RtI-AIS Practice Series Powerful Strategies for Building and Retaining and Information in Struggling Students

Everyone Reading Annual Conference 2018

Esther Klein Friedman, Ph.D. Executive Director Office of Literacy and AIS Office of CIPL Division of Teaching and Learning Goals and Agenda

Goals: • To describe a range of activities for building and retaining vocabulary

Agenda: I. Vocabulary Within a Theoretical Model of Reading II. A Bit of the Research to Consider in Vocabulary Instruction III. A Cook’s Tour of Methodologies in Vocabulary Instruction IV. Resources V. Q & A

2 What Vocabulary Do You Need to Get This Joke?

A man goes into a bar. He’s sitting on the stool, enjoying his drink, when he hears “You look great!” He looks around— there’s nobody near him. He hears the voice again. “No, really, you look terrific.” The man looks around again. Nobody. He hears, “Is that a new shirt or something? Because you are absolutely glowing.” He then realizes that the voice is coming from a dish of nuts on the bar. “Hey,” the man calls to the bartender. “What’s with these nuts?” “Oh,” says the bartender, “they’re complimentary.”

3 Vocabulary Within a Theoretical Model of Reading

4 Where Does Vocabulary Fit? Chall’s Three Goals of a Reading Program, Plus NRP’s Five Pillars Automatic Rapid Decoding Building of the Ability to Think While Reading

Phonological Awareness Phonics Fluency Vocabulary Comprehension

and Writing 5 Primary Characteristics of Struggling Readers • They sometimes have not mastered basic knowledge and strategies required for decoding unfamiliar • They are almost always less fluent readers—their sight are many thousands of words smaller than average readers • They usually know the meanings of fewer words • They usually have less conceptual/factual knowledge • They are almost always less skilled in using strategies to enhance comprehension or repair it when it breaks down • They will typically not enjoy reading or choose to read for pleasure

6 Goal in Literacy Instruction: Skills and Strategies Plus Content

It’s not just being able to read, it’s also building fund of knowledge from the reading. (The more you know, the more you learn; the less you know, the fewer anchors for new information.)

(as per Alfred Tatum)

7 Otherwise You See Severe Matthew Effects The rich get richer, the poor get poorer.

Many struggling readers will be affected by this phenomenon of accumulated deficit. The further behind they are, the further behind they will get – unless targeted, effective intervention is put in place.

8 A Bit of Research to Consider in Vocabulary Instruction

9 What We Know From Research

Children enter school with meaningful differences in vocabulary knowledge as a result of differences in experiences and exposure to literacy and language activities.

The vocabulary gap grows larger in the early grades. Children who enter with limited vocabulary knowledge grow much more discrepant over time from their peers who have rich vocabulary knowledge. (Hart & Risley, 1995)

10 Meaningful Differences

Words Words heard in Words heard in Words heard heard per a 100-hour week a 5,200-hour in 4 years hour year

Group A 616 62,000 3 million 13 million

Group B 1,251 125,000 6 million 26 million

Group C 2,153 215,000 11 million 45 million

The difference between Group A and Group C is what is often referred to as the 30-million word gap. Michael D. Coyne, Ph. D., University of Conn.

11 The Vocabulary-Early Literacy Connection

According to Biemiller, reading print and understanding words are the two conditions needed for success in reading “grade-level” books.

“For adequate reading comprehension from grade three on, children require both fluent word recognition skills, and an average or greater vocabulary. The presence of these two accomplishments does not guarantee a high level of reading comprehension, but the absence of either word recognition or adequate vocabulary insures a low level of reading comprehension.”

12 Here’s Something Interesting With the exception of instruction to increase reading accuracy and fluency, the content of effective literacy instruction for students reading below grade is very similar to that recommended for students reading at grade level and above.

(as per Joseph Torgesen)

(So which tier does this imply for vocabulary instruction?) Yes! It’s tier 1 – the classroom. That’s the most efficient place for building vocabulary!

13 A Cook’s Tour of Methodologies in Vocabulary Instruction – The How To

14 Some Conventions in Vocabulary Instruction Frontloading all needed concepts prior to listening or reading (anchored instruction) - You cannot activate what is not there Student friendly definitions (put ‘you’ into the sentence) Clustering words in categories where possible Use of examples and non-examples (Freyer model) Distributed practice Vocabulary lists posted in classroom Personal vocabulary lists in notebook Limiting reliance on ‘go look it up in the ’ Using context clues, but only where they are available Word consciousness taught explicitly Is greatly aided by wide reading in typically-developing readers Method of repeated readings After you say the word, make them say it (and say it and say it) Mix of explicit and implicit instruction For struggling adolescent readers, motivation and active engagement are critical

15 A Few Instructional Strategies We Will Explore

• Wide Reading • Logographic Clues • Direct Instruction • Sentence Combining • The Three Tiers – Beck’s not RtI! • Sentence Expansion • Connecting New To Known • Etymology (a.k.a. Word Study) • Concept Categorization • Using More Precise Words • Frayer Model-Examples & • Teaching Word Consciousness Non-examples • • Context-Use Strategies • Use of Visuals

16 Now For the Good Stuff Vocabulary instruction is best done through a range of strategies and practices.

Probably the most important way we build vocabulary is through wide reading.

17 Wide Reading

18 The Best Way to Foster Vocabulary Growth is to Promote Wide Reading “Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading.” (Anderson & Nagy, 1992, p. 46) What are the implications vis a vis Common Core Learning Standards? For building vocabulary, wide reading needs to be done with text that is not too difficult

(Fisher & Frey, 2008, p. 140)

19 Why Can’t They Just Build Vocabulary Through Oral Language? Frequency of Word Use in Major Sources of Oral and Written Language Rare Words per 1,000

I. Printed texts II. Television texts Newspapers 68.3 Adult shows 22.7 Popular magazines 65.7 Children’s shows 20.2 Adult books 52.7 Children’s books 30.9 III. Adult speech Preschool books 16.3 College graduates 17.3 talk with friends/ spouses

(Hayes & Ahrens, 1988)

20 Independent Word Learning From Wide Reading

Percentile Minutes Per Words Read Per Rank Day Year l A student in the 20th percentile reads books Books Text Books Text ______.7 minutes a day. 98 65.0 67.3 4,358,000 4,733,000 90 21.2 33.4 1,823,000 2,357,000 l This adds up to ______words21,000 read per 80 14.2 24.6 1,146,000 1,697,000 year. 70 9.6 16.9 622,000 1,168,000 l A student in the 80th 60 6.5 13.1 432,000 722,000 percentile reads books 50 4.6 9.2 282,000 601,000 ______14.2 minutes a day. 40 3.2 6.2 200,000 421,000 l This adds up to 1,146,000______30 1.8 4.3 106,000 251,000

words read per year. 20 0.7 2.4 21,000 134,000

10 0.1 1.0 8,000 51,000

Michael D. Coyne, Ph. D., University of Conn. 2 0 0 0 8,000

21 Independent Word Learning

“Her brother, Norman, consulted the encyclopedia, and then announced that Imogene had turned into a rare form of miniature elk!” antlers, difficult, prodded, glared, advice, offer, fainted, lovely, decked, several, decorate, wandered, milliner, arrived, assistants, sighed, eventful, overjoyed

This is the reason why picture books are also used with older students for ‘read to’ and ‘read by.’

Michael D. Coyne, Ph. D., University of Conn.

22 Wide Reading? What If They Can’t Read?

Students learn new vocabulary from oral language experiences like listening to stories read aloud. (Bus, van Ijzendoorn, & Pellegrini, 1995; Elley, 1989; Neuman & Dickinson, 2001; Whitehurst et al., 1999)

“The relative rarity of the words in children’s books is, in fact, greater than that in all of adult conversation, except for courtroom testimony. Indeed, the words used in children’s books are considerably rarer than those in the speech on prime time adult television”

(Cunningham & Stanovich, 1998; Hayes & Ahrens, 1988)

23 Direct Instruction / The Teachable Moment

24 Direct Instruction vs. Point of Contact Do Both.

Direct Instruction - gradual release of responsibility model § I do it § We do it § You do it together § You do it

Point of Contact § The teachable moment § If you come across a word you think students don’t know, just tell what the word is, but don’t do it more than once or twice in a lesson (so as not to distract from what you are reading or saying) i.e., “Flare means flame”

Consider how much practice (repetitions) are optimal to make a word stick]

25 Explicit Instruction vs. Implicit Learning of New Vocabulary – Biemiller’s Research In studying students in grades k-2, Biemiller found that students retained significantly more words when they were instructed in the words (rather than just exposed to them). He says:

Instruction makes a difference.

But here’s the bazinga: Rereading PLUS direct instruction REALLY makes a difference: Four rereadings are ideal for grades k and 1 Two rereadings are ideal for grade 2 Consider your struggling students – how many rereadings would be useful for them and for how much of the text?

Biemiller, A. (2006)

26 An Example of Direct Instruction of Vocabulary

A lesson from Anita Archer’s Rewards program

27 distract verb

If something distracts you or your attention from something, it takes your attention away from it.

28 distract

What might distract the horse?

Begin by saying: One thing that could distract this horse is……

29 distract What might distract the rider?

Begin by saying: One thing that could distract the rider is……

30 distract distract verb distracting adjective distraction noun

Joe loves to distract his friends when they are studying. His talking and singing are distracting. In fact, Joe himself is a distraction.

31 admit verb

If you admit that something bad, unpleasant, or embarrassing is true, you agree, often unwillingly, that it is true.

32 admit

What did Josie admit to her mother?

Begin by saying: Josie has decided to admit to her mother that ………..

33 abstract adjective

An abstract idea or way of thinking is based on general ideas rather than on particular things.

Abstract art makes use of shapes and patterns rather than showing people or things.

34 abstract Is this sculpture abstract? Why or why not?

Begin by saying: This sculpture is abstract because…..

35 abstract Is this sculpture abstract? Why or why not?

Begin by saying: This sculpture is not abstract because…..

36 abstract

Is this sculpture abstract? Why or why not?

Begin by saying: This sculpture is not abstract because…..

37 abstract Is this sculpture abstract? Why or why not?

Begin by saying: This sculpture is abstract because…..

38 distraught adjective

If someone is distraught, they are so upset and worried that they cannot think clearly.

39 distraught

Why might this doctor be distraught?

Begin by saying: One reason that this doctor is distraught is…..

40 distraught

Why might this girl be distraught?

Begin by saying: This girl is distraught because……

41 Review Show me the answer with your fingers.

I am thinking of a word that means: 1. distract a concept such as love or compassion is this 2. admit to have your attention taken away 3. abstract to tell someone that you 4. distraught lied about something to be very upset

42 Going From the Known To the New: Tapping Into Prior Knowledge and Knowing When To Frontload

43 The Role of Frontloading Vocabulary and Background Information Read or listen to this passage and think about what makes it challenging and what might help make it more understandable:

Improved vascular definition in radiographs of the arterial phase or of the venous phase can be procured by a process of subtraction whereby positive and negative images of the overlying skull are imposed on one another.

-From a neuroanatomy text (found in Background Knowledge by Fisher and Frey)

44 Activating Prior Knowledge: Papaya at the Buffet – Attaching the Known to the New “What is that?”

You cannot activate prior knowledge that is not there, but you can assess what student does know and then provide needed knowledge to anchor information that is to follow. Think categorically. Front load vocabulary and concepts where needed before presenting new material in lesson talk and in text.

45 How and When Do You Frontload? HOW:

• Define -- select no more than 8-10 words (Archer) • Use student friendly definitions

• Show and narrate (Hasselbring)

• (Embedded ) (Typically done on computer – click on word and definition pops up)

WHEN: • Where needed based on assessment of group or individual (using protocols such as KWL) or anticipating need based on rigorous level of text vocabulary or concepts

46 Assessment of (Need for Frontloading of) Vocabulary and Background Information How do you determine if frontloading is even needed? One widely- used protocol is KWL (Ogle 1986). Among other features, it provides you with knowledge of the group’s or individual’s knowledge of the topic:

What do you know What do you want to What did you find out about this topic? find out about this after you learned about topic? (What questions the topic? do you have?)

47 Categorizing Words Into Networks

48 Brainstorming Word (or phrase) Word (or phrase) Word (or phrase) Word (or phrase) Word (or phrase) Word (or phrase) Word (or phrase) Word (or phrase) Word (or phrase)

49 The Open-Ended Map

reading

Semantic maps are never-ending activities; they are meant to be added to far into the future

50 A Straightforward Category Map

51 List, Group, Label – DIY Key Concept: LIST GROUP LABEL

52 List, Group, Label List Group (Category) Label

Paperbacks Paperbacks, ebooks, hardcovers Types of books Science fiction, romance, Ebooks historical fiction, novellas, Genres Relaxation, information, peer Science fiction pressure, job requirement, Reasons for Reading Romance Etc. Relaxation Etc. Information Etc. Hardcovers Etc.

53 Category Maps

Characteristics Humans Felines Equines Habitat Food Family Grouping Use of Tools Social Behavior Logical Thinking

54 A Category Map for Social Studies

From Word Wise & Content Rich by Fisher & Frey

55 Semantic Feature Analysis Emotions Winning a ball Taking a test Going on a Getting caught Breaking up game school trip in a with a thunderstorm girl/boyfriend

Happy

Sad

Afraid

Proud

Excited

Elated

Despondent

56 Semantic Feature Analysis

Emotions Winning a ball Taking a test Going on a Getting caught Breaking up game school trip in a with a thunderstorm girl/boyfriend

Happy

Sad

Afraid

Proud

Excited

Elated

Despondent

57 Frayer Model A Vocabulary/Concept Organizer That Provides Examples and Non Examples

definition characteristics

word: generous

examples non-examples

Have the students provide the four corners to define the word in the center; or teacher provides the information in the four corners and the students guess the center word. This can be done as a teacher-directed activity. Once students are familiar with the strategy, they can do this on their own when they work on learning about new words.

58 Examples and Non-Examples A Verb Organizer Prelude to the Frayer Model turtles airplanes

fly

pigeons butterflies

59 Examples and Non-Examples A Noun Organizer Prelude to the Frayer Model talk swim

ducks

waddle quack

60 The Power of Context (Really?)

61 Teaching Use of Context The jaundiced voters doubted whether they believed the politician; like so many other politicians, this one offered promises that the voters didn’t think he would keep. Their pessimistic attitude frustrated the candidate as he tried to explain he was sincere in his promises.

Stop and jot: What steps can you use to define jaundiced? How does limited vocabulary/fund of knowledge affect this skill? How does limited reading ability affect this skill? How far does context take you (or not) if you are a poor reader?

62 Story Frames – Creating an Accessible Context for Students We had a lot of ______getting to the workshop location this ______. The subways were extremely ______. People were ______. I am used to getting to work by ______, so this was an______experience for me. I hope the novelty of being in a different neighborhood for a few hours makes up for it.

Consider Can story frames teach new vocabulary or are they better suited to helping students practice words they already know?

63 Use of Logographic Cues

64 Making it Personal: Use of Logographic Clues

Define /precarious/ § What it means: § What it does not mean: § Some examples: § Draw a picture to remind yourself about this word. (See next slide.)

Consider this format for personal dictionaries, word journals or personal word walls that students develop as a reference tool.

DEMO: WORD JOURNAL ENTRY, NEXT SLIDE

65 Logographic Representation

Precarious – Scarlet Ibis, p. 151 Example: The car hung precariously from the edge of the cliff.

What it means: unstable, unsteady, unsure

What it does not mean: Steady, stable, rock solid, sure, safe

66 Sentence Combining – Finding the Right Words to Create More Complex and Interesting Sentences

67 Sentence Combining Bees are insects. Bees have six legs like all insects. ______.

Bees have a three-part body. The three body parts are the head, thorax, and abdomen. ______.

Source: Anita Archer, REWARDS Writing.

68 Sentence Combining On Jake’s 100th birthday many people gathered to celebrate.

Add: His children gathered to celebrate.

Add: His grandchildren gathered to celebrate.

Add: His great-grandchildren gathered to celebrate.

Add: They had a great time.

Adapted from REWARDS Writing.

69 Sentence Expansion

70 Sentence Expansion AS PER JUDY HOCHMAN’S TEACHING BASIC WRITING SKILLS and ESTHER FRIEDMAN’S WHAT ELSE MIGHT THE READER WANT TO KNOW? Start with a sentence kernel (not a fragment): The woman is fixing her car.

Now expand using (i.e.) the 5Ws: > What else might the reader want to know? > Where? > Why? The woman is fixing her car in her garage because it won’t start.

71 Sentence Expansion DIY

Work alone or with your workshop partner to expand these sentences: • The presenter wore black. • We got together. • The troops were deployed. • The presidential debate was dull. • El Nino altered the weather.

If you do this with students, ask them to specify which of the 5Ws helped them expand their sentences.

72 Semantic Gradients: Sharpening Your Word Choices By Using More Precise Words

73 Sharpening Your Word Choices

In Rewards Writing, Anita Archer has students edit text that shows overuse of certain words (nice, bad, good, etc.)

Students use a specialized of overused words to refine their word choices and select more precise words

74 Degrees of Meaning (Semantic Gradient) Devices Or, I Knew I Could Use Those Paint Chips When the Renovation Was Complete boiling hot warm tepid cool cold freezing

warm warmer warmest cold icy freezing

75 Creating Your Own Semantic Gradients Teacher Examples

You can start at the bottom of the chip and work your way up; at the top of the chip and work your way down; or, at the middle and work your way up and down!

76 76 Creating Your Own Semantic Gradients Student Examples When introduced to semantic gradients, this third-grade student did not quite get the idea of degrees of meaning and thought of them as synonyms, which they are.

After additional instruction and examples, he started to see that the task was, indeed, to find synonyms – but with a twist. They had to increase in intensity (as they do in the teacher 77 examples and in his examples below) so that the most precise word could be selected from the list to be used in a relevant sentence. In using these in his own writing and revising, he quickly understood that some words were more ‘just right’ than others.

Adapted From: http://www.readingrockets.org/; Greenwood, S.C., & Flanigan, K. (2007); Stahl, S.A., & Nagy, W.E. (2006); https://www.youtube.com/watch?v=zTaYuYw8GNc&list=PLLxDwKxHx1yKs4Gkf1hLzdER_suMtzNTT#t=403 77 77 Now DIY Using Your Own Paint Chip. Use It As a Model In Your Classroom Possible starter words: Elation Thunderous Enticing Boring Deep Newborn Or, select your own.

YOU CAN START AT THE BOTTOM OR TOP OF THE CHIP –OR IN THE MIDDLE AND WORK YOUR WAY THROUGH THE REST OF THE CHIP. 78 8 Structural Analysis and Morphology

79 Etymology: It’s Not About Insects! Morphology (& structural analysis) Root words Affixes (prefixes and suffixes)

Can be taught incidentally (Manzo & Manzo, 1990, recommend this) or explicitly through the use of programs such as Megawords (EPS) and REWARDS Reading (Sopris West)

80 Morphology • Morphology is the study of how are combined to form words. • A is the smallest unit of meaning in language. • We use roots and affixes to determine the meaning of unfamiliar words • These often appear across a variety of domains, especially in the content areas • Students become aware of patterns across words, parts of speech, connotations, etc. • How many morphemes are in the following words? • uncover • buyer • cat Morphology Terminology

Terminology Definition Example Base Word A word in its simplest form which has • Able nothing added to it. • Do • Like • Read Root Word A morpheme, not necessarily a word when • Port isolated, from which words have been • Struct • Fac/fact/fect made by the addition of affixes. • Loc Affixes An additional element placed at the • -ed beginning or end of a root or base word • -ing • -s/-es that changes the meaning of the base • -er word. • Suffixes are added to the end of a base word. They change the meaning of the base word.

• Prefixes are added to the beginning of • un- (not) a base word. They change the • re- (again) • in-; im-; il-; ir- (not) meaning of the base word. This slide provided by Karina Audiffred, NYCDOE

82 Extending Vocabulary Through Morphology

misinform

formation transform

deformed formulation

form

[Form, forms, forming, formed, format]

Root: Form Latin meaning of‘form’: A shape of a thing or person

Source: Florida Center for Reading Research: Morphemic Elements Teaching Affixes in Primary Grades Using Common Suffixes

Common Suffixes Prefix Occurrences • -ed • -sion Rank Prefix Prefixed Words • -ing • -able 1 un- (not) 26% • -s/-es • -ation 2 re- (again) 14% • ful • -ible • -ly • -less 3 in; im; il; ir (not) 11% • -er • -ive • -tion 20 prefixes account for 97% of all words with prefixes found in textbooks and nine of these prefixes Recipeaccount for for 75% of all prefixed Reading words. Shaywitz, S. E. (2005). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Vintage Books (p.239)

This slide provided by Karina Audiffred, NYCDOE

84 Teaching Prefixes and Suffixes 1. Introduce the affix • “re- means again.” • “What does re- mean?” 2. Coach students to determine meaning of the affix by connecting it to the students • “If I ask you to reread a book, what am I asking you to do?" • Ask them what the word means • Provide a few more words • Establish the definition of the affix being taught 3. Ask students what the affix means Anita Archer, Dynamic Vocabulary Instruction http://www.hisd.k12.mi.us/literacy/VocabCompEle.pdf

85 Learning New/Unfamiliar Words Using the Overt Strategy in REWARDS Reading

1. Circle the prefix. 2. Circle the suffix. 3. Underline the vowels. 4. Say the parts of the word. 5. Say the whole word. 6. Make it a real word.

Archer, A., et al. (2014). REWARDS Secondary, 3rd Ed. Longmont, CO.: Cambium Learning Sopris West

92 Learning New Words Using the Overt Strategy telegrams

tele gram s morphing

morph ing

Now dehydration you try! anthropology

87 REWARDS Covert Strategy

Use this one when the Overt Strategy has been mastered.

1. Look for prefixes, suffixes, vowels. 2. Say the parts of the word. 3. Say the whole word. 4. Make it a real word.

88 Selecting Words to Teach

89 Beck’s Three Tiers of Words Assists In Selecting Words to Teach Tier 1 Tier 2 Tier 3 •Most basic words •High-frequency words •Low-frequency words (clock, baby, happy, for mature language limited to specific now, later, again) users found across domains (isotope, bone domains (suddenly, marrow, refinery, •These words rarely especially, rushed, photon, molecule, need instruction responded, coincidence, digitize, pixels, agenda, objective, matriculate, vascular, •Frequently used in absurd, industrious, microfiche, stoma, conversation summarize, detail, infer) exoskeleton, larva, chrysalis, bunker) •Knowledge of words in this tier can make a •These are learned positive impact on the when a specific need verbal functioning of a arises (e.g. for a student science or history (Beck,lesson) I.L., McKeown, M.G., and Kucan, L, 2002)

90 Criteria for Identifying Beck’s Tier 2 Words

1. Importance and Utility How useful is the word? Is it a word that students will meet often in other texts? Will help students in describe their own experiences? 2. Instructional Potential How does the word relate to other words or ideas that students know or have been learning? Does it relate to some topic of study in the classroom? 3. Conceptual Understanding What does the word bring to the text? Does the word help communicate the meaning of the context in which it is used?

Source: Beck, I.L., McKeown, M.G., and Kucan, L. (2002).

91 Selecting Words to Teach

Considerations: • Word usage and importance to meaning of text > Words central to unlocking the theme/key ideas of the text > Essential to deep comprehension of a text • Utility and frequency of the word across content areas • Student background knowledge, skills/needs, and engagement • Words that are part of a thematic, semantic, and/or morphological network.

92 Determine the Type (1, 2 or 3) of the Red Words Edison Invents the Phonograph 4 Thomas Edison created many inventions, but his favorite was the phonograph. While working on improvements to the telegraph and the telephone, Edison figured out a way to record sound on tinfoil-coated cylinders. In 1877, he created a machine with two needles: one for recording and one for playback. When Edison spoke into the mouthpiece, the sound vibrations of his voice would be indented onto the cylinder by the recording needle. What do you think were the first words that Edison spoke into the phonograph? 87 "Mary had a little lamb" were the first words that Edison recorded on the phonograph and he was amazed when he heard the machine play them back to him. In 1878, Edison established the Edison Speaking Phonograph Company to sell the new machine. 130 Edison suggested other uses for the phonograph, such as: letter writing and dictation, phonographic books for blind people, a family record (recording family members in their own voices), music boxes and toys, clocks that announce the time, and a connection with the telephone so communications could be recorded. How many of these uses have become a reality today? 188 Many of the uses Edison suggested for the phonograph have become a reality, but there were others he hadn't imagined. For example, the phonograph allowed soldiers to take music off to war with them. In 1917, when the U.S. became involved in World War I, the Edison Company created a special model of the phonograph for the U.S. Army. This basic machine sold for $60. Many Army units purchased these phonographs because it meant a lot to the soldiers to have music to cheer them and remind them of home. Lexile® Measure: 1000L - 1100L Word Count: 279 http://www.americaslibrary.gov/aa/edison/aa_edison_phonograph_3.html 278 93 Creating a Culture of Word Consciousness in the Classroom

94 Creating a Culture of Word Consciousness in the Classroom The teacher creates/encourages: A word-rich classroom > Word posters/vocabulary charts/word games/read-alouds/ student- friendly dictionaries/interactive records of what has been learned in the classroom – not for museum value, but for actual use! Personal word collections (words they like, find interesting, need to learn & remember) Personal dictionaries or word journals (that are referred to and used) Vocabulary Charts > Also remember: Word walls are for decoding (alphabetically listed); vocabulary charts are for word meaning (alphabetically or topically/categorically listed – ideally by topic and category)

95 Example of How a Teacher Creates Word Consciousness

96 Fostering School-Wide Vocabulary Awareness

What’s Your Sign? Making Sophisticated Word Choices

97 A Word About Dictionaries

Don’t disrupt reading or listening by asking students to ‘go look it up in the dictionary’ Do use the dictionary judiciously (and teach students how to use it) Do use dictionaries with student-friendly definitions such as the Co-Build series - these typically include an example of the word in a sentence that is somewhat personalized for the reader

98 It’s Not Just About Reading: Build Vocabulary Through Visual Literacy*

What can you say about what you see here?

*Although NOTHING beats experience 99 Or Here?

100 Or Here?

101 Or Here…

102 Or Even Here…

103 Resources

104 Resources Go to www.learningpt.org and download Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners

Look at the resources at the Center on Instruction web site at www.centeroninstruction.org

Find teacher resources at the Florida Center for Reading Research site at www.fcrr.org

For a variety of electronic resources, including policy documents, study group articles, and teacher resources, send a request to us at [email protected]

105 Resources – Vocabulary Activity Sites & A TV Program My Vocabulary -- A site that will be appealing to your students (although parts are a bit hokey). Best suited for grades 4-12, students can choose activities that provide practice vocabulary, word derivation, thematic linkages in words, vocabulary related to pieces of literacy, test preparation, and more. For example, for SAT practice, they can select a set of words and then choose from a variety of activities (crossword puzzles, word finds, etc.) to practice the words, moving on to the next set when they or you decide to do so. Shortcut to: http://www.myvocabulary.com/ Flip a Chip -- A versatile game to would use with students who need some practice with vocabulary and verb tense. It allows students to combine a root word and affix and then decide where in a short cloze passage it would fit grammatically. It looks deceptively easy, but the verb-tense demands can be tricky and will keep your students thinking while they are having some fun with words. This game is one of the resources on the International Reading Association's Read Write Think site. It would be well worth your time to browse through the many resources on the mother site, www.readwritethink.org, which provides a wealth of material, including grade-by- grade resources for teachers. Shortcut to: http://www.readwritethink.org/files/resources/interactives/flip/ Blabberize – Students will find this site a riot. You can upload your own photos or use their extensive repository of pictures. The site walks you through a few steps in which you upload the photo you want, add a moving mouth (I’m not kidding), record what you want it to say (and you can do so by using your computer microphone to record your script, calling in your recording to a special phone number, or using existing sound files on your computer), then publishing the image for use. It would be great for both writing and speaking as students can write their monologue (or dialogue if more than one student is involved) and edit it until it’s publication ready; they would also typically practice performing the script before recording it. Great for students who needs motivation and practice in these areas and obviously great for ELLs. Let the llama explain it to you much better than I have at http://blabberize.com/ Word Girl – A PBS program that supports vocabulary development in elementary students. I previewed it on the web link below (it’s also available as an Android or iPhone app) and think you will find it useful and engaging. Some of the words that are targeted will be just as useful for some of your secondary students. Because the platform is clearly for younger students, this might be presented as something secondary students might explore in order to expose younger siblings to the great videos, games and other resources on the site. In any case, who wouldn’t like a superheroine who vanquishes her enemies with the use of some pretty powerful vocabulary? Have a look: http://pbskids.org/wordgirl/

106 Five Visual Dictionaries and Thesauri for Students

http://www.freetech4teachers.com/2013/10/five-visual- dictionaries-and-thesauri.html

OTHER DICTIONARY SITES (Recommendations From Word Wise & Content Rich by Fisher & Frey): General Words: www.m-w.com Visual Dictionary: www.infovisual.info Rhyming Words: www.rhmezone.com Spanish: www.spanishdict.com World Languages: www.wordreference.com Thesaurus: www.bartleby.com/thesauri For lists of disciplinary specific dictionaries, dictionaries for and slang, and others, do have a look at Word Wise & Content Rich by Fisher & Frey

107 Q and A Ask now or later.

Esther Klein Friedman, Ph.D. Executive Director, Literacy and AIS [email protected]

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