Tier 2 Words and Text Talk Robust Vocabulary Instruction

1. Tier 2 Words andText TalkRobust Vocabulary Instruction

2. Tiers of words Tier 1 Words: Basic words: clock, baby, happy, walk Tier 2 Words: Words that are of high frequency for mature language users and are found across a variety of domains: coincidence, absurd, industrious, fortunate Tier 3 Words: Low-use, topic specific: isotope, lathe, peninsula, refinery

3. Some Criteria for Tier 2 Words Importance and Utility - Characteristic of mature language, used across domains Instructional Potential - Build rich representation of word, connections to other words & concepts Conceptual Understanding - Words that develop into more precision and specificity in describing the concept.

4. Repeated Exposures Words should be used in meaningful contexts 10-15 times Janet Allen

5. Implications “Because of the large role they play in a language user’s repertoire, rich knowledge of words in the second tier can have a powerful impact on verbal function.” This includes reading, writing, and speaking. Direct teaching of these words can have the most impact on word knowledge and subsequent usage.

6. Essentially words The Essential Curriculum has specific vocabulary goals and objectives for each grade K-5. The student will be able to:  increase vocabulary  develop a conceptual understanding of words  understand and use new vocabulary

7. Essentially words “The student will collect ______ new words for deeper study each week across content areas.” Kindergarten & 1st Grade = 5-8 new words 2nd Grade = 8-12 new words 3rd -5th Grades = 12-20 new words EACH WEEK

8. We Must Remember  A large working vocabulary is highly correlated with academic achievement. • Lower SES students come to school with a vocabulary deficit.  We have the opportunity and responsibility to increase our students’ word knowledge to enable them to become highly achieving learners.

9. How Do We Teach Tier Two Words? • Text Talk… • outlines a process for providing direct instruction in vocabulary before or after a story has been read. (1-3 words) • Bringing Words to Life, Isabel Beck

10. Text Talk… • explains the meaning of words using student–friendly definitions. • provides opportunities for children to use the word(s) beyond the context of the story. • encourages children to interact with the word(s) and make connections.

11. How Do You Develop Student-Friendly Definitions? • Characterize the word and how it is typically used. • Explain the meaning in everyday language.

13. Who Wrote the Better Definition? • Organization: • When you form things into a coordinated whole. • Random House American Dictionary • What you do before you do something so that when you do it, it’s not all mixed up. • Winnie the Pooh

14. Let’s Plan a “Text Talk” Lesson Together! • reluctant • drowsy Sample Trade Book

15. Text Talk Instructional Steps • Contextualize the word for its role in the story.

16. Example “In “A Pocket for Corduroy” Lisa was reluctant to leave the laundromat without Corduroy.”

17. Explain the meaning of the word. • Ask the children to repeat the word so they create a phonological representation of the word.

18. Example • “Reluctant means you are not sure you want to do something.” • “Say the word with me – reluctant.” “reluctant”

19. Provide examples in contexts other than the one used in the story.

20. Example • “Someone might be reluctant to eat a food they never had before, or someone might be reluctant to ride a roller coaster because it looks scary.”

21. Children interact with examples or provide their own examples.

22. Example • “Tell about something you would be reluctant to do. Try to use the word reluctant when you tell about it. You could start by saying something like: I would be reluctant to _____.”

23. Children say the word again to reinforce its phonological representation.

24. Example • “What’s the word we’ve been talking about?” “reluctant”

25. Encourage children to interact with the word(s).

26. Example • “We’ve talked about two words – reluctantand drowsy. Let’s think about these words some more.” (Choose one or more of the following activities.)

27. Making Choices • “If any of the things I say are examples of someone being reluctant say “reluctant”. If not, don’t say anything.” • “A girl is not sure she wants to go into a dark room.” • “A boy flies a kite in the park.” (continue with other words)

28. Using Illustrations • “Which pictures show someone who might be feeling drowsy? Tell me a sentence about each picture you choose. Use the word drowsy in each of your sentences.” (continue with other words)

29. Using Facial Expressions • “Show how you would look if you were reluctant about taking your little sister to the park.” • “Show how you would look if you sat down in a comfortable chair and started to feel drowsy.”

30. Choices • “ If you stay up too late would you feel drowsy or reluctant in the morning?” • “If you are not sure if you want to go to summer camp by yourself would you feel drowsy or reluctant?”

31. Let’s Put It All Together!

34. Possible Tier 2 Words • Words from the Text • vain • gossip • Sophisticated Words Representing Simple Words & Ideas • determined • hard-working • tired • boastful • clever • spoiled • observe • calm • proud

36. In Conclusion… “The teacher who is alert to opportunities for using sophisticated, interesting, and precise language is probably the most important element in such an environment. Teachers who revel in language are those who use words well and are eager to discover new words and word meanings. They play with words, rejoice in word lore, and model a genuine fascination for the feelings and images that words can evoke and create.” -Isabel Beck