2. Objectives Look purposefully at vocabulary instruction. Discuss how this component is effectively taught. Collaborate to plan for strategic instruction in vocabulary and oral language development. 2 © 2013 Texas Education Agency/University of Texas System

3. Texas State Literacy Plan Goals 1. Increase the oral language and preliteracy skills of participating preschool children. 2. Increase the performance of participating students in K-2 on early reading assessments. 3. Increase the percentage of participating students who meet or exceed proficiency on the State English Language Arts assessments in grades 3-12. 4. Increase the use of data and data analysis to inform all decision making in participating districts, campuses, classrooms, and early learning settings. 5. Increase the implementation of effective literacy instruction through Literacy Lines. 3 © 2013 Texas Education Agency/University of Texas System

4. SAISD District Expectation 90% or more of all administrators and teachers in SAISD will participate in training on 1/18/13. 4 © 2013 Texas Education Agency/University of Texas System

5. Lanier and Sam Houston Feeder Pattern Goals 75% or more of teachers and administrators in the feeder pattern will attend professional development on explicit vocabulary instruction by the end of February 2013. Students will achieve at least 10% improvement in vocabulary as measured by end of year assessment data. 5 © 2013 Texas Education Agency/University of Texas System

6. Vocabulary and Oral Language Development 6 © 2013 Texas Education Agency/University of Texas System “Good vocabulary instruction helps children gain ownership of words, instead of just learning words well enough to pass a test. Good vocabulary instruction provides multiple exposures through rich and varied activities to meaningful information about the word.” (Stahl & Kapinus, 2001, p. 14)

7. Planning Effective Vocabulary Instruction: Before Reading Select text with opportunity for vocabulary development. Determine words to directly teach. Explicitly teach vocabulary words and activate prior knowledge. Record words and ideas on visual models and discuss new words. Teach these models with explicit language and modeling. 7 © 2013 Texas Education Agency/University of Texas System

8. Steps for Explicit Vocabulary Instruction Have students say the word. Teacher provides a definition of the word, a description, explanation or example of the new. Ask students to restate the definition, description, explanation, or give an example in their own words. Have students discuss the term with one another. Discuss what is known about the word. Ask the students to write and construct a definition, picture, definition in their own words, and create an example for the appropriate content area. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Involve students with games that allow them to play with the terms. Have students create powerful sentences with the new word. 8 © 2013 Texas Education Agency/University of Texas System Marzano’s 6 steps of Vocabulary Instruction &(August et al., 2005; Vaughn & Linan-Thompson, 2004)

9. Explicit Vocabulary Instruction Example Have students say the word. Write the word fierce on the board. “Today we are going to learn the word fierce. Let’s say the word together: fierce.” Provide a definition of the word, a description, explanation, or example of the new word. “We are going to study a definition for the word fierce. The definition for fierce is ‘done with a lot of energy and strong feelings, and sometimes violent.’ Fierce is an adjective that describes a noun. Here is how we would use the word fierce in a sentence: The government’s policies came under fierce attack. Other ways we can use this word include a fierce look and fierce pride.” 9 © 2013 Texas Education Agency/University of Texas System

10. Explicit Vocabulary Instruction Example Ask students to restate the definition, description, explanation or give example in their own words. Students, turn to your neighbor and restate the definition, description, explanation, and give an example of the word. The definition for fierce is ‘energy, strong, violent.’ Fierce is an adjective that describes a noun. Here is how we would use the word fierce in a sentence: The football team came under fierce attack. Other ways we can use this word include a fierce look and fierce pride.” 10 © 2013 Texas Education Agency/University of Texas System

11. Explicit Vocabulary Instruction Example (cont.) Have students discuss the term with one another. Discuss what is known about the word. “Think about the word fierce. What do you already know about the word? Turn to your partner and tell him or her one idea about the word fierce. Be prepared to share with the rest of the group what you and your partner talk about.” Ask the students to write and construct a definition, picture, definition in their own words, and create an example for the appropriate content area. “Some examples of fierce are violent warlords, guard dogs, or aggressive hockey players. They are all eager to fight, wild in appearance, or violently unfriendly. Have students complete the Graphic Organizer 11 © 2013 Texas Education Agency/University of Texas System

12. Explicit Vocabulary Instruction Example (cont.) Engage students periodically in activities that help them add to their knowledge of the terms in their notebook. “Analyze the word fierce and categorize it with other words like it.” OR “Compare and contrast the word fierce with the word unthreatening and complete a Venn diagram graphic organizer.” OR Act out the word fierce so that your classmates can guess its meaning.” Involve students with games that allow them to play with the terms. Have students create powerful sentences with the new word. Students can play: Vocabulary Charades, Name that Category, Talk a mile Minute, etc. “Powerful sentences help us understand the word by using the word within the correct context. For example, a powerful sentence for the word fierce is: The Vikings had a reputation for being fierce warriors.” 12 © 2013 Texas Education Agency/University of Texas System

13. Explicit Vocabulary Instruction: Your Turn! Follow the routine for explicit vocabulary instruction. Practice teaching and learning the word coax using the practice cards. 13 © 2013 Texas Education Agency/University of Texas System

14. Effective Vocabulary Instruction: Things to Remember Teach vocabulary throughout the day and across content areas. Create opportunities for interactive classroom talk. Engage students in discussions of words, their meanings, and their uses, usually through read-alouds. Make connections to students’ background knowledge. Teach word meanings directly. 14 © 2013 Texas Education Agency/University of Texas System (August et al., 2005; Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006)

15. Effective Vocabulary Instruction: Things to Remember (cont.) Use multiple strategies to involve students in active exploration of words. Ensure that students encounter new words multiple times. Use dictionaries strategically. Use semantic maps and graphic organizers. Use examples and nonexamples. Explain synonyms and antonyms. 15 © 2013 Texas Education Agency/University of Texas System (August et al., 2005; Hiebert & Kamil, 2005; McKeown & Beck, 2004; Stahl & Nagy, 2006)

16. Texas State Literacy Plan Goals 1. Increase the oral language and preliteracy skills of participating preschool children. 2. Increase the performance of participating students in K-2 on early reading assessments. 3. Increase the percentage of participating students who meet or exceed proficiency on the State English Language Arts assessments in grades 3-12. 4. Increase the use of data and data analysis to inform all decision making in participating districts, campuses, classrooms, and early learning settings. 5. Increase the implementation of effective literacy instruction through Literacy Lines. 16 © 2013 Texas Education Agency/University of Texas System