching them?

  7. Building Background

  8. What Do I Know? Task: You will listen to a series of statements. Raise your hands for statements that are true and keep your hands down for those that are false.

  9. True or False • Academic vocabulary terms or Tier 2 words are content specific and text supported words that students are unfamiliar with. Due to their specialized nature, teachers explicitly teach them. • Using the practice of giving students words on Monday, writing the words multiple times on Tuesday, finding definitions on Wednesday, writing sentences on Thursday, & giving a test on Friday to acquire new vocabulary is an example of best practices. • Young students lack vocabulary knowledge, so it is ineffective to expose them to complex text with challenging vocabulary words. • Importance and utility, instructional potential, and conceptual understanding are 3 factors that can help denote a word as being a Tier 2 or academic vocabulary word. • A strong vocabulary supports readers in tackling increasingly more complex text.

  10. Characteristics of the Word Tiers

  11. What are Tiered words?

  12. Word Sort Task: Given the set of words in the baggy and with a partner, sort the words under one of the 3 categories of tier levels. Record the words under the category where they best fit on page 5 in your booklet. You will have 5 minutes

  13. Word Sort Activity Word Bank Neurons Go Explain Prepare Big Play Loam Amphibian Boy Evaluate Zygote Schema Illustrate Display House

  14. Word Sort Activity Word Bank Neurons Go Explain Prepare Big Play Loam Amphibian Boy Evaluate Zygote Schema Illustrate Display House

  15. Why is academic vocabulary important work? • They are high yielding words and are seen often in written material • They facilitate the comprehension of academic text • They are not easy to learn and require deliberate action from stakeholders • They are used to articulate simple things in precise ways • Unlike Tier 3 words, they are not scaffolded in text

  16. Picking the Right Spot… Sets You Up for Success!!

  17. Vocabulary Casserole Ingredients Needed: 20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 teacher who wants students to be quiet on Mondays copying words Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday. Perishable. This casserole will be forgotten by Saturday afternoon. Serves: No one. Adapted from Kylene Beers’ book “When Kids Can’t Read, What Teachers Can Do”

  18. Where can I get academic vocabulary words? • Language-rich literary books that • Relate to grade level concepts • Relate to grade level content • Support grade level standards • CCGPS & GPS standards • Verbs and key nouns • Academic vocabulary word lists • Berkeley Unified School District

  19. Which Word Should I Pick? Task: Using your grade level standards, you will highlight words you think would be ideal as academic vocabulary words to teach to your students. Please use the highlighters that have been provided in your bins. You will have 4 minutes

  20. How Do You Know if You Have a Tier 2 Word or Not? • Use this criteria for selecting words; a yes to all three questions would indicate that you have a Tier 2 word • Is this a generally useful word? • Does this word connect to other words & ideas that are being covered in the curriculum? • Is this a word that will aid students in comprehending text and building conceptual understanding? Let’s try this strategy with explain and now amoeba

  21. Let’s Try Evaluating Some Possible Tier 2 Words A yes to all three questions would indicate that you have a Tier 2 word. Now you try this test with one of your highlighted words. Is it a Tier 2 word? Why or why not?

  22. Teaching Academic Vocabulary Terms

  23. Did You Know? • Preschool or children’s books expose you to more challenging vocabulary than do prime-time adult TV shows. • Vocabulary can be learned through reading and talking. • Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. • The same student, after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile. • High School seniors near the top of their class know about 4 times as many words as their lower performing classmates. • The amount students read is strongly related to their vocabulary knowledge. Taken from “Building Academic Vocabulary Beverly Public Schools K-5 Handbook” http://www.beverlyschools.org/district/files/Curriculum&Instruction/Building%20Academic%20Vocabulary%20handbook.pdf

  24. The Aim For This Work The following exchange occurred in a first-grade classroom in February: Jason: Is this going to be an ordinary day? Ms. H: What would make it ordinary? Jason: If we did the same old thing. Ms. H: What might make it not ordinary, make it exceptional? Jason: If you gave us prizes for being good – I mean exceptional and mature. Beck, McKeown, & Kucan(p.47, 2002)

  25. Text Talk Strategy for Working with Academic Vocabulary in Grades k-2 • Read a language-rich story • Contextualize the word within the story • Have learners say the word • Provide a student-friendly explanation of the word • Present examples of the word used in contexts different from the story context • Engage children in activities that get them to interact with all of the words they have learned • Have children say the word • Close with a combined review of all of the developed words

  26. An Example of Teaching Vocabulary Using Text http://www.youtube.com/watch?v=XHE78WSBpP8

  27. Picking the Right Book – How Can We Do It? Step 1 • Select • Language-rich texts • Look For • Words that would be unfamiliar, understandable, and useful (The U³ Rule) • But Be Sure Not to • Use the books that young learners are using to learn to read to teach new vocabulary • Due To The Fact That • Learners can understand more advanced text when it is presented orally, • Don’t Disregard • Simple texts

  28. Let’s Do This!!! Look in the baggy of books on your table and select a book that you feel has rich language Pascal’s Choice: I have selected “Fantastic Mr. Fox” Your Choice: • What is your pick? • What words caught your eye?

  29. Let’s Give the U³ Rule a Try Task: Using the book you have selected, read a few pages and select 1-2 words that you could use as academic vocabulary terms. Check and see if they meet the requirements of The U³ Rule. If they do, record one of those words onto an index card found in your basket. A yes to all three questions would indicate that you have a Tier 2 word

  30. How Can We Build Context Within a Text? • Connect the word directly to how it was used in the story • It creates a point of entry for understanding what the word means Step 2

  31. Let’s Do This!!! Provide students with a sentence featuring the word in the way it was used in the text Pascal’s Way:enormously Boggis was described as being enormously fat because he at 3 whole chickens for breakfast, lunch, and dinner. Your Way: Put one of the words you selected in the context that it appeared in in the text

  32. Why Have Children Say New Academic Vocabulary Words? • Allows students to become familiar with the sounds in the word • Creates the potential for phonemic awareness work • Forms the foundation for • remembering the term • making connections to roots and their inflection forms Steps 3,7

  33. Let’s Do This!!! Think of a way to get students to review the word…consider how the teacher did this in the video Pascal’s Way: Enormously is the word we will be focusing on. What’s the word again? Your Way: Craft a way to get your students to say the academic vocabulary word you have selected

  34. What Is a Student-Friendly Explanation of a Word? • Explains in simple terms by • Characterizing • Explaining in everyday language • Add an example to clarify the meaning • Consider things that children engage in, • enjoy doing, or • are interested in. Step 4

  35. Let’s Do This!!! Consider these points in developing your definition; • When would you use this word? • Why do we use this word? • What comes to mind when you use this word? Pascal’s Way: Enormously is used to describe something that is really big. Your Way: Come up with a definition that captures the essence of the word

  36. How Can We Deepen Academic Vocabulary knowledge? • Change the context of the word • Children typically limit word use to the initial context • Use different examples Step 5

  37. An Example Child 1: I would be reluctant to leave my teddy bear in the laundromat. Teacher: Well, that’s just like what Lisa did in the story. Try to think about something you might be reluctant to do that is not like Lisa. Child 2: I would be reluctant to leave my teddy bear in the supermarket. Teacher: Okay, that’s a little different than what Lisa was reluctant to do, but try to think of something that you would be reluctant to do that is very different that what Lisa was reluctant to do. Child 3: I would be reluctant to leave my drums at my friend’s house. Teacher: That’s pretty different from what Lisa was reluctant to do, but can we think of something that you would be reluctant to do that isn’t about leaving something somewhere. Child 3: I would be reluctant to change a baby’s diaper! Beck, McKeown, & Kucan (p.52, 2002)

  38. Let’s Do This!!! Provide learners with other contextual possibilities for using the word that differs from the book Pascal’s Way: I saw an enormously large dinosaur at the museum yesterday. My daughter fell and got an enormously big bump on her head. Your Way: Create a new context for your word that is not like the one presented in the book

  39. interaction with Academic Vocabulary words… • Facilitates opportunities for learners to engage repeatedly & deeply with terms • Fosters giving responses and explaining examples Step 6

  40. Activities – Strategy #1Q.R.E Questions, Reasons, & Examples Students are asked to provide explanations about events centered around questions or examples. The Purpose Students are asked to defend their thoughts & ideas based on their understanding of the word.

  41. Q.R.E Examples • If you are walking around in a dark room, you need to do it cautiously. Why? What are some other things that need to be done cautiously? • What is something you could do to impress your teacher? Why? What is something you could do that might impress your mother? • Which of these things might be extraordinary? Why or why not? • A shirt that was comfortable, or a shirt that washed itself? • A flower that kept blooming all year, ore a flower that bloomed for 3 days? • A person who has a library card, or a person who has read all the books in the library? Beck, McKeown, & Kucan (p.56, 2002)

  42. Let’s Do This!!! Pose learners with a question that forces them to provide a reason or explanation of their thinking Pascal’s Way: What is something you might describe using enormously? Why? What are some other things that you might describe using enormously? Your Way: Create a question that will elicit reflection about using the selected academic vocabulary word

  43. Activities – Strategy # 2Decisions, Decisions! Making Choices Similar to doing a “Thumbs Up, Thumbs Down” activity, but students express themselves by stating a word or phrase if the accompanying statement is true. They can say an alternative term or nothing if there is not another word. The Purpose Students have to make choices based on their understanding of the term.

  44. Decisions, Decisions - Example • If any of the things I say might be an example of people clutching something say “Clutching.” If not, don’t say anything. • Holding on tightly to a purse • Softly petting a cat’s fur • Blowing bubbles and trying to catch them • If any of the things I say would make someone look radiant, say “You’d be radiant.” If not, don’t say anything. • Winning a million dollars • Walking to the post office • Getting a hug from a favorite movie star • I’ll say some things, if they sound leisurely, say “Leisurely.” If you’d need to be in a hurry, say “Hurry.” • Runners in a race • Sitting and talking with friends • A dog lying in the sun Beck, McKeown, & Kucan (p.56-7, 2002)

  45. Let’s Do This!!! Present learners with situations where they have to make a decision as it pertains to a given word Pascal’s Way: • If any of these things can be described as being enormously big, say “enormously.” • A hole in the ground that can hold a car. • A germ • The Statue of Liberty Your Way: Develop a prompt that forces learners to make a decision

  46. Closing the Vocabulary Session with Deep Review The closing should feature a review of all of the words covered during this block of time Start this segment by stating, “We have talked about 3 words, ______, ______, and _____. Let’s think about them some more.” Beck, McKeown, & Kucan (p.57, 2002) Step 8

  47. Let’s Do This!!! Select another word that you would cover when reading this book with your students…for the sake of time we will pretend that you have already done steps 1-7 with all of the chosen words Pascal’s Way: “We have talked about 2 words, nasty and enormously. Let’s think about them some more.” Your Way: Now you do it for your words

  48. Closing – Activity #1Building Relationships Relating Words Consider how you might connect the words based on how the word can be expressed, physical actions, synonymous meanings, etc. The Purpose Aid students in making connections and thinking deeply about how words might relate to each other.

  49. Building Relationships Example In the case of reluctant, insisted, and drowsy, we noticed that each word might be expressed through facial expressions, so that is what was done. Beck, McKeown, & Kucan (p.57, 2002)

  50. Sentences Combine all the words into one sentence. Include a question to encourage students to think and explain their thoughts and ideas. Example “Would you prefer to budge a sleeping lamb or a ferocious lion? Why?” Beck, McKeown, & Kucan (p.58, 2002)

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