1. Vocabulary Instruction & Common Core TCTE State Conference September 27-28, 2013 Jessica Holloway Instructional Coach Hixson Middle School

2. First Four Words Highlight or circle the first four words you see.

3. Paint Chip Pick one of your four words. Write that word on the lightest shade. Write synonyms for that word on the other shades.

4. Shades of Meaning

5. Video Clip This is a 6 minute video which features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 6 –Academic Vocabulary. This is a 6 minute video which features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 6 –Academic Vocabulary. By unpacking Shift 6, the discussion addresses the “tiers” of vocabulary (see Isabel Beck’s work, for example) and the choices teachers need to make regarding the explicit teaching of “academic” vocabulary. By unpacking Shift 6, the discussion addresses the “tiers” of vocabulary (see Isabel Beck’s work, for example) and the choices teachers need to make regarding the explicit teaching of “academic” vocabulary.Isabel Beck’s workIsabel Beck’s work http://engageny.org/resource/common-core-in- ela-literacy-shift-6-academic-vocabulary http://engageny.org/resource/common-core-in- ela-literacy-shift-6-academic-vocabulary http://engageny.org/resource/common-core-in- ela-literacy-shift-6-academic-vocabulary http://engageny.org/resource/common-core-in- ela-literacy-shift-6-academic-vocabulary

6. ELA Common Core Vocabulary Standards Reading Strand Reading Anchor Standard #4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, analyze how specific word choices shape meaning or tone. Language Strand Language Anchor Standard #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. general and specialized reference materials as appropriate. Language Anchor Standard #6 Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

7. Academic Vocabulary Isabel L. Beck, Margaret McKeown and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They describe three levels, or tiers, of words in terms of the words’ commonality (more or less frequently occurring) and applicability (broader to narrower). Isabel L. Beck, Margaret McKeown and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They describe three levels, or tiers, of words in terms of the words’ commonality (more or less frequently occurring) and applicability (broader to narrower). Common Core State Standards, Appendix A, page 33

8. Academic Vocabulary Academic Vocabulary … is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention. Common Core State Standards (English Language Arts, Appendix A) Common Core State Standards (English Language Arts, Appendix A)

9. 3 Tiers of Words Common Core State Standards, Appendix A, page 33

10. Why are “academic words” important? They are critical to understanding academic texts. They are critical to understanding academic texts. They appear in all sorts of texts. They appear in all sorts of texts. They require deliberate effort to learn, unlike Tier 1 words. They require deliberate effort to learn, unlike Tier 1 words. They are far more likely to appear in written texts than in speech. They are far more likely to appear in written texts than in speech. They often represent subtle or precise ways to say otherwise relatively simple things. They often represent subtle or precise ways to say otherwise relatively simple things. They are seldom heavily scaffolded by authors or teachers, unlike Tier 3 words. They are seldom heavily scaffolded by authors or teachers, unlike Tier 3 words. Common Core State Standards, Appendix A, page 33 Common Core State Standards, Appendix A, page 33

11. Choosing words Jose avoided playing the ukulele. Which word would you choose to pre- teach? Which word would you choose to pre- teach? Which word?

12. Avoided Why? Verbs are where the action is Verbs are where the action is Teach avoid, avoided, avoids Teach avoid, avoided, avoids Likely to see it again in grade-level text Likely to see it again in grade-level text Likely to see it on assessments Likely to see it on assessments We are going to start calling these useful words “Tier 2 words” We are going to start calling these useful words “Tier 2 words” Why not ukulele? Rarely seen in print Rarely seen in print Rarely used in stories or conversation or content-area information Rarely used in stories or conversation or content-area information

13. How do I determine that a word is TIER 2 ? Word Is this a generally useful word? Does the word relate to other words and ideas that students know or have been learning? Is the word useful in helping students understand text? If you answer “yes” to all three questions, it is a Tier 2 word. If not, it is probably a Tier 3 word.

14. Appendix A Read pg.32 Read pg.32 Underline something that stands out in your mind. Underline something that stands out in your mind. Pages 33-34 Pages 33-34 Highlight tier two words in yellow and tier three words in pink in the annotated samples Highlight tier two words in yellow and tier three words in pink in the annotated samples

15. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

16. A Six-Step Process for Teaching New Terms Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms. Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

17. Implications for Instruction Teach fewer words. Teach fewer words. Focus on important Tier 2 (high utility, cross-domain words) to know & remember. Focus on important Tier 2 (high utility, cross-domain words) to know & remember. Simply provide Tier 3 (domain- specific, technical) words with a definition. Simply provide Tier 3 (domain- specific, technical) words with a definition. www.wordle.net www.wordle.net

18. EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE VOCABULARY INSTRUCTION 1.Effective vocabulary instruction does not rely on definitions. 2.Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3.Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4.Teaching word parts enhances students’ understanding of terms. 5.Different types of words require different types of instruction. 6.Students should discuss the terms they are learning. 7.Students should play with words. 8.Instruction should focus on terms that have a high probability of enhancing academic success. (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)

19. Independent Word Study Context clues Context clues Connotation & Denotation Connotation & Denotation Synonyms & Antonyms Synonyms & Antonyms Analogies Analogies Word Parts (prefixes, suffixes, root words) Word Parts (prefixes, suffixes, root words)

20. Context Clue Steps 1. Identify the unknown word. 2. Look for the words that give hints about its meaning in the sentence. 3. If you need more cues, read the sentences before and after the one with the word in it. 4. Infer the word’s meaning based on what you found. Then model it… “As Tom stepped out of the tent, the moist grass soaked his shoes and he wondered if it had rained.” Say aloud… “The grass is moist. It soaks Tom’s shoes. Tom thinks it rained. Rain makes things wet. Moist must mean…..” “Now try ‘wet’ in place of moist to see if it makes sense.” For Students For Students For Teachers Adapted from Vocabulary Instruction Module developed for Reading Excellence Act. Graves (2002)

21. The SLAP Strategy ✔ Say the word. ✔ Look for clues. ✔ Ask yourself what the word might mean; think of a word that expresses that meaning. ✔ Put the word in the passage in place of the unfamiliar word. Does it make sense? Try it out. Try it out. He tried to open the box with no luck. He couldn’t find the key, so he decided to use a smidget.

22. Jim Burke Academic Vocabulary List Academic Vocabulary List http://www.englishcompanion.com/pdfDo cs/acvocabulary2.pdf2 questions you have http://www.englishcompanion.com/pdfDo cs/acvocabulary2.pdf2 questions you have Burke states, “A thorough survey of various textbooks, assignments, content area standards, and examinations yields the following list of words. You cannot expect to succeed on assignments if you do not understand the directions.” Burke states, “A thorough survey of various textbooks, assignments, content area standards, and examinations yields the following list of words. You cannot expect to succeed on assignments if you do not understand the directions.”

23. Recommended Resources Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press. Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press. Baumann, J.F. 7 Kame’enui, E.J. (2004). Vocabulary Instruction: Research to Practice. New York: The Guilford Press. Baumann, J.F. 7 Kame’enui, E.J. (2004). Vocabulary Instruction: Research to Practice. New York: The Guilford Press. Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction. New York: Teacher’s College Press. Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction. New York: Teacher’s College Press. Diamond, L. & Gutlohn (2006). Vocabulary Handbook. Berkley, CA: Consortium on Reading Excellence, Inc. Diamond, L. & Gutlohn (2006). Vocabulary Handbook. Berkley, CA: Consortium on Reading Excellence, Inc. Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes. Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes. Heibert, E.H. & Kamil, M. (2005). Teaching and Learning Vocabulary: Bringing Scientific Research to Practice. Mahwah, NJ: Erlbaum. Heibert, E.H. & Kamil, M. (2005). Teaching and Learning Vocabulary: Bringing Scientific Research to Practice. Mahwah, NJ: Erlbaum. Marzano, R.J., & Pickering. D.J. (2005). Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD. Marzano, R.J., & Pickering. D.J. (2005). Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD. Stahl, S.A. (1998). Vocabulary Development. Cambridge, MA: Brookline. Stahl, S.A. (1998). Vocabulary Development. Cambridge, MA: Brookline. Stahl, S.A. & Kapinus, B. (2001). Word Power: What Every Educator Needs to Know About Teaching Vocabulary. Washington, DC: NEA. Stahl, S.A. & Kapinus, B. (2001). Word Power: What Every Educator Needs to Know About Teaching Vocabulary. Washington, DC: NEA.

24. References Kathi Rhodus, Area V and VI krhodus@stclair.k12.il.us krhodus@stclair.k12.il.us (618) 825-3957. Illinois State Board of Education. Permission granted to use and reproduce from ISBE presentation. Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press. Chall, J.S. (1996). American reading achievement: Should we worry? Research in the Teaching of English, 30, 303-310. Graves, M.F., editor. Essential Readings on Vocabulary Instruction. International Reading Association 2009. Marzano, R.J., & Pickering, D.L. (2005) Building Academic Vocabulary: Teacher's Manual. Alexandria, VA: ASCD. "Common Core State Standards Initiative." National Governor's Association Center for Best Practices, Council of Chief State School Officers, 2010. Web. 12 Jun 2012. "Common Core State Standards Initiative." National Governor's Association Center for Best Practices, Council of Chief State School Officers, 2010. Web. 12 Jun 2012.