Explicit vocabulary Instruction

Nov. 3, 2009

1. Vocabulary is acquired incidentally by just encountering words in conversation and while reading.

2. Word meanings can usually be inferred from the text.

3. Students can learn word meaning from dictionary definitions.

4. We can learn a word from a few exposures.5. Students know when they don’t know words.

At your table group number 1-5. As an individual read your assigned

research-based principle. In a round robin share at your table, read

the quiz questions, and discuss evidence you found in the text.

As a group select a sentence about vocabulary instruction to share to the larger group.

By the end of the learning session we will:1. Understand the components of systematic

vocabulary instruction and how they relate to increasing student achievement.

2. Know and explain the research-based principles that should guide an effective vocabulary program.

3. Understand what effective vocabulary instruction looks like in the classroom.

4. Understand the relationship between vocabulary and academic language development in diverse populations.

5. Contribute to large and small group discussions, learn from one another, and have fun.

What is it that you want to leave this session knowing, understanding, and being able to do related to systematic vocabulary instruction? How will you make that happen?

1. 2.3.4.

Math Language

Science Language

Literature Language History/Social

Studies Language

General Academic language for knowing, thinking, reading

and writing

Foundation of home and community language and cultural factors

Professional families- Have accumulated experience with 45 million words

Low-income families- Have accumulated experience with 13 million words

Professional Families- 2-1 Positive Statements/Negative Statements

Low-income families- 1-2 Positive Statements/Negative Statements

Foundation of home and community language and cultural factors

Content-specific terms/vocabulary Technical words High-yield words that play a key role in

the lesson Tools for understanding the lesson Words in big, bold-faced print

Math Language

Science Language

Literature Language History/Social

Studies Language

we have “expert blind spots”. we have lost the sense of being a learner

in the early stages of the discipline. we need to communicate our thinking

strategies to students.

Building Academic Language Essential Practices for Content Classroom Jeff Zwiers

90

80

70

60

50

40

30

20

10

0

No vocabularyinstruction

Direct vocabularyInstruction

(effect size = .32)

Direct vocabularyInstruction on words

related to content(effect size = .97)

Per

cent

ile R

ank

on T

est

50

62

83

General academic words that are common terms in everyday communication

Words used across a variety of domains Subtle words or expressions that

connect bricks

General Academic language for knowing, thinking, reading

and writing

implies contains reflects represents supportsconsequentlytherefore factorscontrastdiffer from analyze ramifications

ELA Social

Studies Math Science Any

discipline

Hard to learn incidentally (especially for poor/reluctant readers)

Found in content area texts and state tests

Crucial to full comprehension, yet no one takes responsibility for it

Teachers often overlook its importance

Estimated Number of Terms That Can Be Taught at Various Grade Levels

Grade Level Number of Words Per Week*

Total Words in 32 Weeks Cumulative Total

K 0 0 0

1 1 32 32

2 3 96 128

3 4 128 256

4 5 160 416

5 10 320 736

6 15 480 1,216

7 20 640 1,856

8 20 640 2,496

9 25 800 3,296

10 25 800 4,096

* Note: These are the total number of academic vocabulary terms that students should learn in a week—NOT in each classroom.

If we simply pile bricks up to make a wall-overdo vocabulary quizzes and dictionary work-the wall will fall. The bricks need mortar to stick together.

Jeff Zwiers Building Academic Language

ContentAcademic

Balance Equation CoefficientOne variable equation

Atom Observation

Connection Interpret AnalysisPattern Chemical

Equation=Equation

Inference

Equilibrium Subscript ReactantProduct Compound Variable

Distributive Property

Systems of Equations

Element

Two variable equation

Balance Equation CoefficientOne variable equation

Atom Observation

Connection Interpret AnalysisPattern Chemical

Equation=Equation

Inference

Equilibrium Subscript ReactantProduct Compound Variable

Distributive Property

Systems of Equations

Element

Two variable equation

Math text is dense. There are more concepts per sentence. Each word and phrase is important to a process. Students that skim for information may miss key points.

Math concepts are embedded within other math concepts: they depend on prior knowledge and experience.

A student must not only read left to right but right to left and up and down.

Historically there has been a lack of extended student talk about math in math classrooms.

Connects abstract ideas illustrated by various media. Photos, diagrams, graphs, charts, math and chemistry symbols, lab experiences, and text all overlap to communicate concepts.

Presents very few narratives or stories. Describes procedures with procedural

language such as : analyze, calculate, graph, record, watch, predict, examine

Teacher steps back and present students with a brief explanation or description of the new term or phrase.

Teacher matches the example with a nonlinguistic representation.

Students step out and generate their own explanation or description of the new term or phrase.

Student matches the example with a nonlinguistic representation.

The teacher periodically asks students to review the accuracy of their explanations and representations.

15 minutes

Define the words.

Please silently define each word and use the word in a sentence.

Antipodes Digerati Garbology Otiose Pellucid

Borborygmus Cullet Defenestrate Expropriate Hallux

Capture your thinking about what you just experienced and what you want to remember as you transfer this learning to your campus.

Fly-swat Survival of the Fittest

Divide the class into group A and Group B.

Participants must face the presenter. The presenter will read the definition of

a word. Participants can then turn around to see

the words on chart paper, and swat the correct word.

Realistic Fiction Fantasy Biography Science Fiction Mystery Historical Fiction

Octagon Parallelogram Hexagon Triangle Circle Trapezoid

Mountain Bayou Peninsula Plateau Ridge Plains

Dexter Weeds Man Men Nurse Jackie The Tudors Californication

Define the words.

Review your personalized objectives and complete the 2-minute essay.

Reflections:

What worked? What didn’t work? How do you plan to use this information

on your campus?