Post on 12-Jan-2016
Secondary Coaches’ NetworkVocabulary Instruction
October 21, 2013
Agenda
Complete SurveyQuotation MingleVocabulary Discussion
Quotation Mingle
Instructional Coaching: A Partnership Approach to Improving Instruction by Jim Knight (2007)
Be ready to share…
How does your quote apply to your role as an instructional coach (IC)?
Where are the rare words?
A rare word is defined as any word not in the 10,000 most frequently
used words in the language. (Hayes and Ahrens)
Examples of Rare Words
banjo fantasy numb reluctant
blizzard gem oasis scold
boast glossary optional serpent
cautious interrupt pantry soar
conserve invade participate stimulate
debris logic peer taut
edible luster porous trench
eruption motto pry trigger
exceed nasal quaint
exert nudge refrain
Where are the unfamiliar words?
Adult TV
Mr Rogers
Comic Books
Children’s TV
Adult Books
Children’s Books
Newspapers
Cartoons/Shows
Conversation between 2 college-educated adults
Where are the unfamiliar words?
Average # of Rare Words
68.3
53.5
52.7
30.9
30.8
22.7
20.2
17.3
2.0
Newspapers
Comic Books
Adult Books
Children’s Books
Cartoons (shows)
Adult TV
Children’s TV
Conversation between two college-educated adults
Mr. Rogers
Make a foldable Frayer
Group Description My description
My teachers
Notes from Marzano Notes from Appendix A
Academic Vocabulary
“Cognitive Verbs and the Common Core”
1. Read/Skim the article from Educational Leadership by Robert Marzano.
2. Quick write in your Frayer a. How would you define academic
vocabulary?b. How is academic vocabulary addressed by
your teachers?
Guidelines for Choosing Words
Limit the number you will teach in depth for eternal comprehension…just a few!
Essential subject-area words Words critical for understanding concept/text
Useful words Words student likely to see/use again and again
in many contexts and across disciplines Difficult words
Words with multiple meanings idiomatic expressions
Estimated # of Terms to Teach
Grade Level# of words per
weekTotal words in
32 weeksCumulative
Total
1-3 5 160 480
2-3 10 320 1120
4-5 15 480 2,560
6-8 20 640 4,480
9 - 12 25 - 30 960 8,320
Building Background Knowledge by Marzano
Choosing words based on Tiers
Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & psychologist.
Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious.
Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh.
Beck, I., McKeown, M., & Kucan, L. (2002)
Handout – Which Words to Teach
Let’s go a little deeper
Read/Skim page 33-34 of Appendix A (Common Core State Standards)
Add to your Frayer: How does this concept adjust your definition
of Academic Vocabulary?
Tier 2 Words in Content Classes
Science unit on Earth’s Changing SurfaceSuggested Words: runoff, rills, gully,
drainage basin, divide, flood plain, tributary, meander, alluvial fan, delta, ground water, stalactite, stalagmite
Tier 2 Words to Add: process, feature, factor
Let’s Practice Choosing the Words
Reading level: 8th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text
Select 8 words for explicit instruction
discreet* imputation^ modest
ravages* parsimony^ prudence
chaste* flat^ (apartment) laboriously
cascade* mendicancy squad^ ecstatic
meretricious* Queen of Sheba^ duplicate
instigate* Coney Island conception
Handout
Let’s Practice Choosing the Words
Reading level: 8th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text
Select 8 words for explicit instruction
discreet* imputation^ modest
ravages* parsimony^ prudence
chaste* flat^ (apartment) laboriously
cascade* mendicancy squad^ ecstatic
meretricious* Queen of Sheba^ duplicate
instigate* Coney Island conception
Helping Students Become Better Word Learners
1. Model what you do when you encounter an unfamiliar word
2. Teach about the use of word parts, context clues, and definitions
3. Include strategies for dealing with unfamiliar words in your comprehension strategy instruction
4. Give explicit explanations on when and how to apply strategies
Choosing Key Words What is the students’ background knowledge and how is
it assessed? Which words are most critical for understanding the
content? How frequently is the word encountered? Does the word require multiple strategies to
comprehend? Does the word or concept require more guided practice
before students can use it independently? What connections can be made with words students
already know? What words are difficult for students to grasp the
meaning of and are frequently misunderstood?
Let’s Practice Choosing Words
Read the text provided List the tier 2 vocabulary you would
teachCompare your list with the list of your
partner
Summarizer
With another coach, discuss how you might use the materials and activities shared today with your teachers?
Who will you share this with?How will you share?