1. ATASCADERO UNIFIED SCHOOL DISTRICT PROJECT PORTAL WITH JODIE L. DITTMAR EDUCATION SPECIALIST DIAGNOSTIC CENTER, CENTRAL CA 1818 ASHLAN AVE. FRESNO, CA 93705 WWW.DCC-CDE.CA.GOV 559-243-4047

2. The FINAL KEY COMPONENT in our focus on EFFECTIVE TEACHING & POWERFUL LEARNING FOR ALL! VOCABULARY – Part Two

3. THIS PORTAL PRESENTATION INCLUDES… 1.Additional vocabulary concepts and thinking that enhance every teacher’s understanding, lesson planning and instruction 2.Instructional strategy and application points 3.“Resource rectangles” – a rectangle inserted to include links to more in depth information. Resource rectangles are for the teacher seeking deeper understanding, recent research or further study and ideas.

4. CONSIDERING WHICH VOCABULARY … PRIORITIZING WORD TEACHING FROM FOUNDATIONAL TO HIGHLY SPECIFIED TERMS Tier One Words Tier Two Words Tier Three Words BRICK & MORTAR WORDS A conceptual way of viewing vocabulary based on words being either the Bricks (key content) or the Mortar (“connectors” like typical phrases, conjunctions, or other parts required for content understanding- and that may need to be directly taught, but are often assumed as understood) A concept developed from the research of Isabelle Beck) Resource Rectangle: Further explanation can be found at: https://www.youtube.com/watch?v=OetbzrP2QUUhttps://www.youtube.com/watch?v=OetbzrP2QUU

5. TIER ONE  Words that less frequently require instruction in school (with the exception of additional evidence based instruction for English Language Learners or those with language disabilities)  Words that are more common in everyday communication  Examples: car, baby, happy, run, stop

6. TIER TWO WORDS  Not as common in everyday communication, but fairly common in text or content  Words that are frequent in varying domains  Words that are known, and common to adults and fluent language users  Words for which instruction is helpful to increase understanding and productivity  Examples: immigrant, prioritize, ridiculous

7. Once you’ve prioritized content words according to Tiers (especially within Tier Two) how do you further refine which to more explicitly teach?

8. HELPFUL QUESTIONS TO CONSIDER…. Is the word useful? Will it be in other texts? Is the word interesting (to students)? Can you better define the word in terms that students will understand? How does the word relate to other words the students are learning? Will it increase usage or understanding in other contexts or with related words? (morphologically or syntactically) Will this word help considerably with the overall understanding of this content selection (and/or content further in the text)?

9. TIER THREE WORDS  Highly specific to a lesson, text or content area  Often found in only one particular content area  Examples include: sarcophagus, arctan, Resource Rectangle -Generative Vocabulary Instruction by Heibert and Pierson @ http://textproject.org/assets/library/resources/Hiebert- Pearson-Generative-vocabulary-instruction.pdf

10. VOCABULARY LEARNING TERMS Contextual Analysis: A strategy readers use to infer or predict a word from the context in which it appears. Morphemic Analysis: A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (e.g., prefixes, suffixes, roots). *Direct instruction of morphemes is therefore typically an effective tool in both decoding and language usage. Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label. The word is understood in reading or listening (and is typically needed before words can be expected as part of expressive vocabulary). Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning.

11. TEACHERS MUST THINK, QUESTION AND DECIDE ABOUT VOCABULARY ALL THE TIME, IN EVERY LESSON, IN EVERY CONTENT. Vocabulary isn’t a separate lesson or words to learn by the vocabulary quiz on Friday.

12. WHO IS RESPONSIBLE FOR THIS VOCABULARY TEACHING? We ALL ARE! Resource Rectangle: http://www.colorincolorado.org/academic- language#video: an excellent presentation outlining many thoughts in teaching academic language in all content areas; the differences in focus for the elementary vs the high school, and the difference in teaching words for reading vs for reading comprehension in content learning and other practical ideas for consideration http://www.colorincolorado.org/academic- language#video

13. FOR LONG TERM LEARNING AND CONTENT UNDERSTANDING, VOCABULARY INSTRUCTION MUST… Highlight critical features Involve context and background Utilize student background and engagement within effective direct instruction Utilize repetition (including that even when you have less than ideal time for instruction, you can say the word multiple times in multiple related contexts and have the student do the same) Utilize both learning context and student generated definitions to enhance application & memory of terms http://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040114.pdf#page=20http://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040114.pdf#page=20 – Practice Guide (available also on the AUSD portal of the DCC website) for vocabulary teaching practice guidelines in elementary & middle schools

14. STUDENT ENGAGEMENT COMBINES WITH GOOD INSTRUCTION AND TEXT TO ENHANCE VOCAB… Word learning takes place when students engage in purposeful talk with others that embeds the target words and displays their uses. (Corson, 1995) Meaningful context must be provided for functional use of language, as well as opportunities for practice and application (Dutro & Moran, 2003) Resource Rectangle : A Review of the Current Research on Vocabulary Instruction; 2010; http://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdfhttp://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf

15. BRINGING IT ALL TOGETHER High Levels of EFFECTIVE Student Engagement Universal Design for Learning (UDL) – to maximize availability of information and differentiate modes of expression for all (increase learning in a most efficient way, as all students vary in learning, language and focus) Direct Instruction includes focus on Vocabulary – pre-teaching, during instruction and post teaching implications to increase literacy skills, as well as comprehension in all content areas F O R M A T I V E A S S E S S M E N T

16. ADDITIONAL PLACES TO GO FOR IDEAS AND INFORMATION http://www.udlcenter.org/aboutudl/udlguidelines/principle1http://www.udlcenter.org/aboutudl/udlguidelines/principle1 - specific guidelines and application ideas to develop receptive understanding of content; see Checkpoint 2.1 for specific examples for vocabulary http://www.corelearn.com/files/VocabHandbook_SamplePages.pdfhttp://www.corelearn.com/files/VocabHandbook_SamplePages.pdf - sample pages of the Consortium on Reading Excellence vocabulary resources (an excellent book of both research and strategy) http://www.ldonline.org/article/Explicit_Vocabulary_Instruction?theme=print-http://www.ldonline.org/article/Explicit_Vocabulary_Instruction?theme=print- a one page print summary of vocabulary instruction steps outlined in this powerpoint, and as compiled by the U.S. Department of Education http://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know http://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know - a teacher friendly article aimed at better determining the instructional needs of students who are English Language Learners, but including great examples and explanation of brick and mortar words and links to other more in-depth vocabulary related considerations http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19 – Teaching Academic Vocabulary and Literacy to English Language Learners in Elementary and Middle School https://www.teachingchannel.org/videos/build-student-vocabularyhttps://www.teachingchannel.org/videos/build-student-vocabulary - Paint Chip Vocabulary Lessons http://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strat egies.shtmlhttp://www.doe.virginia.gov/instruction/english/elementary/reading/reading_vocabulary_strat egies.shtml - a link to multiple examples of teachers utilizing varied known strategies to build elementary level vocabulary and reading comprehension https://www.readinga-z.com/vocabulary/vocabulary-graphic-organizers/https://www.readinga-z.com/vocabulary/vocabulary-graphic-organizers/ - Printable graphic organizers for vocabulary instruction http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_3.pdfhttp://www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_3.pdf - another printable example a reputable reading research website, and including several teaching strategies