1. Secondary Coaches’ Network Vocabulary Instruction October 21, 2013

2. Agenda Complete Survey Quotation Mingle Vocabulary Discussion

3. Quotation Mingle Instructional Coaching: A Partnership Approach to Improving Instruction by Jim Knight (2007) Be ready to share… How does your quote apply to your role as an instructional coach (IC)?

4. Where are the rare words?

5. A rare word is defined as any word not in the 10,000 most frequently used words in the language. (Hayes and Ahrens)

6. Examples of Rare Words banjofantasynumbreluctant blizzardgemoasisscold boastglossaryoptionalserpent cautiousinterruptpantrysoar conserveinvadeparticipatestimulate debrislogicpeertaut ediblelusterporoustrench eruptionmottoprytrigger exceednasalquaint exertnudgerefrain

7. Where are the unfamiliar words? Adult TV Mr Rogers Comic Books Children’s TV Adult Books Children’s Books Newspapers Cartoons/Shows Conversation between 2 college-educated adults

8. Where are the unfamiliar words? Average # of Rare Words 68.3 53.5 52.7 30.9 30.8 22.7 20.2 17.3 2.0 Newspapers Comic Books Adult Books Children’s Books Cartoons (shows) Adult TV Children’s TV Conversation between two college-educated adults Mr. Rogers

9. Make a foldable Frayer Group DescriptionMy description My teachers Notes from MarzanoNotes from Appendix A Academic Vocabulary

10. “Cognitive Verbs and the Common Core” 1.Read/Skim the article from Educational Leadership by Robert Marzano. 2.Quick write in your Frayer a.How would you define academic vocabulary? b.How is academic vocabulary addressed by your teachers?

11. Guidelines for Choosing Words Limit the number you will teach in depth for eternal comprehension…just a few! Essential subject-area words Words critical for understanding concept/text Useful words Words student likely to see/use again and again in many contexts and across disciplines Difficult words Words with multiple meanings idiomatic expressions

12. Estimated # of Terms to Teach Grade Level # of words per week Total words in 32 weeks Cumulative Total 1-35160480 2-3103201120 4-5154802,560 6-8206404,480 9 - 1225 - 309608,320 Building Background Knowledge by Marzano

13. Choosing words based on Tiers Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & psychologist. Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious.  Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh.  Beck, I., McKeown, M., & Kucan, L. (2002) Handout – Which Words to Teach

14. Let’s go a little deeper Read/Skim page 33-34 of Appendix A (Common Core State Standards) Add to your Frayer: How does this concept adjust your definition of Academic Vocabulary?

15. Tier 2 Words in Content Classes Science unit on Earth’s Changing Surface Suggested Words: runoff, rills, gully, drainage basin, divide, flood plain, tributary, meander, alluvial fan, delta, ground water, stalactite, stalagmite Tier 2 Words to Add: process, feature, factor

16. Let’s Practice Choosing the Words Reading level: 8 th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text Select 8 words for explicit instruction discreet*imputation^modest ravages*parsimony^prudence chaste*flat^ (apartment)laboriously cascade*mendicancy squad^ecstatic meretricious*Queen of Sheba^duplicate instigate*Coney Islandconception Handout

17. Let’s Practice Choosing the Words Reading level: 8 th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text Select 8 words for explicit instruction discreet*imputation^modest ravages*parsimony^prudence chaste*flat^ (apartment)laboriously cascade*mendicancy squad^ecstatic meretricious*Queen of Sheba^duplicate instigate*Coney Islandconception

18. Helping Students Become Better Word Learners 1. Model what you do when you encounter an unfamiliar word 2. Teach about the use of word parts, context clues, and definitions 3. Include strategies for dealing with unfamiliar words in your comprehension strategy instruction 4. Give explicit explanations on when and how to apply strategies

19. Choosing Key Words What is the students’ background knowledge and how is it assessed? Which words are most critical for understanding the content? How frequently is the word encountered? Does the word require multiple strategies to comprehend? Does the word or concept require more guided practice before students can use it independently? What connections can be made with words students already know? What words are difficult for students to grasp the meaning of and are frequently misunderstood?

20. Let’s Practice Choosing Words Read the text provided List the tier 2 vocabulary you would teach Compare your list with the list of your partner

21. Summarizer With another coach, discuss how you might use the materials and activities shared today with your teachers? Who will you share this with? How will you share?