1. Module 1: Unit 2, Session 4 MODULE 1: MODULE 1: ADOLESCENT READING, WRITING, AND THINKING Adolescent Literacy – Professional Development Unit 2, Session 4

2. Module 1: Unit 2, Session 4 LANGUAGE DEVELOPMENT AND ACADEMIC VOCABULARY: HELPING TO MAKE THE CONNECTION 1.2.4

3. Module 1: Unit 2, Session 43

4. Essential Questions  Module 1 Question  What do we know about how teens learn from text, and how can we use that knowledge to improve our practice?  Unit 2, Session 4 Questions  How do we teach words so that students gain rich knowledge that supports reading comprehension?  How do we teach words so that vocabulary knowledge can be maintained and consolidated from year to year?  What tools exist to help coordinate team, grade-level, and school-wide efforts to support vocabulary knowledge? 4

5. Module 1: Unit 2, Session 4 Warm-Up: How Is Vocabulary Related to Reading? 5

6. Module 1: Unit 2, Session 4 Proven Approaches to Vocabulary Instruction  Pick generative words  Present words in semantically-rich contexts  Ensure recurrent exposures  Provide opportunities to use words  Teach word-learning strategies  Provide learner-friendly definitions  Expand each word’s semantic mapping  Encourage experimentation; expect mistakes 6

7. Module 1: Unit 2, Session 4 Pick Generative Words  We do not have time to teach all words  High-leverage words occur in all content areas, but are relatively low-frequency academic words  Teens will encounter them but may not really understand them unless they get instruction 7

8. Module 1: Unit 2, Session 4 Present Words in Semantically-Rich Contexts 8  “There is something ******* on the book.”  “There is a dove ****** on the book.”  “The back of the book showed a picture of a dove carefully ****** within an ornate oval.”

9. Module 1: Unit 2, Session 4 Ensure Recurrent Exposures  Create a context that will ensure repeated use of the words by students, teachers, and text.  Words have layers of meaning that students learn through encounters with the words in multiple contexts.  Robust vocabulary instruction does not include isolated instructional episodes focused on a word’s definition. 9

10. Module 1: Unit 2, Session 4 Ensure Recurrent Exposures Instructional Year 10

11. Module 1: Unit 2, Session 4 Provide Opportunities to Use Words  Passive exposure helps students understand words, but they need to use them orally in academic contexts before they can be expected to use them correctly in writing.  Academic discourse and debate is an ideal venue for student use of academic vocabulary. 11

12. Module 1: Unit 2, Session 4 Teach Word-Learning Strategies  Morphological relationships  Making nouns out of verbs (negotiate negotiation; inform, information)  Teach common word roots: scrip = writing  Inscription, subscription, prescription, description  Context clues can give hints about the meaning of a word 12

13. Module 1: Unit 2, Session 4 Provide Learner-Friendly Definitions Learner-Friendly Definitions Core meaning No sophisticated words in definition Dictionary Definitions Full range of meanings Sophisticated words used in definition 13

14. Module 1: Unit 2, Session 4 Expand Each Word’s Semantic Mapping Core Meaning Abstracted Meaning 1 Abstracted Meaning 2 14

15. Module 1: Unit 2, Session 4 Encourage Experimentation; Expect Mistakes 15

16. Module 1: Unit 2, Session 4 One More Time…  Pick generative words  Present words in semantically-rich contexts  Ensure recurrent exposures  Provide opportunities to use words  Teach word-learning strategies  Provide learner-friendly definitions  Expand each word’s semantic mapping  Encourage experimentation; expect mistakes 16

17. Module 1: Unit 2, Session 4 References Beck, I., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521. Bolger, D., Balass, M., Landen, E., & Perfetti, C. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122. Carney, J. (1984). Preteaching vocabulary and the comprehension of social studies materials by elementary school children. Social Education, 48(3), 195-196. Lawrence, J., Capotosto, L., White, C., & Snow, C. (under review). Word learning, maintenance, and consolidation: A longitudinal analysis of the Word Generation program. McKeown, M., Beck, I., Omanson, R., & Pople, M. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20(5), 522-535. Medo, M., & Randall, R. (1993). The effects of vocabulary instruction on readers' ability to make causal connections. Reading Research and Instruction, 33(2), 199-134. National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (No. NIH Publication No. 00-4769). Washington, DC: U.S.: U.S. Government Printing Office. Snow, C., Lawrence, J., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325-344. Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110. Wixson, K. K. (1986). Vocabulary instruction and children's comprehension of basal stories. Reading Research Quarterly, 21(3), 317-329. 17