Segment: Title slides

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Segment Title slides

• Components

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Libby Booth Elementary School Washoe County
School District 9/25/07
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Segment Book/Story

• Components
• A book or story that illustrates your belief
  about words and their power.

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Segment Introduce self

• Components

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Georgia Coulombe
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Segment Workshop Objectives

• Components

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Know, Feel, Implement

• As a result of participating in this
  workshop, heres what you will

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Know

• how to provide robust vocabulary instruction for
  your students
• ways to modify what you are doing so that more
  expansive learning results.

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Feel

• passionate committed to knowing and owning
  words yourself and excited about giving your
  students this same passion
• that your time has been well-spent

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Implement

• new strategies daily to ensure students deep
  learning of vocabulary
• varied approaches to strengthening the
  connections between what students know and what
  they need to know.

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Segment Assumptions

• Components
• Get them engaged with you and each other.

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Basic Assumptions re You

• You are smart.
• You want to do the best possible for your
  students.
• You are willing to make changes.
• You care deeply about learning.

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Basic Assumptions re Students
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Basic Assumptions re Learning
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Segment Intro to terms

• Components
• Robust
• Owning

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Robust vocabulary instruction

• Instruction that offers rich information about
  words and their uses, provides frequent and
  varied opportunities for students to think about
  and use words, and enhances students language
  comprehension and production (p. 2).

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Owning Words for Literacy

• What happens when you own an item?

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Owning Words for Literacy

• What happens when you own an item?

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Owning Words for Literacy

• What happens when you own an item?
• Its yours.
• You can use it.
• You can decide what to do with it.
• You take pride in it.
• You take care of it.

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Owning Words for Literacy

• What does it mean to own a word?

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Owning Words for Literacy

• What does it mean to own a word?

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Owning Words for Literacy

• What does it mean to own a word?

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Owning Words for Literacy

• What does it mean to own a word?
• You have rich, decontextualized knowledge of a
  words meaning, its relationship to other words,
  and its extension to metaphorical uses (p. 10).

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Owning Words for Literacy

• What does it mean to own a word?
• Qualitative knowledge about a word
• when to use it
• how to use it
• where to use it
• and so forth.

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• A grandmother was surprised by her 7-year old
  grandson one morning because he had made her
  coffee.  She drank what was the worst cup of
  coffee in her life. When she got to the bottom,
  there were three of those little green army men
  in the cup.  She said, "Honey, what are these
  army men doing in my coffee?" 
• Her grandson said, "Grandma, it says on TV,
  "The best part of waking up is soldiers in your
  cup!" 

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Segment Background Knowledge

• Components
• Video
• Having them consider their own vocabulary
  learning

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Segment Intro to the book

• Components
• Reading
• Working with the tier concept

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• Read Chapter 1 (pp. 1 14).
• Mark those parts that are interesting and/or
  compelling in some way (to you).
• If you finish before others are finished, feel
  free to reread or to look around in the rest of
  the book.
• You will have 15 minutes to read.

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Segment Deciding what words to teach

• Components
• Working with the tier concept

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Deciding what words to teach
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Deciding what words to teach
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Deciding what words to teach

• How many words are there to teach with a
  particular lesson?

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Deciding what words to teach

• Do the students already have a way of expressing
  the concepts represented by the words?

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quantum theory

• 1. A theory in physics based on the principle
  that matter and energy have the properties of
  both particles and waves, created to explain the
  radiation of energy from a blackbody, the
  photoelectric effect, and the Bohr theory, and
  now used to account for a wide range of physical
  phenomena, including the existence of discrete
  packets of energy and matter, the uncertainty
  principle, and the exclusion principle.

The American Heritage Dictionary of the English
Language Fourth Edition.  2000. 
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Deciding what words to teach
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Segment Deciding what words to teach

• Components
• Working with the tier concept with a particular
  piece of text

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Criteria for identifying Tier 2 words

• Importance Utility
• Words that are characteristic of mature language
  users and appear frequently across a variety of
  domains.

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Criteria for identifying Tier 2 words

• Instructional Potential
• words that can be worked with in a variety of
  ways so that students can build rich
  representations of them and of their connections
  to other words and concepts.

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Criteria for identifying Tier 2 words

• Conceptual Understanding
• Words for which students understand the general
  concept but provide precision and specificity in
  describing the concept. (p. 19)

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Guidelines for Evaluating Vocabulary Instruction

• Instruction should help students relate new
  vocabulary to their background knowledge.
• Instruction should help students develop
  elaborated word knowledge.

From Carr Wixson, 1986
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Guidelines for Evaluating Vocabulary Instruction

• Instruction should provide for active student
  involvement in learning new vocabulary.
• Instruction should develop students strategies
  for acquiring new vocabulary independently.

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Instructional Strategies

• Comprehensible input
• Contextualized language
• Verbal interaction
• Active involvement
• Anxiety reduction.

ELL
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Segment Review

• Components
• Review what they have learned, e.g,
• What surprised you?
• What changes a belief you have?
• Whats a practice you want to examine?

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Segment Thinking about good books

• Components
• Have participants share the books that they
  brought with them.

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Segment Reconsidering dictionaries

• Components
• Thinking about qualities of good dictionaries.
• Working with definitions

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How do you know the difference between a good
dictionary and a not-so-good one?
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What is the purpose of a dictionary?

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What is the purpose of a dictionary?

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What is the purpose of a dictionary?

• Check spelling
• Check meaning
• Determine meaning
• Pronunciation
• Derivation/etymology
• Usage

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The American Heritage Dictionary of the English
Language Fourth Edition.  2000.

• agnomen 
• Syllabication agnomen
• Definition An additional cognomen given to a
  Roman citizen, often in honor of military
  victories.

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The American Heritage Dictionary of the English
Language Fourth Edition.  2000.

• calcar 
• Syllabication calcar
• Definition A furnace formerly used in
  glassmaking for calcination of materials into
  frit.

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Look with a naïve eye

• e.g., check out these words
• email
• endangered
• end

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Evaluating a dictionary

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Evaluating a dictionary

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Evaluating a dictionary

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Evaluating a dictionary

• Authority (of authors, publisher, etc.)
• Word treatment
• Quality of paper, binding, etc.
• Currency
• Supplemental features

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Evaluating a dictionary

• Ease of use
• Features common to all dictionaries
  (pronunciation guide, word histories, etc.)
• Appropriate for age
• Includes words that children want to know
• Considerations for English Language Learners

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Good Dictionaries
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Good Dictionaries
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Working with your dictionaries

• Compare/contrast various dictionaries.
• Choose a word and compare and contrast the way
  the word is treated (and defined) in various
  dictionaries.
• Are there some words that seem to be missing
  from your particular dictionaries?

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Please read/review pp. 31 38 (in the Beck et al
book) and then

• Take a few of the definitions from the
  dictionaries, textbooks, or glossaries you
  brought (ones that werent very useful)and make
  them more useful to students.

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Segment Closing out the morning session (or
session 1 of a 2 part workshop)

• Components
• Review
• Take aways
• What will you use?
• Etc.

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What are you taking away?

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Date School/District City/Town, NV
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Segment Playing a game

• Components
• Table charades is one possibility.
• Must involve THINKING about the meaning.

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• Choose 10 words that your students need to own.
• Write them on a piece of paper in large enough
  writing so that everyone in your group can see
  the words (but dontshow your list yet).

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• Number off 1 6.
• Move to the table (take all your stuff with you).
• Keep your word list out but put everything else
  away so that the table is cleared off.

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Table Charades
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Table Charades

• I think the word youre showing us is
  ________________ because _________________________
  .
• Is the word ______________________?
• Put this on a bright card that sits in the
  middle of the table until the person is finished
  and then when someone thinks they know what it
  is, they can pick up the card.
• From Robin Lewis in Owyhee, NV

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Segment Coming back to the
tiers

• Components
• Humor, if you want it
• Working with concepts from the Beck et al book
  and working with their own materials or with
  materials you brought.

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The ones chosen by Beck et al were

• reluctant
• insisted
• drowsy

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Words You Chose as Tier II

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Deciding what words to teach
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Deciding what words to teach

• How many words are there to teach with a
  particular lesson?

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Deciding what words to teach

• Do the students already have a way of expressing
  the concepts represented by the words?

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• Working with your own materials.

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Deciding what words to teach

• Next, decide which words would be Tier 2
  words and worthy of your teaching time/effort and
  your students learning time/effort.

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Criteria for identifying Tier 2 words

• Importance Utility
• Words that are characteristic of mature language
  users and appear frequently across a variety of
  domains.

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Criteria for identifying Tier 2 words

• Instructional Potential
• Words that can be worked with in a variety of
  ways so that students can build rich
  representations of them and of their connections
  to other words and concepts.

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Criteria for identifying Tier 2 words

• Conceptual Understanding
• Words for which students understand the general
  concept but provide precision and specificity in
  describing the concept. (p. 19)

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Tier 1 vs. Tier 2 vs. Tier 3

• What words did you decide on?
• How did you make your determination?

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Segment Repeated encounters

• Components
• Give people a sense that once is not enough (Ive
  used words that they dont know to do this).

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Segment Mystery boxes

• Components
• Literacy mystery boxes but then move to the
  vocabulary mystery box
• Emphasize realia

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Literacy Mystery Boxes

• Read the article in your packet.
• Determine an upcoming lesson for which you can
  create a mystery box.
• List what you will include in the box.

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Literacy Mystery Boxes
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Vocabulary Mystery Boxes

• How will you modify to create one that will
  specifically help with the teaching vocabulary?

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Vocabulary Mystery Slides

• Show a slide show of various words pictures.
• Students hypothesize what the relationship is
  between and among the concepts represented.

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Making Money

• Sell
• Mow the lawn
• Do the dishes
• Candy
• Magazines
• Babysit

• Buy
• Price
• Advertise
• Making change
• Cents
• Dollars

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• Sell

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• Mow the grass

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• change

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Segment Repeated Encounters

• Components
• I havewho has
• Slide shows that are available
• Website
• Jigsaw of ideas in book

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• I haveWho has?

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High Frequency Words (according to Frequency of
Occurrence)
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www.OwningWordsforLiteracy.com
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Jigsaw

• Word Associations (p. 44)
• Have you ever? (p. 45)
• Applause, Applause (p. 45)
• Idea completions (p. 45)
• Questions, Reasons, Examples (p. 56)
• Making Choices (p. 56-57)

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Segment Considering the thesaurus

• Components
• I almost NEVER get to this, but just in case.

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Visual Thesaurus

• Demonstrate if you havent alreadyand make sure
  that they understand that they will receive a
  link that will let them use VT free for a month,
  but only if they are signed up through my website
  to get the follow up emails.

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How do you know the difference between a good
thesaurus and a not-so-good one?
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What is the purpose of a thesaurus?

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What is the purpose of a thesaurus?

• Explore alternative words to use
• Determine stronger words to use
• Find more interesting words to use
• Stop using tired words
• See if there are antonyms for the word

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Look with a naïve eye

• e.g., check out these words
• said
• walked
• big

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Evaluating a thesaurus

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Evaluating a thesaurus

• Ease of use
• Features common to all thesauri
• Appropriate for age
• Includes words that children want to know
• Considerations for English Language Learners

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Working with your thesauri

• Compare/contrast various thesauri.
• Choose a word and note the synonyms included
  people at your table can see the comparisons
  among the various thesauri.
• Are there some words that seem to be missing?

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Segment Workshop closure

• Components
• Something fun and memorable like the backpacks
  (other stories, like the briefcase story, for
  example).
• Then re-engage with the key concepts from the
  workshop.

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Segment Review/closure

• Components
• Engage them once again with the key concepts of
  the day.

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Robust vocabulary instruction

• Instruction that offers rich information about
  words and their uses, provides frequent and
  varied opportunities for students to think about
  and use words, and enhances students language
  comprehension and production (p. 2).

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Owning Words for Literacy

• What happens when you own an item?

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Owning Words for Literacy

• What happens when you own an item?
• Its yours.
• You can use it.
• You can decide what to do with it.
• You can share it.
• You take care of it.

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Owning Words for Literacy

• What does it mean to own a word?

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Owning Words for Literacy

• What does it mean to own a word?
• You have rich, decontextualized knowledge of a
  words meaning, its relationship to other words,
  and its extension to metaphorical uses (She
  devoured the book.) (p. 10).

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Owning Words for Literacy

• What does it mean to own a word?
• Qualitative knowledge about a word
• when to use it
• how to use it
• where to use it
• And so forth.

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Know, Feel, (are ready to) Implement?

• As a result of participating in this
  workshop, what do you now

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Know

• how to provide robust vocabulary instruction for
  your students
• ways to modify what you are doing so that more
  expansive learning results.

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Know

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Feel

• passionate committed to knowing and owning
  words yourself and excited about giving your
  students this same passion
• that your time has been well-spent

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Feel

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Implement

• new strategies daily to ensure students deep
  learning of vocabulary
• varied approaches to strengthening the
  connections between what students know and what
  they need to know.

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Implement

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Certificate of Completion
Owning Words for Literacy/Workshop I Developing
Students Vocabulary to Increase Achievement in
Reading Professional Development funded through
Nevada Reading First the Nevada Department of
Education/Fall 2007
___________________________ Taught by Designed
by Meggin McIntosh, Ph.D. Emphasis on Excellence,
Inc. www.OwningWordsforLiteracy.com
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