Developing Academic Vocabulary and Language in the Secondary Classroom

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Introductions ›  Karin ›  Kim

Foster

Hanley

Collaborative Ed Teachers Coaching Teachers

Grounding ›  A

challenge my students have with academic vocabulary or academic language is _________________________.

›  Introduce

yourself and share your idea with an “elbow partner”

In the Room?

Outcomes ›  Understand

the role of vocabulary in Common Core and CA ELD Standards

›  How

to support acquisition and use of vocabulary so students can make meaning of complex text ›  Fluency ›  Text

dependent questions ›  Academic conversations

Common Core Shifts Regular practice with complex text and its academic language Reading, writing, and speaking grounded in evidence from text, both literary and informational Building knowledge through content-rich nonfiction

Say Something - Vocabulary ›  ›  › 

› 

Form a trio and label yourselves “A,” “B,” and “C” Read the first chunk of text from Appendix A Partner A “says something” ›  Question ›  Comment ›  Connection Repeat with the remaining two passages shifting the “say something” to partners B and C

CCSS: Reading Anchor Standard 4 ›  Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS: Language Anchor Standard 4: ›  Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Anchor Standard 6: ›  Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CA ELD STANDARDS Interacting in Meaningful Ways

Learning How English Works Structuring Cohesive Texts Standards 1-2

Collaborative

Productive

Emerging

Interpretive

Connecting and Condensing Ideas Standards 6-7

Expanding

Expanding and Enriching Ideas Standards 3-5

Bridging Lavadenz & Armas, 2012

ELD Standards - Interpretive Mode

ELD Standards – Collaborative Mode

ELA/ELD Framework

Considering Vocabulary

Three Tiers of Words Tier 1 Basic Words

baby clock happy

Tier 2 High Frequency Multiple Meaning Words relative vary formulate specificity accumulate

Tier 3 Low Frequency Content Specific carburetor legislature circumference aorta

CCSS Appendix A p. 33

Key Ideas for Vocabulary Instruction › 

Tier 3 words are unfamiliar to most students ›  › 

› 

Defined/frontloaded prior to reading Reinforced throughout the lesson

Not the case with Tier 2 words ›  › 

› 

Not unique to a specific content area – therefore not a clear responsibility for teaching Not as well defined by contextual clues in the texts in which they appear and less likely to be defined explicitly within a text Frequently encountered in complex written texts and applicable to other reading CCSS Appendix A p. 33

Freedom Walkers Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws— called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as secondclass citizens.

Practice › With

your partners, skim the rest of the text to identify other Tier 2 and 3 words › Underline Tier 2 › Circle Tier 3

Instructional Approaches ›  Student

friendly explanations ›  Cognates ›  Examples/non-examples ›  Synonyms: thesaurus ›  Roots ›  Word families ›  Visual representations (only for Tier 3)

Three Ways to Develop Academic Language › Fluency › Text-dependent › Academic

questions

Conversations

Fluency Considerations Would your students benefit from some fluency preparation before you attack a text? ›  Students

can “hear” the text ›  Morphology ›  Student-friendly explanations ›  Cognates

Modeling with Freedom Walkers Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws— called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as secondclass citizens.

Three Ways › Fluency › Text-dependent › Academic

questions

Conversations

Text Dependent Questions Reading Standard 4: …using context clues, analyzing meaningful word parts … › Context Clues ›  Definitions/explanations

› Synonyms/Contrast

or antonyms

› Examples › Background

› Word

Parts

Knowledge

Modeling with Freedom Walkers “Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front.” What does the word determined mean in this sentence? What in the text helps you to understand this word?

Modeling with Freedom Walkers “People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters.” What examples does the author give of segregation? Explain what segregation means in your own words.

Practice with Freedom Walkers › Work › Write

with an elbow partner

2-3 text-dependent vocabulary questions for the next paragraph

Three Ways › Fluency › Text-dependent › Academic

questions

Conversations

CC Speaking & Listening 1 – Anchor Standard ›  Comprehension

and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

What is an Academic Conversation? ›  Conversations

are exchanges between people who are trying to learn from one another and build meanings that they didn’t have before.

›  Academic

conversations are sustained and purposeful conversations about school topics.

›  Students

co-construct ideas, clarify thoughts for each other, and support their claims.

Academic Conversations, Crawford and Zwiers, 2011

Academic Structures To Clarify

›  Use

tools such as sentence frames, templates, graphic organizers and posters to help students learn the structure and generate their own questions

Why do you think…? Tell me more. Can you give me an example?

Agree/Disagree

I agree because … That’s true. I also think… Another perspective might be…

Paraphrase Passport 1. 

2.  3.  4. 

5. 

After reading, start with the following prompt: ›  What factors caused the Montgomery Bus Boycott? Partner 1 makes a statement Partner 2 paraphrases statement before responding with a statement or question Partner 3 makes a synthesis paraphrase of statements 1 and 2 then gives a statement or question Rotate roles Adapted from Adaptive Schools

Closure ›  How

will you use this in your setting?

›  Share ›  Book

with an elbow partner

Winner