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Developing Common Core Vocabulary and Comprehension Across the Grades
Presented by Kelly FordManville, January 2015
Manville SchoolsGoals
High-Quality Instruction
Complex Reading and Writing
Student-Centered Learning
Critical Thinking
Common Core/PARCCMajor Shifts
Building background knowledge
Today we will explore effective ways to support literature by connecting it with
non-fiction texts. We will learn about what research says about the critical element
of background knowledge.
Common Core/PARCCMajor Shifts
Academic vocabularyToday we will investigate what research
says about proven vocabulary instructional strategies
Goal for This Workshop
Acquire knowledge of the research and strategies used to teach
students HOW to comprehend complex fiction and nonfictions texts
independently.
Background knowledge + vocabulary = comprehension
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Background
Knowledge
Dr. Sousa’s Brain Research
Sense and Meaning Come First
Does this make sense? What is this? What is the agenda? What will I be asked to do? Can I
do it?
Does this mean something to me? What am I going to get out of this? Is this relevant to me?
Why should I pay attention?
With or Without Background Knowledge
Rate your level of background knowledge from 1 to 5, 5 being a high level a background knowledge, on the following:
Winter is coming
Three worlds collide
Out, damned spot! Out, I say!
Because of Winn Dixie
David Tyree of NY Giants
If you knew you had to read a passage on one of these topics, and then answer questions, which one would you pick to read?
Marking Period 1 Theme: Uncharted Waters
Essential Questions: Why did explorers in history want to risk the unknown? What parts of our world are still unexplored? What kind of traits do all explorers have, past and present? In what ways do their discoveries impact us today?
Age of Exploration in SS (Maritime/Age of Discovery)
Age of Exploration in science (Scientific Revolution)
Reading Dark Life in LA, sci-fi about living underwater in the future (comparing historical explorers with fictional characters exploring uncharted areas undersea)
Age of Exploration in math class (longitude, latitude)
With or Without Background Knowledge
List three major topics you will be teaching for the rest of the year. How will you build background knowledge:
Nonfiction/tie to SS or science
Personal relevance comparison
Story/Movie clip/Game/Pop Culture
Vocabulary
Article/current events
Vocabulary is the bridge between phonics-level reading in K-2 and comprehension of texts
in grades 3-12
Linkk to eBook of Vocabulary Teaching and Learning Researchhttp://www.cuc.edu.ve/upc/PNFT/INGLES/Teaching_and_Learning_Vocabulary.pdf
3rd-12th grades: Polysyllabic words introduce new situations where phonics skills break
down.
Apply becomes application which becomes applicable or applicable.
--------------------------
Lightning Thief: threatened, philosophical, appetite
--------------------------------------
9th grade World History: Europe, military buildup, nationalistic feelings, and rival alliances set the stage for a continental war.
What does scientifically-based research tell us about
vocabulary instruction?
Most vocabulary is learned indirectly.
Children learn word meanings indirectly in three ways:
Conversations with adults.
Listening to adults read and engaging in conversations about books.
Reading extensively on their own, encountering unfamiliar words.
A Focus on Vocabulary: http://www.prel.org/products/re_/ES0419.htm
Brian reads for an hour 5 days a week on an appropriate level, so he will encounter:
2,250,000 words2-5% will be unknown ( = 45,000 to 112,500 unknown words)Research says students can learn 2-5% of unknown words from a single reading, then… Brian will learn 2,250 new words each year.
This equates to approximately
17 words a day
Some vocabulary should be taught directly:
Teaching specific words before reading.
Using new words in different contexts.
Repeated exposure and active engagement.
Tier 3
Tier 2
Tier 1Play, building, love
(everyday social English)
What words should I teach?Isabel Beck’s Vocabulary Pyramid
Journey, defiant
Common academic words from school reading
Mitosis, ubiquitous
Content specific or rarely used words
What words should I teach?
Teach Tier 2 Vocabulary
Useful words that students will see or use repeatedly across content; words that can have prefixes/suffixes
Difficult words that have multiple meanings.
Important words that are significant for understanding concepts within the text. (could be Tier2 or Tier 3)
Tier 2
Gigantic is very, very big
Journey is a trip, it is when you go to a new place with your family or friend
Don’t use Tier 2 unknown to explain a Tier 2 unknown
Gigantic = enormous
Journey = excursion
Useful Words Great Instructional Potential
Benevolent/benefit/benefactor/benevolence/benevolently
Fortunate/misfortune/unfortunately/fortuitous
Exuberant/exuberance/exuberantly
Conceive/pre-conceived/ill-conceived
http://www.readingrockets.org/article/choosing-words-teach
Multiple Meaning Words
Conduct
Product
Reflect
Resource
Ruler
Other Vocabulary Links
http://www.tv411.org/vocabulary/dictionary-thesaurus/video-multiple-meanings
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/multmeaning.pdf
http://grammar.about.com/od/200homonyms/fl/20-Commonly-Confused-Word-Pairs.htm
http://sb058.k12.sd.us/multiple%20meanings/multiple_meaning_words.htm
http://www.vocabulary.com/lists/52473#view=notes
http://www.mapping.com/englishhard.shtml
Identify Tier 2 Words
Choose a text appropriate for your grade and subject
Scan and choose vocabulary based upon the scope of one class reading (5-10 pages)
Vocabulary Learning:
A few key words are taught within meaningful contexts.
Words are related to students prior knowledge in ways that actively involve them in learning.
Student-centered activities are available in classroom centers.
Students are given multiple exposure to the words.
Students are taught to identify root or base words through the use of prefixes, suffixes and other word parts.
Learning a definition is not learning a word. Students must
relate it to other concepts and words they already know.
Word Wall(s)Think of your room as a graphic organizer for words
Tier 2 Words Main focus for everyday conversation and writing
Social Studies Tier 3
(on wall, chart, etc. )
Story Tier 2 and Tier 3
words(on wall, chart, etc.)
ScienceTier 3
(on wall, chart, etc.)
Vocabulary and Comprehension … provide a mutual benefit in reading increasingly complex texts. As children’s vocabulary grows, their ability to comprehend what they read grows as well; furthermore, as their comprehension skills grow so do their abilities to learn new words from context.
Vocabulary Comprehension
William H. Rupley et. al 2003, Vocabulary instruction in a balanced reading program
Decoding a word is not comprehending a word.
Comprehension:Successful decoding is not reading..
Exiguous
Hardstand
Haploid
Lucubrate
Mufti
The Context Clues Dilemma Context clues don’t always work the way a teacher thinks. Try to determine the meaning of these words below using
the “context clues”
The exiguous fee for the tour was mentioned in many guide books.
The hardstand must be replaced. It is simply so damaged that it is now dangerous.
Haploids are less likely to mutate.
Given no other choice, Cervantes was forced to lucubrate.
Disguised in mufti, the man shocked the crowd when he pulled a gun.
Breaking Through To Comprehension Using Background Knowledge and
Vocabulary
The gobbledorph drined a bleen in the shile to rend its crill.
The Gobbledorph
Background Knowledge: Class, we’ve been learning about domestic animals like dogs and cats, and today we will learn about a breed of dog called a gobbledorph.
NOW try to break through to comprehending the gobbledorph sentence…. Can you?
One Vocabulary Word
I will define one vocabulary word in the gobbledorph sentence.
“drined” means to dig.
NOW can you break through to comprehending the sentence?
A Mardsan Giberter for Farfie
Glis was very fraper. She had denarpen Farfie’s mardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he gibbled in the gorger.
“Clorsty mardsan!” she soffed. “That’s a croustish mardsan binky,” soffed Farfie. “But my mardsan is on Stansan. Agan is Kelsan.”
Add Background and Vocab
Learning about birthdays around the world….
“Denarpen” means forgotten
NOW work with your colleagues to break the code to the entire paragraph of Mardsen Giberter.
Building Comprehension…
Before Reading
Build background knowledge
Highlight vocabulary (explicit for Word Wall Worthy words or a quick explanation of a tier 3 word)
During ReadingThink Aloud – wonder aloud
Check for understanding (teach to self-monitor, “Am I getting it or not? Why? At what point did I lose track?)
Encourage responses / “wondering” questions
After Reading
Writing: response, extension, report, journal entry
“We’re never done until we write about it.”
Comprehension discussion
Extension activities beyond writing and speaking (research with more nonfiction)
Literature Circles (student-led, independent)
Takeaways
What are some takeaways you have from this session?
Contact: KellyFord102@comcast.net
Part II (later date)
Common Core/PARCCMajor Shifts
Nonfiction text structures that require students to
analyze the author’s style, motives, evidence
Today we will analyze an example of a complex text structure and the author’s
style.
Common Core Nonfiction Shift
It’s not author’s purpose in terms of inform, persuade, or entertain: it’s author’s purpose on a much deeper level that requires close reading.
Revisit texts multiple times for different purposes
20 Questions Homework
Model, model, model again
Tim Shanahan on Close Reading
“A model lesson on close reading should stress the text, not the reading strategies. And, it should focus attention on not just what the text said, but how the author expressed, reinforced, or extended the meaning through his/her choices of language and structure . http://www.shanahanonliteracy.com
Close Reading
After the first reading, students re-visit the text for close reading. Now that they understand what a text has to say, they can now determine how the text works. For example, how did the illustrations help you to understand what the author meant by adaptation? Or, why do scientists use the term “adaptation” instead of “change”?
http://www.atticacsd.org/webpages/grtc/resources.cfm?subpage=1464920
Examples
Recommended