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             NELIP Presentation
               Tamara Baren
     Make sure you signed in & did Web
 Get a Think notebook, highlighter, and
     post-its from the table baggie.
Share a text handout with a table partner.
Today‟s Goals

   Develop overview of current research.
   Learn 5 new active vocabulary
    engagements to use tomorrow and next
   Examine our own internalized processes
    for vocabulary.
   Think about Tier 1, Tier 2, and Tier 3
    words in our reading.
   Survey many activities in the handout for
    lesson planning.
Team Graphing Activity
Table teams of 5 people: Each team member uses a
  different color of marker.
Each team member colors a large dot in the
  appropriate box that shows the team member‟s
  active level of knowledge for each vocabulary
Levels of Knowledge:
-never heard of it        -heard of it but don‟t
  know it
-know it and use it        -could teach it to others

  Team discusses outcome of graph and their
             levels of knowledge.
During elementary school,
at any given time, a child‟s
maximum level of reading
comprehension is
determined by the child‟s
level of listening
              Biemiller, 1999
Big Pictures anchor our

Page 10 is the National Reading
Note the 5 types of vocabulary:
              Listening
              Speaking
               Reading
               Writing
                 Sight
Big Pictures helps us stay on track:

Pages 11-13 is the checklist of the
standards for vocabulary; use them in
your lesson plan book to track student
progress/your planning.

Page 14
 - a summary of the 90 minute reading
- Key elements and where Vocabulary
fits in.
Vocabulary Quote Mixer

   1. Silently skim and scan the quotes on
        pages 16 and 17.
   2. +, /, ? Mark 3 quotes to share.
   3. At the signal, take your quote pages,
    move 5 strides to meet & greet, then
    share 1 quote you highlighted. Listen and
    mark the quote of your partner.
   Move on to talk/listen to two others.
   4. Collect up to 5 research practices.
   5. Return to your table and write on the
    chart three ideas that your table agrees
5 Research Practices for
   Oral language precedes written language
   Learning is meaningful and
   Vocabulary is taught directly with active
   Students need repeated meaningful
   Knowledge of words related by meaning
    and structure.
    Many students arrive at school
    with insufficient language
    knowledge to support learning,
    be it English or another
    language. Students may see
    little similarity between family
    talk and the more formal teacher
    talk of the classroom.

Understanding oral language development, Let’s Talk About It!
Monda Publishing 2004
When students become
interested in and
knowledgeable about
words, reading fluency and
comprehension will take a
major leap forward.
      How do we get students to become
    interested in and knowledgeable about

Three principles of Effective

 Integration
 Repetition in quick and fun ways
 Meaningful use
Brain Friendly Instruction
 Starts within the student‟s literacy
 Framed around interaction/directed
 Involves a product that is
 Uses multiple modalities.
       5 Step Process:
    Reaching for Schema                pg 33

   1. Explain, describe, or dramatize but
    don‟t give the new word or term yet.
   2.Draw/sketch/symbolize the new term.
   3. Give new term. Ask students to
    generate their own explanation or
    description of the term.
   4. Ask students to create their own
    nonlinguistic representation of the term.
   5. Periodically ask students to review
    the accuracy of their explanations and
    Pre Reading Word Cluster:
       Oral language precedes written language
   1. Study page 36: Name aloud
        everything/everyone seen.
   2. Collect the words on a chart.
   3. Listen to the text and review the
   4. Mark the words we found in the text.
    5. Circle the words not in the text.
   6. Star the key words. **kitchen
   7. Notice any new words.
   8. Reread pg 38 with a shoulder
        partner. Circle three words you find
        interesting. pg 37
Think about the learning dynamic:

How does this activity build strong vocabulary/ strong readers?

   Predicting words/concepts.
   Oral language development.
   Note-taking to track thinking.
   Public charting as a motivator.
   Reading for a purpose.
   Rereading for personal vocabulary
      Interesting Words
             pg 39, 44, 45, 46

What are interesting words:
jazzy, beautiful, funny, challenging,
 delightful, puzzling, mysterious

In The Memory Coat we noticed the
  interesting word….
  Concept of Definition:
Mapping our word thinking
    Let‟s use the word commotion from The Memory
         Concept of Definition chart:
   Builds oral language/academic talk.
   Invites rereading.
   Teaches students how to think about
   Creates a public chart of class thinking.
      Related Words build vocabulary
    through meaning/spelling pg 47 & 48
   From Memory Coat: the key concept of
   Two types of activities:
        Structural spelling/meaning
        synonym clusters
   Building charts together models the
    thinking process, allows students to
    participate, and internalizes the learning.
Collecting Interesting
Words:At your table each person takes 2-3 activities
to preview; round robin share; tab pages, share out

   Interesting Word Wall (ABC format)
   Vocabulary Word Book pg 94
   Negotiated Definition pg 93
   Semantic sorts pg 90,117-119
   Key Word Book pg 88,
   Personal word wall, Alphaboxes pg 126
   Great verb collection pg 133
   Describing Word Wall, etc.
   Theme related words (science, math, social
   Wondrous Words every week pg120
       „Just Right‟ words
 There are no national or state lists
  of words to learn per grade level.
 Meanings must be put into everyday
  language/defined with a students
  own oral & written language.
 “If it‟s too hard, they won‟t learn it.”
              Steven Stahl
Keep an Eye on Literacy
   What spelling is the student doing without help?
   The spelling structures the student is using
    indicate the „independent level‟.
   Students can read slightly beyond where they
   Vocabulary words aren‟t spelling words and
    shouldn‟t be mixed.
   Students can „notice‟ words far beyond their own
    spelling level with your support.
   „Instructional‟ choices are based on literacy
Student Literacy
Development pg 74-78
Emergent: Great Pretenders
Beginning: Only Just Begun
Transitional: Getting Up a Little Speed
Intermediate: All the Pieces in Place
  and running
Advanced:Finely Tuned and Purring
Build schema by „Noticing‟
Key Vocabulary in a whole group
 Use Read Alouds to introduce
  concepts and extend schema.
 Model „noticing‟ and collecting key
  vocabulary words.
 Create interest/passion for words.
 In small group students collect and
  study words appropriate to their
  instructional level.
Serving All Our Learners
   Page 56-57 Research quotes
   Page 59 Interesting facts/numbers
   Page 61 Brain research
   Page 62 Universal Design for Learning
   Page 63-64 and 66 ELL Strategies
   Page 65 Model for Word learning and
    web sites
   Pg 66    Unknown word strategy
   Pages 67-69 Oral language/oral
    language assessment from Mondo
Pre-Teaching Textbook
   Skim the science text with each level of
    reader in your class in mind. What groups
    will need support?
   Can you pre-teach vocabulary and
    concepts to ELL students in small group
    before lesson?
   What vocabulary activities can you do to
    get „the 7-14 meaningful contacts‟?
   Which words in the text could you use the
    context for definitions?
Semantic Sorts:
   Collections of content vocabulary.
   Builds definitions through oral
   Whole group/small
    group/pairs/independent work.
   Used as a preview to content reading.
   Can be a mid-way unit assessment.
   Can be used as a final evaluation.
Semantic Sorting Guides
   Open the envelope and split the cards two
    to three ways.
   Each partner takes turn to say and lay
    one card at time in in four unsorted
   Listen for the directed „closed‟ sort.
   Disagree? Listen for clarification and
    comment after each person shares out.
       Not All Contexts Are
       Created Equal
       pgs 40-43

   LEAN: Very few           RICH: Within the
    clues in the actual       sentence is a
    sentence or the           paraphrase or
    surrounding               other clues for
                              the concept. In
    sentences.                surrounding
    Student                   sentences,
    knowledge is              descriptions or
    needed                    ideas build the
        Rich/Lean Texts Task
   Directive: explicit and      Sample pg 42
    detailed                      Transitional selections:
   Generally directive:          which words are critical
    general information           to students‟
   Nondirective:                 comprehension?
        No information           Which are lean? Rich?
   Misdirective:                What would you do to
                                  help students to
    could be misleading           understand the texts?
    Tier One, Two, and Three
   Beck (et al)
   Tier 1 Words: easy everyday objects,
    feelings, experience basic vocabulary..
   Tier 3 words: esoteric, domain specific,
    topic centered
   Tier 2 words: words that create
    meaning, mood, nuance, description, and
    tone to reading
       (nouns, verbs, adjectives, adverbs)
            page 70
Finding and Teaching Tier 2
and 3 words
   Turn to page 71
   1. Silent read this selection
   2. Circle 5 Tier One words-everyday
    objects, actions, etc.
   3. Star 3 Tier Three words-domain
    specific words:
   4. Highlight 5 Tier Two words –
    clarify, help visualize, build tone, and can
    be used in multiple situations
        Examples from text:
              Old Jasper     pg 71

   Tier 1 examples: moon, watched, cried,
    water, river, tail, feet, ground, shouted
   Tier 3 examples: words about lagoon,
    shallows, reeds
   Tier 2 examples: canoe, milky, horizon,
    drift, peeping, dusk, horizon, allowed,
    flimsy, slinking, thrashing, gasped, froth,
    whipped, waded
   Tier twos paint the rich mental and
    sensory images necessary for deep
    aesthetic comprehension. They bring
    nuance to our reading/speaking world.
Researchers think that….
Word knowledge is not an all-
or none proposition (Beck
and McKeown, 1988)
and that we need to attend
to our students‟ “levels of
word knowledge (which)
should …dictate instructional
strategies”. (Beck, McCassin,, McKeown,,
1980) page 100
Unpacking our own
vocabulary thinking process
   Handout: Riding the White Horse Home
   Circle 5-10 interesting words as you read
   Which ones had „rich‟ or „lean‟ contexts?
   Which ones did you know „cold‟? Which
    ones did you kind of know?
   Which ones did we figure meaning
    through morphological structure?
       Levels of Word Knowledge:
                      pg 100-103

        Text excerpt Riding the White Horse Home

   Sort these words: ruckus, hobble, reticent, slated,
    reverence, hoar frost, gawk, bawling, baldy, wobbly,
    osmosis, contiguous

Never         Heard it,     Recognize     I know it,
heard of it   but don’t     it and know   can define
              know it       it            it, and use
Levels of Word Knowledge
   Examine the 4 columns or levels of knowledge
    pg 102
   Look back at the Tier 1-3 words in Old Jasper
   Think about a below-grade level child/ELL
    student/or gray area student.
   Write your 4 words on the chips in your table
   Now use the words and mind-set of that student
    to sort your words. Explain your thinking to your
   What did you notice? How could you use this
    format weekly?
Negotiated Definition
   Choose a word in context to define.
   Reread for information in the context.
   Put the meaning in your own words.
   How can we use the words in sentences?
   What part of speech is this use of the
   Draw a picture of the word meaning in
    living color.
   Display the poster and celebrate your
    great new word!
The Importance Of Vocabulary
Development          page 60
   Children differ in vocabulary upon entering
    kindergarten (Up to 2 years difference).
   The gap between advanced children and
    delayed children grows wider during
    elementary years.
   Current school practices have little effect on
    oral language development.
   Those who enter 4th grade with significant
    vocabulary deficits show increasing problems
    with reading comprehension.
   Early delays in oral language come to be
    reflected in low levels of reading
    comprehension and low levels of academic
    success.        Biemiller, 1999
Museum Tour:                 20 minutes

   1. Find your interesting word partner.
   2. Review pages 84 – 137.
   3. Pick an interesting activity that you might
    want to try in your classroom.
   4. Create an example of the technique using
    one of the text samples. Do the techniques as if
    you were the student and be prepared to explain
    it as a teacher to the museum participants
    (directions on page 53).
   5. 1 partner will tour the museum and the other
    will be the docent. After 5 minutes switch roles.
Wrapping up
  Something that squares with my thinking…

  Something that keeps circling around in my

  Three points/activities to remember and
Summary Activities:

   Please remember to do the evaluation:
    -mark 7 or N/A if the content did not
    apply to you.
   Table Task Drawing: Time for stuff!
   Make sure you signed in & did Web
   Thanks for working with these ideas
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