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WHAT’S THE GOOD WORD IN VOCABULARY INSTRUCTION?
(Hint: Context and Cognition)Yeah, that’s two words. Couldn’t help myself.
cayenne arrow = for “underserved students” +
ocean arrow = for explicit teaching of thinking
CONTEXT
1. Purpose of vocabulary use (communication or learning objective)
2. People with whom vocabulary is used (register)
3. Discourse in which vocabulary occurs
COGNITION
1.Metacognition
2.Modeling
3.Gradual release of responsibility
(Baumann & Graves, 2010; Nagy & Townsend, 2012; Beck, McKeown, & Kucan, 2013)
Tier 1
Tier 2
Tier 3
I did not like lunch today. Ours is, like, the worst cafeteria ever.
She said I had to synthesize the theses from three persuasive essays on that website.
Then he shows us those anatomical drawings and says, “See? Ontogeny doesn’t always recapitulate phylogeny.”
(Baumann & Graves, 2010; Nagy & Townsend, 2012; Beck, McKeown, & Kucan, 2013)
Tier 1
Tier 2
Tier 3
listening, speaking, reading, writing
Text structures, Text features, phrases
Discourse, epistemology
Casual Discourse
Academic Discourse
Disciplinary Discourse
(Baumann & Graves, 2010; Nagy & Townsend, 2012; Beck, McKeown, & Kucan, 2013)
Tier 1
Tier 2
Tier 3
listening, speaking, reading, writing
Text structures, Text features, phrases
Discourse, epistemology
Casual Discourse
Academic Discourse
Disciplinary Discourse
also texting, tweeting, video posting
TEACHING
1. Provide rich and varied language experiences.
2. Teach individual words (academic and disciplinary vocabulary)
3. Teach word learning strategies
a. Context clues
b. Word parts
c. Word search
d. Personal strategies
4. Promote word consciousness
1. Play
2. Self-expression
3. Investigate
Tier 2 Text structures, Text features, phrasesAcademic Discourse
Text Structures
Text Features Academic Phrases Academic Vocabulary
titles subtitles
Charts Graphs Tables
therefore, however, furthermore, because
recall, analyze, evaluate, summarize,
synthesize
compare/contrast, cause/effect,
problem-solution
Diagrams Models
on the other hand, alternatively, in
contrast
thesis, main idea, support, conclusion
essay, informational text, instructions
Photographs Digital Media
similarly, along the same lines
highlight, annotate, note,
table of contents, glossed items,
definitions, glossary
app, podcast, video, comment section,
blog, tweet
for example, for instance
link, URL, upload, download, file,
hierarchy, save, delete
TEACHING
1. Provide rich and varied language experiences.
2. Teach individual words (academic and disciplinary vocabulary)
3. Teach word learning strategies
a. Context clues
b. Word parts
c. Word search
d. Personal strategies
4. Promote word consciousness
1. Play
2. Self-expression
3. Investigate(Graves, 2006)
ask
Tier 2 Text structures, Text features, phrasesAcademic Discourse
Text Structures
Text Features Academic Phrases Academic Vocabulary
titles subtitles
Charts Graphs Tables
therefore, however, furthermore, because
recall, analyze, evaluate, summarize,
synthesize
compare/contrast, cause/effect,
problem-solution
Diagrams Models
on the other hand, alternatively, in
contrast
thesis, main idea, support, conclusion
essay, informational text, instructions
Photographs Digital Media
similarly, along the same lines
highlight, annotate, note,
table of contents, glossed items,
definitions, glossary
app, podcast, video, comment section,
blog, tweet
for example, for instance
link, URL, upload, download, file,
hierarchy, save, delete
Brad’s “Hero Teacher” Risa Cohen
TEACHING
1. Provide rich and varied language experiences.
2. Teach individual words (academic and disciplinary vocabulary)
3. Teach word learning strategies
a. Context clues
b. Word parts
c. Word search
d. Personal strategies
4. Promote word consciousness
1. Play
2. Self-expression
3. Investigate(Graves, 2006)
books
Tier 3 Discourse, epistemologyDisciplinary Discourse
Epistemology Academic Vocabulary
Disciplinary Vocabulary
How do the experts think about this?
recall, analyze, evaluate, summarize, synthesize
Math
How do we prove that it’s true? (warrant)
thesis, main idea, support, conclusion Biology
How do we test if it’s true? (warrant, backing or
support)highlight, annotate, note, History
What is true?link, URL, upload, download,
file, hierarchy, save, delete ELA
SYNERGY
1. Select a disciplinary table (subject area table). Move to it.
2. With your table mates, brainstorm academic vocabulary and disciplinary vocabulary for that subject in the grade level in which you most often work. Write down at least 1 example of each category.
3. When everyone has had a chance to write at least one term, brainstorm ways to teach the vocabulary. Choose from one category below for each word. Write briefly but with some detail. Feel free to use the books I brought!
a. Rich language experience
b. Teach an individual word
c. Teach word learning strategies
d. Foster word consciousnessI’ll c
ollect these and post them
to the Dropbox.
REFERENCESBeach, R., & O’Brien, D. G. (2015). Using apps for learning across the curriculum. New York: Routledge. Retrieved from http://samples.sainsburysebooks.co.uk/9781317668503_sample_727621.pdf
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. (2nd ed.) New York: New Guilford.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.
Baumann, J. F., & Grams, M. F. (2010). What is academic vocabulary? Journal of Adolescent and Adult Literacy, 54(1), 4-12.
Templeton, S., Bear, D. R., Invernizzi, M., Johnston, F., Flanigan, K., Townsend, D. R., . . . Hayes, L. (2015). Vocabulary their way: Word study with middle and secondary students (2nd ed.). Upper Saddle River, NJ: Pearson.
https://www.dropbox.com/s/z7ik9f7w78x24ov/Good%20Word%20in%20Vocabulary%20Instruction.pdf?dl=0