Inclusive Education Professional Learning Community

Inclusive Education Professional Learning Community Facilitated by Jenn GondekInstructional Specialist for Inclusive Ed.January 10, 2013TST BOCES

The Case Against Assistive Tech:UDL Guidelines 2.0Revised February 2011Set of strategies, not a prescriptionAlready incorporating MANY in practiceUsed to evaluate and plan goals, methods, materials, and assessments

Last time, we looked at the Curriculum Self-Check, which looked at goals, methods, materials, and assessment. Today we will dive into another tool, the 2. 0 Guidelines, developed by CAST and revised in 2011. You will notice many things you already do and hopefully take away many ideas to create UDL lessons and units during planning time today.

How can the Guidelines be used?These Guidelines should be carefully selected and applied to the curriculum as appropriate. The UDL Guidelines are not meant to be a prescription, but rather as a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. They may serve as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities. In many cases, educators may find that they are already incorporating many of these guidelines into their practice.

The Guidelines should not just be applied to one aspect of the curriculum nor should they be used with only a few students. Ideally the guidelines would be used to evaluate and plan goals, methods, materials, and assessments for the purpose of creating a fully accessible learning environment for all.

3Getting from Here to There

What is your present location?What is your destination?What is the best route for reaching that goal?UDL has been compared to a GPS system.The GPS guides travellers by asking these 3 important questions.It offers multiple options, gathers information (data) and gets an accurate starting point for you (locating 5 satellites.)

Once destination is selected, you have many options to get there. Choose your best route. The GPS supports users- offer alternatives (traffic, re-routing) choose shortest time/no freeways/most scenic: We need to do the same in the classroom.4UDL Guidelines 2.0Guideline 1: Provide options for perception

Checkpoint 1.1 Offer ways of customizing the display of information

Lighthouse InternationalProvide Multiple Means of RepresentationGuideline 1: Options for perception- The GPS offers visual, orally gives directions, options to make screen brighter, different bird view, increase image size, decrease volume, etc.. Lets think about ways to support this Guideline in the classroom.

1.1 Implementation Examples: Display information in a flexible format so that the following perceptual features can be varied: The size of text, images, graphs, tables, or other visual content The contrast between background and text or image The color used for information or emphasis The volume or rate of speech or soundThe speed or timing of video, animation, sound, simulations, etc.The layout of visual or other elements The font used for print materials

5UDL Guidelines 2.0Checkpoint 1.2 - Offer alternatives for auditory information

Provide Multiple Means of Representation1.2 :Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken languageProvide visual diagrams, charts, notations of music or soundProvide written transcripts for videos or auditory clipsProvide American Sign Language (ASL) for spoken English Use visual analogues to represent emphasis and prosody (e.g., emoticons, symbols, or images)Provide visual or tactile (e.g., vibrations) equivalents for sound effects or alertsProvide visual and/or emotional description for musical interpretation

6UDL Guidelines 2.0Checkpoint 1.3 - Offer alternatives for visual information

BookshareProvide Multiple Means of Representation1.3 Provide descriptions (text or spoken) for all images, graphics, video, or animationsUse touch equivalents (tactile graphics or objects of reference) for key visuals that represent conceptsProvide physical objects and spatial models to convey perspective or interactionProvide auditory cues for key concepts and transitions in visual informationText is a special case of visual information. The transformation from text into audio is among the most easily accomplished methods for increasing accessibility. The advantage of text over audio is its permanence, but providing text that is easily transformable into audio accomplishes that permanence without sacrificing the advantages of audio. Digital synthetic Text-To-Speech is increasingly effective but still disappoints in its ability to carry the valuable information in prosody. Implementation Examples: Follow accessibility standards (NIMAS, DAISY, etc.) when creating digital textAllow for a competent aide, partner, or intervener to read text aloudProvide access to text-to-Speech software

7UDL Guidelines 2.0Guideline 2: Provide options for language, mathematical expressions, and symbols

VisuwordsCheckpoint 2.1: Clarify vocabulary and symbols

Provide Multiple Means of RepresentationGuideline 2: Shows the ways to support our students that struggle especially with decoding/dyslexia/ELLs. The GPS give multiple language option, visual and oral directions, even beeps when you are supposed to turn!

Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners experience and prior knowledgeProvide graphic symbols with alternative text descriptionsHighlight how complex terms, expressions, or equations are composed of simpler words or symbolsEmbed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations) Embed support for unfamiliar references within the text (e.g., domain specific notation, lesser known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect)

8UDL Guidelines 2.0Checkpoint 2.2: Clarify syntax and structure

Provide Multiple Means of RepresentationClarify unfamiliar syntax (in language or in math formulas) or underlying structure (in diagrams, graphs, illustrations, extended expositions or narratives) through alternatives that:Highlight structural relations or make them more explicitMake connections to previously learned structuresMake relationships between elements explicit (e.g., highlighting the transition words in an essay, links between ideas in a concept map, etc.)

9UDL Guidelines 2.0Checkpoint 2.3: Support decoding of text, mathematical notation, and symbols

Provide Multiple Means of RepresentationAllow the use of Text-to-Speech Use automatic voicing with digital mathematical notation (Math ML) Use digital text with an accompanying human voice recording (e.g., Daisy Talking Books)Allow for flexibility and easy access to multiple representations of notation where appropriate (e.g., formulas, word problems, graphs)Offer clarification of notation through lists of key terms 10UDL Guidelines 2.0Checkpoint 2.4 Promote understanding across languages

Provide Multiple Means of RepresentationMake all key information in the dominant language (e.g., English) also available in first languages (e.g., Spanish) for learners with limited-English proficiency and in ASL for learners who are deafLink key vocabulary words to definitions and pronunciations in both dominant and heritage languagesDefine domain-specific vocabulary (e.g., map key in social studies) using both domain-specific and common termsProvide electronic translation tools or links to multilingual glossaries on the webEmbed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc)11UDL Guidelines 2.0Checkpoint 2.5 Illustrate through multiple media

IlluminationsProvide Multiple Means of RepresentationPresent key concepts in one form of symbolic representation (e.g., an expository text or a math equation) with an alternative form (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, physical or virtual manipulative) Make explicit links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams12UDL Guidelines 2.0Guideline 3: Provide options for comprehension

Checkpoint 3.1 - Activate or supply background knowledge

ELL ClassroomProvide Multiple Means of RepresentationGuideline 3: helps students that vary in their ability to assimilate new information into useable knowledge. They need critical features highlighted or to provide prompts and models to guide effective information processing. GPS systems have built-in product demos, have the coordinate or spatial birds eye view, or the landmark view that shows the turns and signposts ahead (love the lane assist feature!!!)

Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)Use advanced organizers (e.g., KWL methods, concept maps)Pre-teach critical prerequisite concepts through demonstration or modelsBridge concepts with relevant analogies and metaphorsMake explicit cross-curricular connections (e.g., teaching literacy strategies in the social studies classroom)

13UDL Guidelines 2.0Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships

Pace CarProvide Multiple Means of RepresentationHighlight or emphasize key elements in text, graphics, diagrams, formulasUse outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships Use multiple examples and non-examples to emphasize critical featuresUse cues and prompts to draw attention to critical featuresHighlight previously learned skills that can be used to solve unfamiliar problems

14UDL Guidelines 2.0Checkpoint 3.3- Guide information processing, visualization, and manipulation

Provide Multiple Means of RepresentationGive explicit prompts for each step in a sequential processProvide options for organizational methods and approaches (tables and algorithms for processing mathematical operations)Provide interactive models that guide exploration and new understandingsIntroduce graduated scaffolds that support information processing strategiesProvide multiple entry points to a lesson and optional pathways through content (e.g., exploring big ideas through dramatic works, arts and literature, film and media)Chunk information into smaller elementsProgressively release information (e.g., sequential highlighting)Remove unnecessary distractions unless they are essential to the instructional goal

15UDL Guidelines 2.0Checkpoint 3.4-Maximize transfer and generalization

Cue Card

Provide Multiple Means of RepresentationProvide checklists, organizers, sticky notes, electronic remindersPrompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies, method of loci, etc.)Incorporate explicit opportunities for review and practiceProvide templates, graphic organizers, concept maps to support note-takingProvide scaffolds that connect new information to prior knowledge (e.g., word webs, half-full concept maps)Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film, etc.)Provide explicit, supported opportunities to generalize learning to new situations (e.g., different types of problems that can be solved with linear equations, using physics principles to build a playground)Offer opportunities over time to revisit key ideas and linkages between ideas

16UDL Guidelines 2.0Guideline 4:. Provide options for physical action

Checkpoint 4.1 Vary the methods for response and navigation.Provide Multiple Means of Action and Expression

Guideline 4: Options for physical action so that motor skills do not become a barrier to expression. In the GPS, you can speak the destination name instead of typing it. It has word prediction- guesses the city, Using simple clicks, you can enter your destination.

Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologiesProvide alternatives for physically responding or indicating selections (e.g., alternatives to marking with pen and pencil, alternatives to mouse control)Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

17UDL Guidelines 2.0Checkpoint 4.2: Optimize access to tools and assistive technologies.Provide Multiple Means of Action and Expression

Provide alternate keyboard commands for mouse actionBuild switch and scanning options for increased independent access and keyboard alternatives Provide access to alternative keyboardsCustomize overlays for touch screens and keyboardsSelect software that works seamlessly with keyboard alternatives and alt keys

18UDL Guidelines 2.0Guideline 5:. Provide options for expression and communication

Checkpoint 5.1 Use multiple media for communicationProvide Multiple Means of Action and Expression

Guideline 5: Provide options for skills that underlie expression and communication. Help students increase fluency with which they can express themselves, especially for novices. Many scafflolds that are EVENTUALLY replaced! Scaffolds for the novice, such as simulate the trip, model sequence of turns, step by step directions, just in time reminders.

Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video Solve problems using a variety of strategies

19UDL Guidelines 2.0Checkpoint 5.2 Use multiple tools for construction and composition.Provide Multiple Means of Action and Expression

www.e-Speaking.comProvide spellcheckers, grammar checkers, word prediction softwareProvide Text-To-Speech software (voice recognition), human dictation, recordingProvide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paperProvide sentence starters or sentence stripsUse story webs, outlining tools, or concept mapping toolsProvide Computer-Aided-Design (CAD), music notation (writing) software, or mathematical notation softwareProvide virtual or concrete mathematics manipulatives (e.g., base-10 blocks, algebra blocks) Use web applications (e.g., wikis, animation, presentation)

20UDL Guidelines 2.0Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance.Provide Multiple Means of Action and Expression

Provide differentiated models to emulate (i.e. models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.)Provide differentiated mentors (i.e., teachers/tutors who use different approaches to motivate, guide, feedback or inform)Provide scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software)Provide differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners)Provide multiple examples of novel solutions to authentic problems

21UDL Guidelines 2.0Guideline 6: Provide options for executive function.

Checkpoint 6.1 Guide appropriate goal setting.Provide Multiple Means of Action and Expression

SMARTGuideline 6- Setting goals, making plans and strategies, and monitoring progress. The GPS has the most powerful features- immediate feedback, calculating new route, after mistake it still finds you a better route.

SpecificMeasurableAttainableRealisticTimed

Provide prompts and scaffolds to estimate effort, resources, and difficultyProvide models or examples of the process and product of goal-settingProvide guides and checklists for scaffolding goal-settingPost goals, objectives, and schedules in an obvious place

22UDL Guidelines 2.0Checkpoint 6.2 Support planning and strategy development.Provide Multiple Means of Action and Expression

The Learning Toolbox

Embed prompts to stop and think before acting as well as adequate spaceEmbed prompts to show and explain your work (e.g., portfolio review, art critiques)Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of stepsEmbed coaches or mentors that model think-alouds of the processProvide guides for breaking long-term goals into reachable short-term objectives

23UDL Guidelines 2.0Checkpoint 6.3 Facilitate managing information and resources.Provide Multiple Means of Action and Expression

Provide graphic organizers and templates for data collection and organizing informationEmbed prompts for categorizing and systematizingProvide checklists and guides for note-taking

24UDL Guidelines 2.0Checkpoint 6.4 Enhance capacity for monitoring progress.Provide Multiple Means of Action and Expression

Ask questions to guide self-monitoring and reflectionShow representations of progress (e.g., before and after photos, graphs and charts showing progress over time, process portfolios) Prompt learners to identify the type of feedback or advice that they are seekingUse templates that guide self-reflection on quality and completenessProvide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback)Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples

25Guideline 7: Provide options for recruiting interest

Checkpoint 7.1 Optimize individual choice and autonomy. Provide Multiple Means of Engagement

Guideline 7: Differ in what attracts our attention. This is simplest put as offer choices. Within a GPS you have choice over destination, and the way selections are made. Autonomy over your driving experience.

TGondek2004Ginger111For the Book Adventure Password

Provide learners with as much discretion and autonomy as possible by providing choices in such things as:The level of perceived challengeThe type of rewards or recognition availableThe context or content used for practicing and assessing skillsThe tools used for information gathering or productionThe color, design, or graphics of layouts, etc.The sequence or timing for completion of subcomponents of tasks

Allow learners to participate in the design of classroom activities and academic tasksInvolve learners, where and whenever possible, in setting their own personal academic and behavioral goals

26Checkpoint 7.2 Optimize value, relevance, and authenticity.Provide Multiple Means of Engagement

Vary activities and sources of information so that they can be:Personalized and contextualized to learners livesCulturally relevant and responsiveSocially relevantAge and ability appropriateAppropriate for different racial, cultural, ethnic, and gender groupsDesign activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants Provide tasks that allow for active participation, exploration and experimentationInvite personal response, evaluation and self-reflection to content and activitiesInclude activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways

27Checkpoint 7.3 Minimize threats and distractions.Provide Multiple Means of Engagement

Elements of PBIS

Create an accepting and supportive classroom climateVary the level of novelty or riskCharts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitionsCreation of class routinesAlerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel eventsOptions that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activitiesVary the level of sensory stimulationVariation in the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a timeVariation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activitiesVary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluationInvolve all participants in whole class discussions

28Guideline 8- Provide options for sustaining effort and persistence.

Checkpoint 8.1 Heighten salience of goals and objectives.Provide Multiple Means of Engagement

Guideline 8: The GPS keeps your goal in mind, shown as a constant reminder, as well as how much time and distance remain. What would this look like in the classroom?

Prompt or require learners to explicitly formulate or restate goalDisplay the goal in multiple waysEncourage division of long-term goals into short-term objectivesDemonstrate the use of hand-held or computer-based scheduling tools Use prompts or scaffolds for visualizing desired outcome Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests

29Keeping a Goal in Mind

Checkpoint 8.2 Vary demands and resources to optimize challenge.Provide Multiple Means of Engagement

Differentiate the degree of difficulty or complexity within which core activities can be completedProvide alternatives in the permissible tools and scaffoldsVary the degrees of freedom for acceptable performanceEmphasize process, effort, improvement in meeting standards as alternatives to external evaluation and competition

31Checkpoint 8.3 Foster collaboration and community.Provide Multiple Means of Engagement

Create cooperative learning groups with clear goals, roles, and responsibilities Create school-wide programs of positive behavior support with differentiated objectives and supportsProvide prompts that guide learners in when and how to ask peers and/or teachers for helpEncourage and support opportunities for peer interactions and supports (e.g., peer-tutors)Construct communities of learners engaged in common interests or activitiesCreate expectations for group work (e.g., rubrics, norms, etc.)

32Checkpoint 8.4 Increase mastery-oriented feedback.Provide Multiple Means of Engagementhttp://www.netc.org/focus/strategies/prov.php

Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge Provide feedback that emphasizes effort, improvement, and achieving a standard rather than on relative performanceProvide feedback that is frequent, timely, and specificProvide feedback that is substantive and informative rather than comparative or competitive Provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success

33Guideline 9- Provide options for self-regulation.

Checkpoint 9.1 Promote expectations and beliefs that optimize motivation.Provide Multiple Means of EngagementGuideline 9: regulate emotions and motivations. Self-regulate- to cope or engage with the environment more effectively is an important aspect of human development. Many adults still have trouble with these skills!Least applied in the GPS scheme- the designers are NOT looking to make us independent or self-regulatory. In the classroom, we are.

Provide prompts, reminders, guides, rubrics, checklists that focus on:Self-regulatory goals like reducing the frequency of aggressive outbursts in response to frustrationIncreasing the length of on-task orientation in the face of distractionsElevating the frequency of self-reflection and self-reinforcementsProvide coaches, mentors, or agents that model the process of setting personally appropriate goals that take into account both strengths and weaknessesSupport activities that encourage self-reflection and identification of personal goals

34Checkpoint 9.2 Facilitate personal coping skills and strategies. Provide Multiple Means of Engagement

Provide differentiated models, scaffolds and feedback for:Managing frustrationSeeking external emotional supportDeveloping internal controls and coping skillsAppropriately handling subject specific phobias and judgments of natural aptitude (e.g., how can I improve on the areas I am struggling in? rather than I am not good at math)Use real life situations or simulations to demonstrate coping skills

35Checkpoint 9.3 Develop self-assessment and reflection.Provide Multiple Means of Engagement

Share to Learn: Teacher George Mayo helps students Fernando, Binyam, and Johana edit their blog posts before publishing them. In their blogs, the students record podcasts and write about a novel they read

Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviorsUse activities that include a means by which learners get feedback and have access to alternative scaffolds (e.g., charts, templates, feedback displays) that support understanding progress in a manner that is understandable and timely

36DRIVE by Daniel Pinkhttp://www.wimp.com/surprisingmotivation/

Is the GPS a Good Model for Education?GPS is designed to optimize performance, educational curricula should be designed to optimize learning.

Dependence on the device.

Expectations for education are higher- future capacity for independence.

AbleismGlossaryableism [EY buhl iz uhm](noun)prejudice against a person or group of people because of a disability

www.tolerance.org

40

VocabularyVocabulary should be taught both directly and indirectly.Repetition and multiple exposures are important.Learning in rich contexts is valuable.Students should be actively engaged in learning tasks.*Dependence on a single instructional method will not result in optimal learning.

*higher vocab outcomes with higher discussion levels (Elleman et. al , 2009)The ResearchNational Reading Panel, 2000, pp 4-27J. Gondek 2012*Recent study found higher vocab outcomes when associated with interventions that used higher levels of discussion (Elleman, Lindo, Morphy, & Compton, 2009)

Echoed the 3 principles of instruction:1.Teach context and definitions2. Encourage deep processing of words through connections to contexts, related words, and background knowledge; stimulate deeper mental effort and deep reasoning.3. Provide multiple exposure to words in different contexts, assure adequate time per new word learned.Aka: Frequent, Rich, and Extended-Beck & McKeown422,000 high-frequency words encompass approximately 87% of words in text.500-800 academic words make up 10% of academic text.1,000-2,000 discipline specific words constitute most of the remainder. Which Words Should we Teach?Biemiller, 2009; Nation, 1990J. Gondek 201243How do we classify Tier 1, 2, and 3 words?Tier 1Tier 2Tier 3 Most basic wordsRarely require instructionFamiliar to native English speakers

EX: happy, baby, clock

High frequency for mature language usersFound across domainsSubtle differences in meaning

EX: coincidence, absurd, industrious, fortunate

Low frequencySpecific to a particular domainBest learned when a need arises

EX: isotope, peninsula, circumference

J. Gondek 2012Participants will join a group at a poster and brainstorm the difference between the 3 types of words. 44Volcanoes (Grade 4-5 Text Complexity Band)Identify the important vocabulary terms needed to understand this text.

Tier TwoTier ThreeLayersSpoutedPours forthSurfaceMantleLavaVolcanoMagmaActivity: Hand out Volcanoes (grade 4-5 band) from Seymour Simon. Ask them to highlight the tier 2 words. Underline the tier 3 words.

Go over the tier 2 and tier 3 words. Make a strong distinction between the academic vocabulary that is in Tier 2 and the repetition and specificity in Tier 3.

Vocabulary is one area of instruction where the research is clear on what students need in order to be successful readers and writers. Explicit instruction of Tier 2 and Tier 3 words is crucial for students to engage fully with grade level text. Tier 2 words are emphasized in the CCLS for direct instruction for the reasons defined in the slide. They are the gateway for many of the complex texts students will be required to access proficiently and independently. An example of a Tier Two word might be determined. This word has high-utility across content areas, not specific to one domain, and is generally not defined in context. An example of a Tier Three word might be mass production. This word is domain specific (SS), will most likely be defined within the context of the course content or heavily scaffolded via pictures, graphs, bolded within the text, or defined within a glossary.

45Importance and Utility: Words that are characteristic of mature language users and appear frequently across a variety of domains.

Instructional potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and their connections to other words and concepts.

Conceptual Understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept.

Criteria for Identifying Tier 2 Words:J. Gondek 2012Beck, 2002When it comes to choosing words explicitly- high frequency words (about 80% of running words in academic texts are high-frequency words) Nation, 2001

Most Common 100 Words in EnglishDolch ListThe Living Word Vocabulary (Dale & Orourke, 1981); 44, 000 root words and derived forms- students 4-12gr, ordered by age groups.Biemiller (2009) took a subset from end of grades 2-6 worth teaching in primary and upper elementary period.

Coxhead (2000) The Academic Word List (570 word families) appearing in written academic texts- middle school students *

46What does it mean to really know a word?J. Gondek 2012

Stage 1: Never saw it before.

Stage 2: Heard it, but doesnt know what it means.

Stage 3: Recognizes it in context as having something to do with ________.

Stage 4: Knows it well.Four Stages of Word KnowledgeDale (1965)J. Gondek 2012WordKnow it WellKnow Something About ItHave seen or head the wordDo not know the wordtyrannysurreptitiousgrapnelpurportsensitivedubiousYou Try It:J. Gondek 2012Tyranny-dictatorshipSurreptitious- sneaky, sly, covertGrapnel- a device with iron hooks and a rope to be thrown and attachedPurport- claim, professSensitive- responsive, aware, perceptiveDubious- doubtful, undecided50A Continuum of Word Knowledge

No knowledge

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,connected to other word meaningsSharon Walpole, University of DelawareJ. Gondek 2012Original Work- (Beck, McKeown, & Omanson, 1987)51Evaluate a Text of Your OwnEvaluate a complex grade-level text that you have brought today.

Determine about 5-10 Tier 2 and Tier 3 words that would benefit from explicit vocabulary instruction for this text.Fairbanks (1986) found three key characteristics of effective vocabulary programs for mainstream education, which remain the gold standard for effective instruction:

They provide definitional and contextual information.

They teach in-depth meaning of words; and

They provide multiple repetitions or exposures to new words.Effective Vocabulary Instruction:J. Gondek 201253giving words out of context and asking student to look up meanings in a dictionary;doing speeded trials with individual words;completing word mazes;teaching words as an alternative label when they represent new and challenging concepts;teaching spelling rather than vocabulary;assuming that contextual clues are enough to yield precise word meanings.Effective Vocabulary Instruction is NOT:(Graves, 2006)J. Gondek 2012Give the Effective Vocabulary Instruction Graphic Organizer!54Characterize the word.

2. Explain the meaning in everyday language.Introducing Vocabulary:(Beck, McKeowan, & Kucan, 2002)When do I use this word particularly? (Try it out with: tamper)Use student friendly language. How might you define disrupt? Think about the word disrupt. To break up- students might say The kids tried to disrupt the candy bar. Doesnt capture the real essence- its more like rudely stopping something that is happening or causing a problem that makes an activity cease- to cause difficulties that stop something from continuing peacefully

55Reviewing Vocabulary:Word AssociationsWhich word goes with crook?

2. Have You Ever?Describe a time you might urge someone.

3. Applause, Applause!Clap (a lot, little, not at all) if you would like to be described as vain. Why?

4. Idea CompletionsThe skiing teacher said Maria was a novice on the slopes because(Beck, McKeowan, & Kucan, 2002)From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006Reviewing Vocabulary (Older) :1. Facets of word meaningbanterA husband and wife argue about what to have for dinnerA husband and wife kid each other about who ate more at dinner. 2. Word AssociationsCould a virtuoso be a rival?