1. Learning Words Inside & Out Make It Personal: Consolidating Word Learning Through Individual Activities Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

2. Today’s Purpose Today we will discuss ways that independent learning of vocabulary can promote spiral review and metacognition.

3. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

4. Challenges to Independent Work Too much independent work at the expense of instruction In a national study of 5th grade classrooms, 38% of class time was spent doing “independent” seatwork (Pianta et al., 2007) Introduced too early in the instructional cycle Should follow modeling, guided practice, and collaborative work with peers (Fisher & Frey, 2008)

5. Table Discussion How do you know when your students are ready for independent learning? How do you know when they’re not?

6. Characteristics of Independent Learners Independent learners are self-motivators. These students can establish goals and monitor their progress toward them, they are willing to take risks, and they welcome challenge. Independent learners are self-managers. They try to solve their own problems, manage their time, and think creatively. Independent learners are self-appraisers. They accurately assess what they know and don’t know, they notice their own learning, and they act upon their learning by applying strategies they know to be useful for learning. Murdoch, K., & Wilson, J. (2006). Student Independent Learning. Education Quarterly (Australia ).

7. Independent Learning of Vocabulary Integration of schema with a focus on sets of relationships Repetition through repeated opportunities to encounter words in speech, reading, and writing Meaningful use of the words in authentic events (Nagy, 1988)

8. Consolidating Word Learning Manipulating words (sorts, word cards, student-constructed mnemonics) Composing (generative sentences, writing frames)

9. Madison’s Open Sort of Sky-related Terms MoonSunCloudsWords I Don’t Know Tides Crescent Waxing Waning Full Eclipse Luna Corona Sunspots Flares Star Core Cirrus Cumulus Stratus Nimbus Altostratus Mammatus Perumbra Yellow dwarf

10. Generative Sentences The teacher states a condition for a sentence, and students compose. For example: 1.camouflage in the first position of a sentence of any length 2.disguise(s) in the fourth position of a sentence more than 6 words 3.habitat in the last position of a sentence fewer than 10 words 4.features in the third position of a sentence of any length 5.an if … then sentence about animal adaptation

11. Writing Frames Students integrate academic language with vocabulary knowledge: Although I already knew that ______, I have learned some new facts about _____. For example, I learned that _____. I also learned that _____. Another fact I learned was ____. However the most interesting thing I learned was _____.

12. Alphabet Vocabulary Chart A–B Bald Eagle Bell C–DC–DE–F Flag G–HG–H I–JI–JK–LK–LM–N Mount Rushmore O–PO–P Q–RQ–RS–T Towers that fell down U–V–WU–V–WX–Y–ZX–Y–Z

13. A–B Bald Eagle Bell “America the Beautiful” C–D Dollar Capitol building Declaration of Independence E–F Flag G–HG–H I–J Jefferson Monument K–L Lincoln Memorial Liberty Bell M–N Mount Rushmore National Anthem O–P Pledge of Allegiance Q–RQ–RS–T Towers that fell down U–V–W White House Washington Monument World Trade Center X–Y–ZX–Y–Z

14. Next Steps What are we currently doing that works well? What are the areas in need of improvement? How should we collaborate with one another within and across grade levels?