+IES Practice Guide: Improving Adolescent Literacy…
http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8
+Provide explicit vocabulary instruction.How to carry out the recommendation
1. dedicated time to explicit vocabulary instruction
2. repeated exposure and practice
3. opportunities to use (discussion, writing, extended reading)
4. word learning strategies (morphology, using reference tools, context clues)
+EXPLICIT
If you are explicit about something, you speak about it very openly and clearly.
I do it.
explanation, modeling
We do it.
guided practice, feedback
You do it.
gradual release,
independent practice
Robust Instruction is More Effective and Efficient.
Students achieved a 12 percentile gain with any vocabulary instruction (definition & sentence).
Students achieved a 33 percentile gain with systematic, robust direct instruction of words in a passage.
(Marzano, 2004)
+Effective Vocabulary InstructionTeaching Individual Words
Explicit instruction of specific words is effective.
Vocabulary instruction should focus on critical words.
Effective vocabulary instruction does not rely on definitions.
Teaching word parts enhances understanding.
Different types of words require different types of instruction.
Active engagement improves learning.
Repeated exposure is essential.
+
How might I introduce different kinds of terms most effectively?
Vocabulary Basic Instructional Routine
http://explicitinstruction.org/
+Experience & Observe
Strategy observer What steps/processes did you observe?
Participant observer What words, behaviors, evidence of student learning did
you notice? How many times did students respond?
Participants What did you learn? What worked for you? How did you
feel as a learner using this strategy?
+Experience & Observe
Strategy observer What steps/processes did you observe?
Participant observer What words, behaviors, evidence of student learning did
you notice? How many times did students respond?
Participants What did you learn? What worked for you? How did you
feel as a learner using this strategy?
+Vocabulary Basic Instructional Routine
1. Introduce the word Pronunciation,
spelling, syllabication
2. Introduce the meaning
Student-friendly explanation
Word part analysis Critical attribute
identification
3. Illustrate the word with examples and non-examples
4. Check understanding
Distinguish between examples & non-examples
Generate examples Answer questions
(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)
+1. Introduce the word
pronunciation
spelling
syllabication
This word is sesquipedalian. What word?_____
Write it and check your partner’s spelling…
+Vocabulary Basic Instructional Routine
1. Introduce the word Pronunciation,
spelling, syllabication
2. Introduce the meaning Student-friendly
explanation Word part analysis Critical attribute
identification
3. Illustrate the word with examples and non-examples
4. Check understanding Distinguish
between examples & non-examples
Generate examples Answer questions
(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)
+2. Introduce the meaning
Student-friendly explanation
Morphemic analysis common prefixes (e.g., un-, re-, in-, dis-) common suffixes (e.g., -tion, -ity, -ive) common roots, bases, forms (e.g., spect, scrib, bio,
aud)
Critical attribute identification what must be in place for a word to be used as the
label for something
+2. Introduce the meaning
student-friendly explanation Consider resist
Dictionary: “to withstand the force or the effect of”
Student-friendly: “when a person struggles or fights not to give in to something”
Cobuild Dictionary: http://dictionary.reverso.net/english-cobuild/resist
+2. Introduce the meaning
critical attribute identification Consider compound (earth science
text) Glossary: “a substance made up of
atoms of two or more different elements joined by chemical bonds”
Critical Attributes: a substance (e.g., Halite or “rock salt”,
NaCl) made of two or more elements (e.g.,
sodium [Na] and chlorine [Cl]) joined by chemical bonds
+2. Introduce the meaning
morphemic analysis
common prefixes (e.g., un-, re-, in-, dis-)
common suffixes (e.g., -tion, -ity, -ive)
common roots, bases, forms (e.g., spect, scrib, bio, aud)
We see the root ped in sesquipedalian. What are some other words that have this root?
ped, meaning foot, comes from Latin…
+
2. Introduce the meaning
Plan how best to introduce meaning.
Optionsstudent-friendly explanationmorphemic analysiscritical attribute identification
+Vocabulary Basic Instructional Routine
1. Introduce the word Pronunciation,
spelling, syllabication
2. Introduce the meaning Student-friendly
explanation Word part analysis Critical attribute
identification
3. Illustrate the word with examples and non-examples
4. Check understanding Distinguish
between examples & non-examples
Generate examples Answer questions
(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)
+3. Illustrate with examples and non-examples Consider convey
Literary Context: “Of the Right Whale, the best outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick).
Teacher Created Context: When I convey an idea successfully, I get a certain
message or idea across to others. The speaker was successful in conveying his message
to the audience. They all heard what he said, and understood his ideas.
Though she can’t talk much, Lily quite clearly conveyed her want for her sippy cup by shouting “bup” and pointing at the cup on the table.
+COMMA SPLICE
A grammatical error that occurs when only a comma is used to connect two otherwise complete sentences
Examples of Comma Splices I am tired, I will take a nap later.
It is nearly half past five, we cannot reach town before dark.
Ron didn’t know which job he wanted, he was too confused to decide.
+
Examples of ways to correct a comma splice!
COMMA SPLICE
Non-Examplesa. I am tired, cranky, and ready for a nap.
b. I am tired I will take a nap later.
c. I am tired, so I will take a nap later.
d. Because I am tired, I will take a nap later.
e. I am tired; I will take a nap later.
f. I am tired; in fact, I will take a nap later.
+Vocabulary Basic Instructional Routine
1. Introduce the word Pronunciation,
spelling, syllabication
2. Introduce the meaning Student-friendly
explanation Word part analysis Critical attribute
identification
3. Illustrate the word with examples and non-examples
4. Check understanding Distinguish
between examples & non-examples
Generate examples Answer questions
(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)
+4. Check Understanding
distinguish between examples & non-examples
generate examples & non-examples
answer deep processing questions
generate and explain non-linguistic representation
discuss word meaning and application with other students
play games with wordsEveryone – Every TimeSay Write Do
+COMMA SPLICE OR NOT?(Distinguish between examples & non-examples)
Evelyn did the chicken dance, it was funny.
Toby often knows what’s going on, but sometimes he doesn’t.
Because Lenny is semi-retired, I don’t see him as often.
Teaching vocabulary is serious business, however, it can be very fun as well!
+Ask Deep Processing Questions
Combine two independent clauses into a single sentence. Be certain to avoid a comma splice.
I am tired I will take a nap later
it is nearly half past five we cannot reach town before dark
I didn't know which job I wanted I was too confused to decide
+Which is the better example of neologism? Why?
a wedding that takes place out of town, usually at a vacation resort
earliest citation, 1990, Chicago Sun Times
an item of personal information posted online, particularly as it contributes (often unwittingly) to a personal narrative that individual is creating online [narrative + bit]
earliest citation, 2010, Global Media Journal
destination wedding narb
+4. Check Understanding
Consider interior (as the central area of a region—the area that is away from the coast, state line, or border)
+4. Check UnderstandingIdentify Example & Non-Examples
Newport, OR
• Summer Lake, OR
• Ontario Municipal Airport, OR
• Umatilla National Forest, OR
+4. Check UnderstandingGenerate Example & Non-Examples& Answer Deep Processing Questions
Activate Student Knowledge Why might you want to spend time in the interior of
Nebraska?
Sentence Stems After an excursion to the coast, we traveled to the interior
of the country because _____.
Non-Linguistic Representation Draw (or act, demonstrate, etc.) interior. Be ready to
explain how this represents the critical attributes of the word.
+
637 percentile pts. higher than…
…students who kept repeating definitions.
Students who used imagery to learn vocabulary, on average, performed…
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)
Research on Imagery as Elaboration
4 21 percentile pts. higher than…
…students who were using the terms in a sentence.
+4. Check UnderstandingIdentify Example & Non-Examples
leisurely or in a hurry?
Taking a walk in the park
Firefighters getting to a fire
Runners in a race
Sitting and talking to friends
A dog lying in the sun
T-P-S: Think of more situations that sound
leisurely.
+4. Check UnderstandingIdentify Example & Non-Examples
glimpse scrutinize Which can you do more quickly?
inspector spectator What would you probably call every person watching a
football game?
largo ritardando Which tells me to slow down gradually?
caldera crater Regarding volcanoes, which is generally larger?
+4. Check UnderstandingAnswer Questions
Connect with Student Knowledge Can you describe a place you know about that is
located in the interior of Nebraska?
What are the differences between how we use interior when discussing a state, country, or region and when discussing a room or an object?
+4. Check UnderstandingAnswer Deep Processing Questions
Consider Relationship to Previously Taught Words
Would you suppress a profound thought?
Would blurting out your thought be an example of indecorum?
Could a seismograph indicate an impending tsunami?
+4. Check Understanding
Play Games
Name that Concept!
1. Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes.
definitions, examples, descriptions, contexts
2. Partner B: Name the concept or component or say “pass” to move on to the next item.
Goal: Successfully communicate all items in one minute.
+
4. Check Understanding
Plan at least one way to check understanding.
• distinguish between examples & non-examples
• generate examples & non-examples
• answer deep processing questions
• generate and explain non-linguistic representation
• discuss word meaning and application with other students
• play games with words
+Vocabulary Basic Instructional Routine
1. Introduce the word Pronunciation,
spelling, syllabication
2. Introduce the meaning Student-friendly
explanation Word part analysis Critical attribute
identification
3. Illustrate the word with examples and non-examples
4. Check understanding Distinguish
between examples & non-examples
Generate examples Answer questions
(Archer & Hughes, 2011, p. 75; see video examples by Anita Archer, http://explicitinstruction.org/)
+Reflect & Apply
How does this fit with my previous vocabulary introductions? What should I remember and apply?
Can I supplement my current materials and/or practice? student-friendly definitions or clear critical attributes sufficient, clear examples and non-examples (visual,
auditory, kinesthetic) sufficient, effective interaction with words right away and
over time
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