1. Success In Algebra September 5, 2013 Leitchfield, KY Facilitated by the P12 Math and Science Outreach Unit of PIMSER, UK Funding provided by Council on Post Secondary Ed

2. Gathering Chart #1 – What SIA activities I’ve done already this year… Chart #2 – Now that I know my classes, these are my concerns…

3. Vocabulary

4. 4 Why Teach Vocabulary Learning is fundamentally and profoundly dependent on vocabulary knowledge. Vocabulary knowledge is highly correlated with overall reading achievement. Vocabulary knowledge affects a student’s ability to participate fully in both social and academic activities. Access Center, Improving Outcomes for All Students K-8

5. 5 Why Teach Vocabulary Significant disparities exist in word knowledge among students. Vocabulary deficiencies are a primary cause of academic failure in Grades 3 – 12. vocabulary: reading O 2 : breathing Access Center, Improving Outcomes for All Students K-8

6. 6 The Matthew Effect (Stanovich, 1986) Children who fail at early reading, begin to dislike reading. They read less than their peers who are stronger readers. They do not expand their vocabularies and background knowledge. Their limited vocabularies interfere with their comprehension. Their limited comprehension contributes to reading failure.

7. 7 Vocabulary Acquisition At age 5-6 children typically have 2,500-5,000 words in their oral vocabulary. 3,000 words per year are added during their early school years. 25-50% of annual vocabulary growth is incidental. Typical vocabulary lessons focus on 10-20 words per week. (average 8 words/day)

8. 8 Why Students Struggle With Vocabulary Meaningful Differences (Hart & Risley, 1995) Words Heard per Hour Words Heard in a 100-Hour Week Words Heard in a 5,200 Hour Year Words Heard in 4 Years Welfare61662,0003 million 13 million Working Class 1,251125,0006 million 26 million Professional2,153215,00011 million 45 million

9. 9 Generate interest in new words Relate new words to children’s personal experiences Help children make connections and attach meanings to new words and concepts that go beyond a label or definition Vocabulary Development

10. 10 Vocabulary Research Researchers have named vocabulary knowledge as the most important factor in reading comprehension. (White, Sowell, & Yanagihara, 1989) Effective vocabulary instruction requires active and positive student participation. (Carr & Wixson, 1986) Personal engagement with a new word can lead to deep processing of meaning. (Dole, Sloan & Trathen, 1995)

11. 11 National Reading Panel Report, 2000 Vocabulary instruction leads to gains in comprehension, but the methods must be appropriate to the age and ability of the reader. Vocabulary should be taught both directly and indirectly. Teaching vocabulary before reading has significant effects on vocabulary development.

12. 12 National Reading Panel Report, 2000 Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts, incidental learning, and the use of computer technology all enhance the acquisition of vocabulary. Direct instruction should include task restructuring and should engage the student. Dependence on a single vocabulary instruction method will not result in optimal learning.

13. 13 National Reading Panel Report, 2000 Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts, incidental learning, and the use of computer technology all enhance the acquisition of vocabulary. Direct instruction should include task restructuring and should engage the student. Dependence on a single vocabulary instruction method will not result in optimal learning.

14. © EDC, 2012 Reading Math Texts vs. Fiction FICTION Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em, who was the farmer's wife. Their house was small, for the lumber to build it had to be carried by wagon many miles. Baum, L. F. p.1 ----------------------------------------------- MATH TEXT Based on the pattern, how could you figure out the number of small squares in any figure number? Write an equation to find the number of squares in Figure n. What differences do you notice? 14

15. © EDC, 2012 Conceptual Density of Mathematics Text “One reason students struggle with reading mathematics is the sheer number of concepts packed into the text. According to Schell, math text presents more concepts per word, sentence, and paragraph than any other content-area text.” Source: Barton, M. and Heidema, C. (2002) p.14 15

16. © EDC, 2012 What’s different about reading math texts? Not just left to right -- need to read in different directions Not just words – also tables, graphs diagrams, and symbols The process of decoding symbols is different from decoding words. Symbols are like “sight words.” One challenge is that different symbols are used to describe the same process. – Multiplication *, x, (), ● 16

17. 17 Multiple exposures to a word shape word meaning for the student. 6-10 Exposures (Marzano)

18. 18 Multiple Exposures Extensive reading/wide variety of texts Discussion in the classroom Discussions at home Explicit vocabulary instruction in the classroom

19. 19 Word Recognition The cognitive level of a student is a factor in the number of exposures required for word recognition. 120-129………………..…….... 20 110-119……………..……….....30 90-109………………………......35 89- 80……………………………40 79- 70……………………….…..45 69- 60……………………..…….55 Dr. Bonnie Armbruster University of Illinois Urbana-Champaign

20. 20 Beck, McKeown, and Kucan, 2002 Levels of Language Selecting Words Tier 1 High Frequency Words Tier 2 Vocabulary Tier 3 Specialized Vocabulary

21. 21 Tier 1 Language Most commonly used words that should be learned by sight. Once the core of the basic sight words has been committed to memory, children generally go on to master phonics rules and generalizations more easily and efficiently. Sight Word Lists: – Dolch List – Fry List

22. 22 Tier 2 Language Sophisticated words (e.g., absurd, commotion, reluctant) Frequently occurring words across a variety of domains Building rich representations and connections with words in a variety of ways High frequency for mature language users

23. 23 Tier 3 Language Specialized Vocabulary Examples: evaporation, asymmetrical, peninsula Specialized words typically associated with a content area or topic

24. 24 Guidelines for Selecting Tier 3 Words Teach terms that are central to the unit or theme of study Teach terms that address key concepts or ideas Teach terms that will be used repeatedly throughout the term, semester, or year Less is More

25. 25 Guidelines for Selecting Tier 3 Words AVOID Choosing Words: Just because they are highlighted Just because they appear in a list at the end of the chapter With little utility once the student has passed the test You cannot define In large quantities Which students will rarely encounter again Levels of Language Selecting Words Tier I High Frequency Words Tier II Vocabulary Tier III Specialized Vocabulary

26. 26 1.Teacher provides description, explanation, or example of new term. 2.Students restate explanation of the term in their own words. 3.Students create nonlinguistic representation of term. 4.Students periodically do activities that help them add to their knowledge of vocabulary terms. 5.Periodically, students are asked to discuss terms with one another. 6.Periodically, students are involved in games that allow them to play with the terms.

27. Math Practice Standards 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

28. Lunch

29. Telephone

30. Revisit Fractional Workers

31. Effective Discussion

32. Closing Homework – Vocabulary Homework Menu