Atascadero Unified School District

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Atascadero Unified School District

• Project Portal
• With
• Jodie L. Dittmar
• Education Specialist
• Diagnostic Center, Central CA
• 1818 Ashlan Ave.
• Fresno, CA 93705
• www.dcc-cde.ca.gov
• 559-243-4047

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• The FINAL KEY COMPONENT
• in our focus on
• EFFECTIVE TEACHING
• POWERFUL LEARNING FOR ALL!
• VOCABULARY Part Two

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ThIS Portal Presentation includes

1. Additional vocabulary concepts and thinking that
   enhance every teachers understanding, lesson
   planning and instruction
2. Instructional strategy and application points
3. Resource rectangles a rectangle inserted to
   include links to more in depth information.
   Resource rectangles are for the teacher seeking
   deeper understanding, recent research or further
   study and ideas.

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Considering Which Vocabulary

• Prioritizing WORD teaching from foundational to
  highly specified TERMS

• Brick Mortar Words

• Tier One Words
• Tier Two Words
• Tier Three Words

• A conceptual way of viewing vocabulary based on
  words being either the Bricks (key content) or
  the Mortar (connectors like typical phrases,
  conjunctions , or other parts required for
  content understanding- and that may need to be
  directly taught, but are often assumed as
  understood)
• A concept developed from the research of Isabelle
  Beck)

Resource Rectangle Further explanation can be
found at https//www.youtube.com/watch?vOetbzrP2
QUU
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Tier One

• Words that less frequently require instruction in
  school (with the exception of additional evidence
  based instruction for English Language Learners
  or those with language disabilities)
• Words that are more common in everyday
  communication
• Examples car, baby, happy, run, stop

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Tier Two Words

• Not as common in everyday communication, but
  fairly common in text or content
• Words that are frequent in varying domains
• Words that are known, and common to adults and
  fluent language users
• Words for which instruction is helpful to
  increase understanding and productivity
• Examples immigrant, prioritize, ridiculous

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• Once youve prioritized content words according
  to Tiers (especially within Tier Two) how do you
  further refine which to more explicitly teach?

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Helpful questions to consider.

• Is the word useful? Will it be in other texts?
• Is the word interesting (to students)?
• Can you better define the word in terms that
  students will understand?
• How does the word relate to other words the
  students are learning?
• Will it increase usage or understanding in other
  contexts or with related words? (morphologically
  or syntactically)
• Will this word help considerably with the overall
  understanding of this content selection (and/or
  content further in the text)?

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Tier Three Words

• Highly specific to a lesson, text or content area
• Often found in only one particular content area
• Examples include sarcophagus, arctan,

Resource Rectangle -Generative Vocabulary
Instruction by Heibert and Pierson
_at_ http//textproject.org/assets/library/resources/
Hiebert-Pearson-Generative-vocabulary-instruction.
pdf
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Vocabulary Learning Terms

• Contextual Analysis A strategy readers use to
  infer or predict a word from the context in which
  it appears.
• Morphemic Analysis A strategy in which the
  meanings of words can be determined or inferred
  by examining their meaningful parts (e.g.,
  prefixes, suffixes, roots).
• Direct instruction of morphemes is therefore
  typically an effective tool in both decoding and
  language usage.
• Receptive Vocabulary Requires a reader to
  associate a specific meaning with a given label.
  The word is understood in reading or listening
  (and is typically needed before words can be
  expected as part of expressive vocabulary).
• Expressive Vocabulary Requires a speaker or
  writer to produce a specific label for a
  particular meaning.

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Teachers must think, question and decide about
vocabulary ALL the time, in EVERY lesson, in
EVERY content.
Vocabulary isnt a separate lesson or words to
learn by the vocabulary quiz on Friday.
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WHO is responsible for this vocabulary teaching?

• We ALL ARE!

Resource Rectangle http//www.colorincolorado.org
/academic-languagevideo an excellent
presentation outlining many thoughts in teaching
academic language in all content areas the
differences in focus for the elementary vs the
high school, and the difference in teaching words
for reading vs for reading comprehension in
content learning and other practical ideas for
consideration
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For long term learning and content understanding,
vocabulary instruction must

• Highlight critical features
• Involve context and background
• Utilize student background and engagement within
  effective direct instruction
• Utilize repetition (including that even when you
  have less than ideal time for instruction, you
  can say the word multiple times in multiple
  related contexts and have the student do the
  same)
• Utilize both learning context and student
  generated definitions to enhance application
  memory of terms

http//ies.ed.gov/ncee/wwc/pdf/practice_guides/eng
lish_learners_pg_040114.pdfpage20 Practice
Guide (available also on the AUSD portal of the
DCC website) for vocabulary teaching practice
guidelines in elementary middle schools
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Student engagement combines with good instruction
and text to enhance vocab

• Word learning takes place when students engage in
  purposeful talk with others that embeds the
  target words and displays their uses. (Corson,
  1995)
• Meaningful context must be provided for
  functional use of language, as well as
  opportunities for practice and application (Dutro
  Moran, 2003)

Resource Rectangle A Review of the Current
Research on Vocabulary Instruction 2010
http//www2.ed.gov/programs/readingfirst/support/r
mcfinal1.pdf
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Bringing it All Together
F O R M A T I V E A S S E S S M E N T

• High Levels of EFFECTIVE Student Engagement
• Universal Design for Learning (UDL) to maximize
  availability of information and differentiate
  modes of expression for all (increase learning
  in a most efficient way, as all students vary in
  learning, language and focus)
• Direct Instruction includes focus on Vocabulary
  pre-teaching, during instruction and post
  teaching implications to increase literacy
  skills, as well as comprehension in all content
  areas

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Additional Places to go for ideas and information

• http//www.udlcenter.org/aboutudl/udlguidelines/pr
  inciple1 - specific guidelines and application
  ideas to develop receptive understanding of
  content see Checkpoint 2.1 for specific examples
  for vocabulary
• http//www.corelearn.com/files/VocabHandbook_Sampl
  ePages.pdf - sample pages of the Consortium on
  Reading Excellence vocabulary resources (an
  excellent book of both research and strategy)
• http//www.ldonline.org/article/Explicit_Vocabular
  y_Instruction?themeprint- a one page print
  summary of vocabulary instruction steps outlined
  in this powerpoint, and as compiled by the U.S.
  Department of Education
• http//www.colorincolorado.org/article/academic-la
  nguage-and-ells-what-teachers-need-know - a
  teacher friendly article aimed at better
  determining the instructional needs of students
  who are English Language Learners, but including
  great examples and explanation of brick and
  mortar words and links to other more in-depth
  vocabulary related considerations
• http//ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid
  19 Teaching Academic Vocabulary and Literacy to
  English Language Learners in Elementary and
  Middle School
• https//www.teachingchannel.org/videos/build-stude
  nt-vocabulary - Paint Chip Vocabulary Lessons
• http//www.doe.virginia.gov/instruction/english/el
  ementary/reading/reading_vocabulary_strategies.sht
  ml - a link to multiple examples of teachers
  utilizing varied known strategies to build
  elementary level vocabulary and reading
  comprehension
• https//www.readinga-z.com/vocabulary/vocabulary-g
  raphic-organizers/ - Printable graphic organizers
  for vocabulary instruction
• http//www.fcrr.org/Curriculum/PDF/G2-3/2-3Vocab_3
  .pdf - another printable example a reputable
  reading research website, and including several
  teaching strategies