EXPLICIT AND ENGAGING VOCABULARY INSTRUCTION FOR THE SECONDARY

EXPLICIT AND ENGAGING VOCABULARY INSTRUCTION FOR THE SECONDARY CLASSROOM NURIT STITES, M. ED. & SUNDAE EYER, M. ED. STRIVING READERS COMPREHENSIVE LITERACY GRANT

SATURDAY CAFÉ WORKING AGREEMENTS • COLLABORATE WITH FELLOW EDUCATORS • ALIGN NEW LEARNING WITH YOUR PRACTICE • FOCUS ON TODAY’S LEARNING • ENGAGE FULLY IN ORDER TO ELEVATE YOUR PRACTICE

LEARNING INTENTIONS • REVIEW PEDAGOGY BEHIND USING ACADEMIC LANGUAGE • PLAN FOR OBJECTIVE-DRIVEN EMBEDDED VOCABULARY INSTRUCTION • ALIGN CCSS/NVACS WITH ACADEMIC LANGUAGE INSTRUCTION • EXPLORE WAYS TO MONITOR STUDENT PROGRESS

ESSENTIAL QUESTION • WHO IS USING THE LANGUAGE?

PRINCIPLES OF EFFECTIVE VOCABULARY INSTRUCTION (BLACHOWICZ, FISHER, OGLE, & WATTS-TAFFE, 2006) Explicit instruction with multiple exposures and multiple opportunities to practice Language- and word-rich environment to promote word consciousness Generative word learning strategies

TWO TYPES OF ACADEMIC VOCABULARY GENERAL ACADEMIC VOCABULARY DOMAIN-SPECIFIC ACADEMIC VOCABULARY • USED ACROSS CONTENT AREAS, ABSTRACT WITH DIFFICULT DEFINITIONS • UNIQUE TO EACH CONTENT AREA, OFTEN HAVE TECHNICAL AND/OR ABSTRACT DEFINITIONS • EXAMPLES: STRUCTURE, FUNCTION, ANALYZE • EXAMPLES: CYTOPLASM, RHOMBUS, ABOLITION, IAMBIC PENTAMETER

RECEPTIVE AND PRODUCTIVE LANGUAGE RECEPTIVE KNOWLEDGE LISTENING AND READING PRODUCTIVE KNOWLEDGE SPEAKING AND WRITING Research shows: the more opportunities to practice with academic language, the better! (Hulstijn et al. , 1996; Peters, 2006; Peters et al. , 2009; Ellis & He, 1999; Hulstijn & Laufer, 2001; Laufer, 2003; Webb, 2005; Keating, 2008; Kim, 2008).

EXPLICIT VOCABULARY INSTRUCTION ACROSS CONTENT AREAS CONCEPT SORTS IN SCIENCE • EARTH SYSTEMS CONCEPT SORTS IN SOCIAL STUDIES • BRANCHES OF GOVERNMENT

EXPLICIT VOCABULARY INSTRUCTION ACROSS CONTENT AREAS 4 SQUARE MAPS IN MATH Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

EXPLICIT VOCABULARY INSTRUCTION ACROSS CONTENT AREAS SEMANTIC GRADIENT IN ELA

MONITORING STUDENT LEARNING DIFFERENCE CHART QUICK WRITE PAIR SHARE HOW MIGHT YOU BE ABLE TO USE THIS IN YOUR CLASSROOM? HOW MIGHT THIS HELP YOU ASSESS YOUR STUDENTS’ VOCABULARY UNDERSTANDING?

ACADEMIC VOCABULARY & THE NEVADA ACADEMIC CONTENT STANDARDS • LOOK AT PAGE 51 FROM NVACS. • WHAT ARE THE IMPLICATIONS FOR EXPLICIT VOCABULARY INSTRUCTION?

THANK YOU FOR COMING! HAVE FUN TRYING SOME OF THIS WITH YOUR STUDENTS!