1. The Importance of Explicitly Teaching Academic Vocabulary by Dr. Jeanne A. Iman A Harvey Scholarship Recipient, 2009 University of La Verne “ Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level” Yonanoff, Duesberry, Alonzeo & Tindal, 2005

2. Objectives for Presentation Why Teach Academic Vocabulary in the Oceanside Unified School District? Why Teach Academic Vocabulary in the Oceanside Unified School District? Research of Academic Vocabulary and Reading Comprehension Research of Academic Vocabulary and Reading Comprehension The Academic Vocabulary Program in the Oceanside Unified School District The Academic Vocabulary Program in the Oceanside Unified School District Protocols to ensure accountability Protocols to ensure accountability Last minute thoughts…. Last minute thoughts….

3. Why Teach Academic Vocabulary in OUSD? OUSD has 16 elementary schools, 4 middle schools, 2 comprehensive high schools, and one alternative high school OUSD has 16 elementary schools, 4 middle schools, 2 comprehensive high schools, and one alternative high school OUSD is a Program Improvement (PI) School District – 3 rd year – 10 schools in PI OUSD is a Program Improvement (PI) School District – 3 rd year – 10 schools in PI PI status means the district is not meeting adequate yearly progress in either LA or Math within one or more subgroups of students, in one or more schools in the district PI status means the district is not meeting adequate yearly progress in either LA or Math within one or more subgroups of students, in one or more schools in the district

4. Why Teach Academic Vocabulary in OUSD? An outside agency determined we were consistently inconsistent in our approach to teaching language arts across schools An outside agency determined we were consistently inconsistent in our approach to teaching language arts across schools The outside agency determined we were consistently demonstrating poor test scores in reading comprehension The outside agency determined we were consistently demonstrating poor test scores in reading comprehension What attributes to high reading comprehension? What attributes to high reading comprehension?

5. Research of Academic Vocabulary and Reading Comprehension “Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level” Yonanoff, et al, 2005. “Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level” Yonanoff, et al, 2005. “An abundance of research supports the connections between vocabulary, particularly academic vocabulary and reading comprehension”- Iman, 2009. “An abundance of research supports the connections between vocabulary, particularly academic vocabulary and reading comprehension”- Iman, 2009. “If children are not reading fluently at grade level by the 4th grade, odds are they never will” Sebastian, 2003. “If children are not reading fluently at grade level by the 4th grade, odds are they never will” Sebastian, 2003. “There are 39 research proven strategies to teach vocabulary effectively in grades K-12” – Iman, 2009. “There are 39 research proven strategies to teach vocabulary effectively in grades K-12” – Iman, 2009.

6. The First Steps to Implement Vocabulary in OUSD OUSD selected a few, most accessible strategies for teachers to explicitly teach vocabulary OUSD selected a few, most accessible strategies for teachers to explicitly teach vocabulary Taken from Dr. Kate Kinsella Taken from Dr. Kate Kinsella Say and pronounce the word Say and pronounce the word Explain the meaning of the word Explain the meaning of the word Provide multiple examples of the word Provide multiple examples of the word Use a sentence stem or sentence starter to emphasize the meaning Use a sentence stem or sentence starter to emphasize the meaning Assess the meaning of the word Assess the meaning of the word

7. The First Steps to Implement Academic Vocabulary in OUSD Staff development on the First Five Steps Staff development on the First Five Steps Posters in every classroom (Five Steps) Posters in every classroom (Five Steps) Formal walk-throughs in every school, in every classroom, three times a year, using protocols Formal walk-throughs in every school, in every classroom, three times a year, using protocols Action Plan/Revisions/Discussions with the Outside Agency, District Administrators, and Teachers Action Plan/Revisions/Discussions with the Outside Agency, District Administrators, and Teachers

8. Continued Development of the OUSD Vocabulary Program Schools were beginning to develop their own lists, their own interpretation of academic vocabulary… “Consistently, inconsistent?” Schools were beginning to develop their own lists, their own interpretation of academic vocabulary… “Consistently, inconsistent?” Schools were beginning to ask for assistance with sentence stems, sentence starters, proper word meanings, etc. Schools were beginning to ask for assistance with sentence stems, sentence starters, proper word meanings, etc. Task of OUSD- Develop a K-10 Vocabulary Program for all schools Task of OUSD- Develop a K-10 Vocabulary Program for all schools

9. The OUSD Vocabulary Program/Protocol Summer of 2009- Without the outside agency Summer of 2009- Without the outside agency Input from teachers across the district Input from teachers across the district Research- Expand the strategies Research- Expand the strategies Longman Dictionaries Longman Dictionaries Time, energy, and diligence Time, energy, and diligence In-House Staff Development for Administrators in August 2009 In-House Staff Development for Administrators in August 2009 In-House Staff Development for all teachers in August 2009 In-House Staff Development for all teachers in August 2009

10. The OUSD Vocabulary Program/Protocol 20 – 24 words per grade level 20 – 24 words per grade level Pronunciation Pronunciation Syllabication Syllabication Part of Speech Part of Speech Synonyms, Antonyms Synonyms, Antonyms Morphology- Prefix, Suffix, Root word Morphology- Prefix, Suffix, Root word Definition Definition Examples Examples Oral Practice Oral Practice Written Practice Written Practice

11. The OUSD Vocabulary Program/Protocol- An Example in Kindergarten Word – Agree Word – Agree Pronunciation – egri Pronunciation – egri Syllabication – a.gree Syllabication – a.gree Part of speech – verb Part of speech – verb Definition – To have the same opinion as someone else Definition – To have the same opinion as someone else Synonym – concur Synonym – concur Antonym - disagree Antonym - disagree

12. The OUSD Vocabulary Program/Protocol- An Example in Kindergarten Example- If you agree with someone, you think what they say is right. Mary and I agree the answer is ten. Example- If you agree with someone, you think what they say is right. Mary and I agree the answer is ten. Oral Practice- We all agree there are 15 children in our class today. My mom agrees with me, that I have a wonderful teacher. Oral Practice- We all agree there are 15 children in our class today. My mom agrees with me, that I have a wonderful teacher. Written Practice – We all agree there are_____ children in our class today. My mom agrees with me, that I am_______________. Written Practice – We all agree there are_____ children in our class today. My mom agrees with me, that I am_______________. Morphology- agrees, agreeable, agreed, agreement, etc. Morphology- agrees, agreeable, agreed, agreement, etc.

13. Protocols for Accountability Protocols are used during formal walk-throughs, three times a year with a team of teachers, administrators, and an outside agency member Protocols are used during formal walk-throughs, three times a year with a team of teachers, administrators, and an outside agency member In-between walk-throughs with the Principal and a Director from OUSD for coaching opportunities In-between walk-throughs with the Principal and a Director from OUSD for coaching opportunities Increasing explicit teacher instruction and student engagement Increasing explicit teacher instruction and student engagement

14. Results… 5% increase in State test scores in Language Arts in all student populations 5% increase in State test scores in Language Arts in all student populations Increased awareness and staff development of vocabulary instruction Increased awareness and staff development of vocabulary instruction A refined, more specific, and targeted program for all students in OUSD A refined, more specific, and targeted program for all students in OUSD

15. Last Minute Thoughts Learn and implement best practices for vocabulary development Learn and implement best practices for vocabulary development Take time to collaborate and incorporate best strategies within the school day Take time to collaborate and incorporate best strategies within the school day Make connections to word meanings through every day life activities Make connections to word meanings through every day life activities Rich vocabulary creates rich readers Rich vocabulary creates rich readers Teaching vocabulary as early as Kindergarten ensures a more competent reader sooner than later Teaching vocabulary as early as Kindergarten ensures a more competent reader sooner than later Be purposeful in your explicit instruction of academic vocabulary! Be purposeful in your explicit instruction of academic vocabulary!

16. Questions? Thank you for your time!! Jeanne