Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University ...
-
Upload
yadira-isbill -
Category
Documents
-
view
224 -
download
5
Transcript of Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University ...
![Page 1: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/1.jpg)
Learning Words Inside and Out
Douglas Fisher and Nancy Frey
San Diego State University
www.fisherandfrey.comBooks.heinemann.com/wordwise
Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabulary. Portsmouth, NH: Heinemann.
![Page 2: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/2.jpg)
I’ll go back to school and learn more
aboutthe brain!
![Page 3: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/3.jpg)
400+ Page text
“Somites are blocks of dorsal mesodermal cells adjacent to the notochord during vertebrate organogensis.”
“Improved vascular definition in radiographs of the arterial phase or of the venous phase can be procured by a process of subtraction whereby positive and negative images of the overlying skull are superimposed on one another.”
![Page 4: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/4.jpg)
Skills Versus Strategies?
![Page 5: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/5.jpg)
I don’t know how you’re going to learn this, but it’s on the test.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
![Page 6: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/6.jpg)
Quick, Build Background!
![Page 7: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/7.jpg)
Expand Understanding Through Reading
![Page 8: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/8.jpg)
Reading Increasingly Difficult Texts
![Page 9: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/9.jpg)
Read “Non-Traditional” Texts
• To date, over 100 YouTube videos!
• PBS (The Secret Life of the Brain)
• Internet quiz sites about neuroanatomy
• Talking with peers and others interested in the brain
![Page 10: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/10.jpg)
But, the midterm comes
17 pages, single spaced
![Page 11: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/11.jpg)
Besides Some Neuroanatomy, What Have I Learned?
• You can’t learn from books you can’t read (but you can learn)• Reading widely builds background and vocabulary• Interacting with others keeps me motivated and clarifies information and extends understanding• I have choices and rely on strategies
![Page 12: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/12.jpg)
An Intentional Vocabulary Initiative
• Make it intentional through word selection and intentional instruction.
• Make it transparent through teacher modeling of word-solving and word learning.
• Make it useable with collaborative learning.• Make it personal by fostering student
ownership.• Make it a priority with schoolwide practices. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabulary.
Portsmouth, NH: Heinemann.
![Page 13: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/13.jpg)
Step 1: Make it Intentional: Selecting and Teaching
Words
![Page 14: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/14.jpg)
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
![Page 15: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/15.jpg)
But Which Words Do We Teach
QuickTime™ and a decompressor
are needed to see this picture.
![Page 16: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/16.jpg)
Influence of Background Knowledge
Catherine the Great, a minor aristocrat from Germany, became Empress of Russia when her husband Peter, the grandson of Peter the Great, was killed.
![Page 17: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/17.jpg)
Types of Vocabulary
• Tier 1/General – Commonplace; learned from interactions
with texts and people
• Tier 2/Specialized– Change meaning with context (“polysemic”)
• Tier 3/Technical– Specific to the disciplineA starting point for selecting vocabulary
![Page 18: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/18.jpg)
General Vocabulary
On an October day in 1753, Robert Dinwiddie, Royal Governor of His Majesty’s Colony in Virginia, sat in his office in Williamsburg, the capital of Virginia, reading the latest reports from the frontier. The French were causing trouble again, pushing their way into British land. There was a whiff of war in the air.
Dinwiddie must have realized that Virginia’s western boundary was fuzzy. Some Virginians even said that their colony stretched across the continent. But Dinwiddie knew that grand old claim was not realistic. He needed only turn to a map to see North America as it really was. (Allen, 2004, p. 1-2)
![Page 19: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/19.jpg)
Specialized Vocabulary
On an October day in 1753, Robert Dinwiddie, Royal Governor of His Majesty’s Colony in Virginia, sat in his office in Williamsburg, the capital of Virginia, reading the latest reports from the frontier. The French were causing trouble again, pushing their way into British land. There was a whiff of war in the air.
Dinwiddie must have realized that Virginia’s western boundary was fuzzy. Some Virginians even said that their colony stretched across the continent. But Dinwiddie knew that grand old claim was not realistic. He needed only turn to a map to see North America as it really was. (Allen, 2004, p.1)
![Page 20: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/20.jpg)
Technical Vocabulary
On an October day in 1753, Robert Dinwiddie, Royal Governor of His Majesty’s Colony in Virginia, sat in his office in Williamsburg, the capital of Virginia, reading the latest reports from the frontier. The French were causing trouble again, pushing their way into British land. There was a whiff of war in the air.
Dinwiddie must have realized that Virginia’s western boundary was fuzzy. Some Virginians even said that their colony stretched across the continent. But Dinwiddie knew that grand old claim was not realistic. He needed only turn to a map to see North America as it really was. (Allen, 2004, p.1)
![Page 21: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/21.jpg)
The Problem: Too Many Words!
• 17 words identified in 2 paragraphs
• Ideal is 8-10 a week for deep teaching (Scott, Jamieson-Noel, and Asselin, 2003)
• Must be narrowed, but how?
![Page 22: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/22.jpg)
Questions for Selecting Vocabulary
1. Representative
2. Repeatability
3. Transportable
4. Contextual Analysis
5. Structural Analysis
6. Cognitive Load
• Is it critical to understanding?• Will it be used again?• Is it needed for discussions or
writing?• Can they use context to figure it
out?• Can they use structure?• Have I exceeded the number they
can learn?
Adapted from Graves, 2006; Nagy, 1988; Marzano & Pickering, 2005
![Page 23: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/23.jpg)
Step 2: Make it Transparent: Modeling
![Page 24: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/24.jpg)
Teacher Modeling
• Brief (5-10 minutes) think-alouds
• Identify unfamiliar words to learn procedures for discerning meaning
• Show students how to look inside (morphology and structure) and outside (context clues and resources) words
![Page 25: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/25.jpg)
What to Model?
• Comprehension• Word Solving• Text Structure• Text Features
![Page 26: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/26.jpg)
Morphology and Word Parts
• Affixes
• Root words
• Derivations
• Cognates for English learners
• Beware of false cognates! (embarrassed/embarazada)
![Page 27: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/27.jpg)
Context Clues• Definition/Explanation
• Access to clean water would ameliorate, and improve upon, living conditions within the village.
• Restatement/Synonym• Access to clean water would ameliorate living conditions within the
village such that life would be tolerable for the people who live there.
• Contrast/Antonym• Access to clean water would ameliorate living conditions within the
village whereas continued reliance on a polluted river will exacerbate a bad situation.
• Inference/General Context• Access to clean water would ameliorate living conditions within the
village. Clean water would make life tolerable as residents could focus on other pressing needs such as finding food and shelter.
• Punctuation• Access to clean water would ameliorate--make tolerable--living
conditions within the village.
![Page 28: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/28.jpg)
But Context Isn’t Always Enough…
The documentary film March of the Penguins was a surprise hit in 2005. However, the movie neglected to point out that the population of emperor penguins is thinning.
Since the 1970s, the penguins’ neighborhood has become increasingly warm. The Southern Ocean experiences natural shifts in weather from one decade to the next, but this warm spell has continued, causing the thinning of sea ice. Less sea ice means fewer krill, the penguins’ main food source. Also, the weakened ice is more likely to break apart and drift out to sea, carrying off the young penguin chicks, who often drown.
Is global warming responsible for the thinning of penguin population? Scientists believe so. (Gore, 2007, p. 94)
Think aloud to clear up confusions about skinny penguins!
![Page 29: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/29.jpg)
Resources
• Peer resources from productive group work
• Dictionaries• Bookmark Internet
resources • Model how you use
these (Phone a Friend, dictionary use on doc camera)
![Page 30: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/30.jpg)
Discussion Questions
What might teacher modeling contribute to your students’ learning?Describe word-solving approaches you can model for your students.What do you believe is necessary in order for students to begin to take on what is being modeled for them?
![Page 31: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/31.jpg)
Step 3: Make it Useable: Collaborating with Peers
![Page 32: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/32.jpg)
Tips for Productive Group Work
• Establish purpose (content, language, and social goals)
• Variety is the spice of life
• Integrate activities into content flow
![Page 33: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/33.jpg)
Fostering Collaboration
• Partner and small-group discussions
• Jigsaws• Student think-alouds• Reciprocal teaching• Co-constructed graphic
organizers• Semantic feature
analysis
![Page 34: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/34.jpg)
Contributions to Science
Philosophers Major Wars
Greek City-States Government Structures Gods and Goddesses
Ancient Greeks
![Page 35: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/35.jpg)
Round in shape
Orbits a star Large
Concept Circles: “Planet” before August 2006
9
![Page 36: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/36.jpg)
Round in shape
Orbits a star
Concept Circles: “Planet” after August 2006
Sufficient gravity to sweep its orbit
Size dominates its region ofspace
PLUTO
![Page 37: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/37.jpg)
Victor’s Shades of Meaningin Sixth Grade English
![Page 38: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/38.jpg)
Step 4: Make it Personal: Individual Activities
![Page 39: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/39.jpg)
Challenges to Independent Work• 28% of high school teachers “often or
very often” run out of time in class and assign the content for homework (MetLife, 2008)
• Should follow modeling, guided practice, and collaborative work with peers (Fisher & Frey, 2008)
![Page 40: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/40.jpg)
Conditions that Support Independent Learning
• Choice
• Differentiation
• Relevance
Goal is application of learning
![Page 41: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/41.jpg)
operations
division
multiplication
addition
subtraction
variable
factors
expression
percent
Real numbers
numerator
denominator
Ordered pairs
functions
integers
polynomials
Learned
these in
elementary
Algebra
words Fractions
Words I
don’t know
Bao’s Concept Open Sort in 8th Grade Algebra
![Page 42: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/42.jpg)
Word Level A
Level B
Level C
Example Definition
Motion 10/1 10/15 The car was in motion when the driver attempted to stop.
When an object changes position over time in relation to a reference point
Speed 10/1 The driver was speeding when she was pulled over by the cops.
How fast an object moves. Add rate Ğ itÕs the rate of how fast the object moves
Force 10/1 10/15 10/21 The force of the carÕs impact crushed the tree.
A push or pull
Friction 10/1 10/21 Friction helps the carÕs breaks lower the sp eed of the car in motion.
force that opposes motion between two surfaces that are touching
Level A = a word that is new to me Level B = a word I have heard and can either define or give an example of, but not both Level C = a word I’m familiar with and can both define and provide an example
Tino’s Vocabulary Self-Awareness Chart in Physics
![Page 43: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/43.jpg)
Alphabet Vocabulary ChartA-B C-D E-F G-H
I-J K-L M-N O-P
Q-R S-T U-V-W X-Y-Z
![Page 44: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/44.jpg)
Alphabet Vocabulary ChartA-B C-D
crater
E-F G-H
I-J K-L
lava
M-N
magma
O-P
Q-R S-T U-V-W
volcano
X-Y-Z
![Page 45: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/45.jpg)
Alphabet Vocabulary ChartA-B
ash
C-D
crater
cinder cone
E-F
flow
G-H
I-J K-L
lava
M-N
magma
magnitude
O-P
Q-R
Rim of Fire
S-T
shield volcano
tremor
U-V-W
volcano
vent
volcanologist
X-Y-Z
![Page 46: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/46.jpg)
Alphabet Vocabulary ChartA-B
ash
active
balsat
C-D
crater
cinder cone
caldera
E-F
flow
eruption
extrusion
G-H
geothermal
harmonic tremor
I-J
intrusion
K-L
lava
lahar
M-N
magma
magnitude
mantle
O-P
obsidian
pahoehoe
pillow lava
Q-R
Rim of Fire
S-T
shield volcano
tremor
U-V-W
volcano
vent
volcanologist
X-Y-Z
xenoliths
![Page 47: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/47.jpg)
Amy’s Vocabulary Card in Chemistry
![Page 48: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/48.jpg)
Step 5: Make it a Priority: Creating a Schoolwide
Focus
![Page 49: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/49.jpg)
Why Go Schoolwide?
• Schoolwide focus is one of the most important actions a middle or high school can take to improve achievement (Langer, 2001; Reeves, 2000)
• Focus on literacy schoolwide leads to long-term improvement in climate, achievement (Fisher, Frey, & Williams, 2002)
![Page 50: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/50.jpg)
Two Schoolwide Initiatives
• Words of the Week (WOW Words) to focus on “SAT words”
• Wide reading to build background, increase exposure, and foster interest in reading
![Page 51: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/51.jpg)
Words of the Week
• Five words a week (Fid, Fi: to trust)– Affidavit, confidant, defiant, fidelity, infidel
• Grouped by affix or derivation
• Departments propose words
• Goal is to build vocabulary and teach patterns for unfamiliar words
• Introduced in English classes
![Page 52: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/52.jpg)
WOW at Northview (MI) High School
Created by Tricia Erickson’s Art and Technology Students
![Page 53: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/53.jpg)
Incidental Learning Through Wide Reading
• Cumulative effect of reading: 60 minutes per day x 5 days a week= 2,250,000 words per year
• 2,250 words learned per year this way (Mason, Stahl, Au, & Herman, 2003)
A bargain, considering that only 300-500 words can be directly taught
each year
![Page 54: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/54.jpg)
Who benefits? How?
• Text must be at independent level (you can’t learn from books you can’t read)
• Older readers learn more words than younger readers
• Stronger readers learn more words than struggling readers
• The words they are likely to learn are those they know a little bit about
![Page 55: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/55.jpg)
8 Factors for SSR
• Access• Appeal• Environment• Encouragement• Staff training• Non-accountability• Follow-up activities• Distributed time to readPilgreen, J. (2000). The sustained silent reading handbook. Portsmouth, NH: Heinemann
![Page 56: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/56.jpg)
Discussion Questions
It’s not enough to list the Words of the Week; they need to be taught. How do you believe the vocabulary cards reinforce and expand word learning?Why does game playing reinforce learning? How does motivation play a role in learning?What can students learn about adult reading habits through SSR?
![Page 57: Learning Words Inside and Out Douglas Fisher and Nancy Frey San Diego State University Books.heinemann.com/wordwise Fisher, D., &](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649c905503460f94949561/html5/thumbnails/57.jpg)
Learning Words Inside and Outside
When our teaching is at its best, our students learn take what they’ve learned inside our classrooms to their outside lives. Vocabulary doesn’t exist between the school bells—it is carried with each learner for the rest of their lives.