1. Vocabulary Instruction Ivy Phillips 7th-grade English/Language Arts Hutchison School

2. Outline 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources

3. Rationale 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources Science Daily http://www.sciencedaily.com/releases/2013/01/1301241340 46.htm

4. Rationale 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources Wall Street Journal http://online.wsj.com/article/SB10001424127887323316804 578163213067015532.html

5. Research 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources ●Gaining access to words is crucial to improve reading comprehension (Baumann & Kame'enui (Eds.), 2003) ●Biemiller (2001) argues for explicit instruction in root words and for instruction in deriving word meanings from affixes and word families. Baumann et al. agree and “recommend that future instructional research in morphemic and contextual analysis (i.e., “ways of inferring word meanings”) ought to be complemented with teaching of high-utility root words (Dale & O’Rourke, 1976) and Latin and Greek cognates, which should expand students’ word-inference skill, perhaps to the point of influencing comprehension.” (Baumann, Edwards, Boland, Olejnik & Kame'enui, 2003).

6. Common Core ●Students who are college and career ready in reading, writing, speaking, listening and language “...use a wide- ranging vocabulary.” ●“The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases” (Common Core introduction). 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources

7. Common Core – Language Standards Language Standard 4: determine meanings – both in context and dictionary o L.6.4b, L.7.4b and L.8.4b  Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word Language Standard 5: figurative language, word relationships, and nuances in language o Relationships between words (synonym, antonym, analogy) Language Standard 6: Academic and domain-specific words – vocabulary independence o Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources

8. Common Core - 3 Tiers 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources

9. Common Core – Effective Instruction 1.Rationale 1.Research 1.Common Core - 3 Tiers - Effective Instruction 1.Vocabulary in my classroom 1.Word Games 1.Student Research 1.Online tools 1.How do you provide effective vocabulary instruction? 1.Resources The six-step process includes the following steps:six-step process 1.The teacher provides a description, explanation, or example of the term. 2.Linguistic definition – students restate the description, explanation, or example in their own words. 3.Nonlinguistic definition – students construct a picture, pictograph, symbolic representation, or act out the term. 4.The teacher extends and refines understanding of the word by engaging students in activities that help them add to their knowledge of the terms. 5.Periodically ask students to discuss the terms with one another. 6.Involve students in games that enable them to play with the terms and reinforce word knowledge. Marzano’s 6-Step Vocabulary Process http://www.learningunli mitedllc.com/2012/12/1 2-days-tool-5- marzanos-6-step- vocabulary-process/

10. Vocabulary in my classroom 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources What I’ve learned: 1.It takes time. 2.Even with a small class, it’s hard. 3.Multiple exposures - sounds nice, often tricky 4.Front loading helps - sometimes. Introducing key terms before reading a text does help to a certain extent; however, it is not a guarantee for comprehension or retention. 5.Discuss the words for “a-ha” moments. It takes up a lot of class time, but I’ve noticed that when we discuss the words as a class and brainstorm new words from the parts (prefixes, roots, and suffixes) of those words, my students are more likely to remember the word we started with and more likely to connect to new words.

11. Word Play 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources Word Sorts - Resource for word sorts - Gankse - Word Journeys For a Closed Word Sort, provide students with the categories into which they will sort the vocabulary words. For an Open Word Sort, instruct the student teams to suggest categories for organizing the words. Cloze Procedure (or something similar to it) - a technique where words are deleted from a passage according to a word-count formula; students insert words as they read; initially a diagnostic for reading assessment Scrabble - with a vocabulary list or without; with a dictionary or without

12. Word Play 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources Group Work ●Using the lesson 1 or 3 prefixes, roots, and suffixes handout, come up with 3 to 4 new words. ●When your team decides on a word, use the dictionary to see if it is a real word. ●Write down the word, the part of speech, and the definition. ●Combine two groups - share words. ○Combine three groups - share words. ○Another option: Combine groups then share the common words with class.

13. Word Play “I don’t know this word.” Rules of Play 1. Context Clues: Read the sentences around the word to see if there are clues to its meaning. 2. Word-Part Clues: See if you can break the word into a root word, prefix, or suffix to help figure out the meaning. ●Look for a ROOT WORD ●Look for a PREFIX ●Look for a SUFFIX ●Put the meanings of the ROOT and any PREFIX or SUFFIX together and see if you can build the meaning of the word. 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources

14. Student Research via Reading (independent or academic) 1.Rationale 2.Research 3.Common Core 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources Vocabulary Research Assignment CHOICE: Students may choose any word from any book. EXPOSURE: This assignment extends instruction beyond my classroom. Tier 2 and tier 3 words are more accessible.

15. Digital Tools 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources http://lingro.com/http://lingro.com/ → Insert a website into Lingro, and it becomes clickable. Similar to a Kindle, students can click on any word for a definition. http://visual.merriam-webster.com/http://visual.merriam-webster.com/ → visual dictionary http://www.wordnik.com/http://www.wordnik.com/ → definitions, example sentences, synonyms, picture associations, http://www.etymonline.com/http://www.etymonline.com/ → Etymology dictionary. Search the history of a word. This dictionary also breaks it down into prefix, root, and suffix. http://www.tingoed.com/

16. How do you teach vocabulary? 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources

17. Resources for you 1.Rationale 2.Research 3.Common Core - 3 Tiers 4.Vocabulary in my classroom 5.Word Play 6.Student Research 7.Online tools 8.How do you provide effective vocabulary instruction? 9.Resources http://www.learningunlimitedllc.com/2012/12/12-tools-tool-10- infographic-effective-vocabulary-instruction/ http://www.learningunlimitedllc.com/2012/12/12-days-tool-5- marzanos-6-step-vocabulary-process/ http://www.learningunlimitedllc.com/teacher- resources/vocabulary/ http://www.learningunlimitedllc.com/wp- content/uploads/2012/09/Save-the-Last-Word-for-Me1.pdf

18. Presentation Resources Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame'enui, E. J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494. Baumann, J.F. & Kame'enui, E.J. (Eds.),Vocabulary Instruction: Research to Practice (Solving Problems in the Teaching of Literacy)New York: The Guilford Press. Harris, L. A. Institute of Education Sciences, (2007).Adolescent literacy: Word study with middle and high school students. Retrieved from website: http://files.eric.ed.gov/fulltext/EJ967455.pdf