EXPLICIT AND ENGAGING
INTERVENTION FOR VOCABULARY
AND COMPREHENSION
Lisa D. Williamson, M.A.,CCC
University of Cincinnati
OSSPEAC
THERAPY IS EXPLICIT INSTRUCTION
Explicit Instruction- Anita Archer, Charles A.
Hughes
! Robust Vocabulary-Beck, McKeown, Kucan
! Robert Marzano- The Art and Science of
Teaching
! Comprehension Connections- Tanny
McGregor
! Steven Griffin- Ohio State
!
SLP’s provide explicit instruction (specialized instruction) in the
areas of syntax, semantics, phonology, pragmatics and
morphology.
!
What is explicit instruction? (Rosenshine, 1987) !
How good is your therapy? Do you provide quality therapy to your students?
Based on the work of Anita L Archer, Isabel Beck and others!
BUILDING BLOCKS TO QUALITY THERAPY
"
Explicit instruction is a systematic method of teaching emphasis on
proceeding in small steps, checking for student understanding, and
achieving active and successful participation by all students.”
"
Explicit instruction can be utilized with any age group and at any setting to accomplish learning.
"
What needs to be taught at the college level. October 11, 2015
WHO NEEDS SPECIALIZED INSTRUCTION?
Explicit instruction is described as
“instruction that does not leave anything to
chance and does not make assumptions
about skills and knowledge that children
will acquire on their own” (p. 363).
Every day there are children who struggle with learning. There are
some alarming facts surrounding children in our schools and clinics:
!
Placement in foster care is associated with increased educational risks,
including absenteeism and tardiness, school changes during the year,
disciplinary problems and suspensions, poor reading and math skills,
lower scores on achievement tests, repeating one or more grades, and/
or dropping out of high school.
U.S. schools have identified 956,914 students who were homeless, a
41% increase over 2 years.
Over the last few years, there have been as many as 700,000 children
with at least one parent deployed to Iraq or Afghanistan. These
children have potentially long-term adverse effects on their child’s
standardized test scores in most academic subjects, with the most
detrimental effects occurring during the actual deployment.
!
!
Torgesen, J. K., (2004)
Lessons Learned from Research on Interventions for Students who have Difficulty Learning to Read.
Edwards-Groves, C.J. (2002).
Connecting Students to Learning Through Explicit Teaching.
WHO NEEDS SPECIALIZED INSTRUCTION?
!
!
!
According to the U.S. Surgeon General, in the course of a year
approximately 20% of children and adolescents in the U.S.
experience signs and symptoms of a mental health problem
and 5% experience “extreme functional impairment” (U.S.
Department of Health and Human Services). Is it realistic for us to expect that students can and will learn
when they are distracted or worried about where their next
meal may be coming from, whether they will be sleeping in the
car or the homeless shelter tonight, or whether their parent
may have been killed in the war in the middle east? The U.S. Department of Health and Human Services report
that 14% of all children in American have some type of special
learning need that will require special education services. EXPLICIT INSTRUCTION IS…
!
Intentional teaching of well defined skills or strategies
that are broken down and taught directly in a series of
carefully sequenced steps
!
Clear and consistent instructional language OR clear
and consistent instructions
!
Extensive modeling or demonstration of skills and
strategies before students are asked to perform them
independently
!
“Thinking aloud” procedures that draw attention to the
step-by-step process of applying skills and strategies
that is eventually internalized
March 2011 SISP and SISS Presenter’s Guide IDEA Partnership @ NASDSE 8
Gradual Release of Responsibility Model
Explicit
Instructio
n
Independ
ent
Practice
Gradual
Release of
Responsibility
Modeled
Instructio
n
Guided
Practice
Collabora
tion
Duke and Pearson, 2002, p. 211
FUNCTIONS OF EXPLICIT INSTRUCTION
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO SPEECH LANGUAGE PATHOLOGY
Structure of an explicit instruction lesson…
1. Open the lesson It is important to gain attention, state the goal of the session, introduce the
skill, explain the relevance of the skill to the child and review relevant
background knowledge…
•Remember last session we learned how to make the scraper sound…
•Remember yesterday we talked about 3 new vocabulary words from the
story that we are reading…
•Remember last week we learned about the prefix “re”. What does “re”
mean when you add this to a word?
worksheetlibrary.com
•
Today we are going to work on ________”
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO
SPEECH LANGUAGE PATHOLOGY
2. Body of the LessonTeach the skill- “I do”
•
•
•
•
Present new skill in small, sequential steps.
Model procedures (show and tell, demonstrate and describe).
Provide examples and non-examples.
Use clear, consistent and concise language ( same as teacher).
SLP Behavior:
!
!
!
!
!
!
Initiates
Models
Explains
Thinks aloud
Shows how to do it
Do Not Ask Questions during this step
of instruction!!
Learner Behavior:
! Listens
! Observes
! Creates an example based
on teacher model
“WE DO”
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO
SPEECH LANGUAGE PATHOLOGY
Provide Guided Practice- “We do”
Provide unprompted/independent practice (“You do”)
• Students work on their own, in pairs, or small groups to accomplish task
•
•
•
•
Scaffold- Tell them what to do, ask them what to do and remind them what
to do
Re-teach when necessary
Corrective feedback
Fade physical, verbal and visual prompts
Student Behaviors
❑ Listens
❑ Interacts
❑ Questions
❑ Collaborates
❑ Responds
❑ Tries out
❑ Participates
SLP Behaviors
❑ Demonstrates
❑ Leads
❑ Suggests
❑ Explains
❑ Responds
❑ Acknowledges
❑ Answers Questions
ELEMENTS OF EXPLICIT INSTRUCTION APPLIED TO
SPEECH LANGUAGE PATHOLOGY
•
SLP monitors for understanding- go beyond simple questions and ask higher
level thinking stems.
•
SLP provides specific feedback and praise
"
"
"
INDEPENDENT PRACTICE (YOU DO)
Student Behavior
▪ Applies learning
▪ Takes charge
▪ Practices
▪ Problem solves
▪ Approximates
▪ Self-corrects
Watch the child as he/she completes a task. Good time to document accuracy or check for understanding- anecdotal,
authentic assessment.
Point out the child’s mistakes and successes.
HOW GOOD IS YOUR INSTRUCTION???
Explicit Instruction and the SLP- "How Good Is Your Therapy?"
SLP Behavior
▪ Scaffolds
▪ Validates
▪ Explains as needed
▪ Evaluates
▪ Observes
▪ Encourages
▪ Clarifies
▪ Confirms
▪ Coaches
ROBERT J MARZANO- “THE ART AND SCIENCE OF
TEACHING”
A self reflection tool for the SLP student intern. By Lisa D. Williamson, MA, CCC
3. Close The Lesson•
•
•
Review critical content
Assess and record if student has mastered or needs additional
instruction.
Review- remind the students of the goal and why they need to know
this. “Remember on Thursday you are going to have a vocabulary test and you will
need to know these five words. Do you remember what they mean and can you put
them in a sentence? Let’s talk about what would happen if you can’t remember the
meaning of a word. What could you do?”
•
Maintenance- this is the hard part!
!
Self Reflection-
Engaging Students
!
Noticing and reacting when students are not engaged.
After recording your session, please answer the following questions...
1. Did you introduce the session? (Today we are going to...) Discuss if you have any therapy
routines that you use to keep you sessions running smoothly?
!
Using academic games (e.g., when students are not engaged, the teacher uses adaptations of popular games to reengage them and focus their attention on academic content)
2. Did you review background information? (Last week we learned how to ...)
3. Did you explicitly teach the skill? ( I do) Did you teach the skill through modeling,
demonstrating, thinking aloud or explaining the skill.
4. Did you provide guided practice with the skill? (We do) Did you engage the students with
practice? Did you give physical prompts, verbal prompts, visual prompts or cues? Did you
demonstrate, suggest, lead, respond, acknowledge, or answer questions? Did you provide
specific and clear feedback and praise? Is your feedback immediate, specific with good
information, and constructive not punitive? Did you point out the child's mistakes and
successes? Did you obtain maximum number of responses? Did you elicit different types of
responses such as choral responses, partner responses or written responses?
5. Did you provide independent practice/ assessment? This is when the child learns to take
charge and apply his/her learning? Did you scaffold, validate, observe, evaluate, encourage,
clarify, confirm or coach? Did you take data? Did you write down where to go with that skill for
your next lesson or ideas to try next time?
6. Did you close the lesson by reviewing the skills and remind them why you are teaching them
this skill? Example- "Remember to practice these vocabulary words that we talked about today
because you have a quiz on Friday."
7. Evaluate these other important skills:
!
Managing response rates during questioning (e.g., the teacher uses strategies to ensure that multiple students respond to questions such as: response cards, response chaining, voting technologies)
!
Using physical movement (e.g., the teacher uses strategies that require students to move physically such as: vote with your feet, physical reenactments of content) !
!
!
!
Maintaining a lively pace (e.g., the teacher slows and quickens the pace of instruction in such a way as to enhance engagement) Demonstrating intensity and enthusiasm (e.g., the teacher uses verbal and nonverbal signals that he or she is enthusiastic about the content) Using friendly controversy and competition (e.g., the teacher uses techniques that require students to take and defend a position about content) Providing opportunities for students to talk about themselves (e.g., the teacher uses techniques that allow students to relate content to their personal lives and interests) !
Presenting unusual information (e.g., the teacher provides or encourages the identification of intriguing information about the content)
!
Robert J. Marzano, Setting the Record Straight on “High-Yield” Strategies, Phi Delta Kappan, Vol. 91, No. 01, September 2009, pp. 30-37.
a. How is your pace of the session?
b. Did you give each child about the same number of times to respond?
c. Were you prepared for the session? Were you organized with your materials?
d. Did you keep the children on task? Were there any behavior issues?
ROBERT MARZANO-
A COMPREHENSIVE LIST OF STRATEGIES THAT RELATE TO EFFECTIVE TEACHING
VOCABULARY- ARE YOU ‘STATE OF THE ART’ IN
TEACHING VOCABULARY?
!
!
Principles of Instruction- Research-Based
Strategies that all Teachers Should Know:
http://www.aft.org/sites/default/files/periodicals/
Rosenshine.pdf
!
We all should read!
Vocabulary Demands on Students are
Daunting
Typical Vocabulary Growth:
Laura Justice from Ohio State-OSSPEAC
2014
" Common
Core- heavy on language/vocabulary
as SLP’s must align our therapy
" Educationally relevant
" Lack of studies about how our therapy changes
child outcomes " Vocabulary deficits are a problem with at least
50% of our language impaired children
" We
!
Vocabulary Knowledge
"
Knowing a word- no idea
general sense
narrow bound contextual knowledge
rich knowledge
of a word and its relationships to
other words. !
!
!
!
450,000 words in English- largest vocabulary of languages in use
today
Students must learn 3,000 words per year by 3rd grade.
"
This rich sense about a word is what we want. "
We want to develop a student’s lexicon by teaching select
words deeply and building connections between words and by
promoting word consciousness.
"
Our language delayed students have “poor word learning
strategies” and will need 10 exposures to learn a word as
compared to 4.
"
We need to teach them specific words that are taught explicitly
and systematically.
However, everyday speech consists of only 5,000- 7,000 words.
Conversation cannot make up the difference (Frey & Fisher, 2007).
!
Typical children begin first grade with a 6,000 word spoken
vocabulary
!
Learn 36,000 more words by 12th grade
!
Learn 10 words a day (Chall, 87; Gunning, 04; Nagy & Herman,
1987)
BARRIERS
What words to teach?
Hard to write IEP goals for vocabulary?
! Small amount of therapy time?
! Assessment- how do we measure progress?
!
!
!
What research tells us- If you pick words to
systematically target then we will be
successful.
!
How many words??
" Preschool-
3 words/story
and First Grade- 6 words/
" Kindergarten
week
" Second
Grade- 7 words/week
Grade- 8-9 words/week
" Fourth Grade- 10 words/week
" Middle and High School- 12 words/week
" Third
WHAT WORDS DO I TEACH?
!
There are standards in vocabulary acquisition at
every grade level, in every subject area of the core
curriculum standards.
!
•
We should strive to teach 400 vocabulary
words per year.
Research shows that this will make an impact on their education.
However, you can never select the wrong words to teach! (Beck, et.al 2012)
Beck discusses three categories of words.
Tier I, Tier II and Tier III
•
98% of SLP’s teach Tier I words in therapy.
•
•
!
!
Therefore, vocabulary is a great choice for school
based language intervention! Now that you know how to teach explicitly… let’s
discuss how to teach vocabulary explicitly.
How shall we select the words for
intervention ????
•
•
"
Direct Vocabulary Instruction
Tier 1
Laura Justice, OSSPEAC 2014
Tier 2
Tier 3
Description
Basic words
that most
children know
before entering
school
Words that
appear
frequently in
texts and for
which students
already have
conceptual
understanding
Uncommon
words that
are typically
associated
with a
specific
domain
Examples
clock, baby,
happy
sinister,
fortunate, adapt
isotope,
peninsula,
bucolic
(Beck, McKeown, Kucan, 2002)
!
!
28
Criteria for Tier II words…
PRACTICE-CAN YOU FIND THE TIER II WORDS
Useful – can be used in many contexts for reading, writing, speaking.
This word will most likely be seen more in written language than in
conversational language. How generally useful is this word? Is it a
word that students are likely to meet often in other texts? Will it be of
use to aid the students in the comprehension of the story/text? Would
you want to use weekly vocabulary from classroom?
!
!
Understandable – children have some ideas or concepts to connect to
the new word. (Afraid- Terrified) Can we explain this word in kid-friendly
terms? How does this word relate to other words, to ideas that students
know or have been learning? Does it directly relate to some topic of
study in the classroom? Or might it add a dimension to ideas that have
been developed?
!
Interesting – What does this word bring to a text or a situation? What
role does the word play in communicating the meaning of the context in
which it is used?
!
Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his absence,
his servants would tend to the fields and
cattle and maintain the upkeep of his
mansion. They performed their duties
happily, for they felt fortunate to have such a
benevolent and trusting master.
Adapted from Beck, McKeown and Kucan, 2002
I HAVE MY WORDS. NOW WHAT??
PRACTICE-CAN YOU FIND THE TIER II WORDS
!
!
Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his absence,
his servants would tend to the fields and
cattle and maintain the upkeep of his
mansion. They performed their duties
happily, for they felt fortunate to have such a
benevolent and trusting master.
!
1. Contextualize the word- read the word from the
context of the story/passage: "
“Say the word with me…rumpus”
“Let the wild rumpus start!”
“Rumpus means ‘wild play’. Wild play could be running around,
chasing, Ninja, etc. Your mom might call it rough housing.
Now I’ll say the sentence with the words that mean the same
as rumpus. ‘Let the wild play start.’”
3. Explain the Meaning of the Word Using a Student
Friendly Definition:
Teachers and SLP’s should present meanings of target words through
instruction that is direct and unambiguous. Meanings should be
presented using clear, consistent, and understandable wording. Use
everyday language.
Examples:
sturdy: soundly constructed or constituted
cottage: smallish frame dwelling
*** why this is so important…
*** I also add a picture and a gesture.
Example: “rumpus”
(From Where the Wild Things Are)
Adapted from Beck, McKeown and Kucan, 2002
2. Have the children say the word so that they
have a phonological representation of the
word…
Robust Vocabulary Technique: Choose 3-5 words per
story, per week, per unit.
sturdy: strong
cottage: a little house
If you gape at something, you stare at it with your eyes and mouth wide open.
A beverage is something that you drink
4. Present alternative contexts different
from the story context…
Example…
Brothers and sisters can rumpus with each
other. Two baby kittens could rumpus when they
play together. Mom would probably not like it when you
rumpus in the house.
5. Engage children in activities that get
them to interact with the word. !
Interaction activities:
✕
#
#
Teachers and SLP’s should provide children with opportunities to
discuss words in extended discourse before and after reading.
Additionally, teachers should provide children with tasks that
challenge them to process word meanings at a deeper and more
complex level.
#
✕
If I say something that sounds precarious, say “precarious”. If
not say nothing. Which would be easier to notice: barking dog or sleeping dog
If you won the lottery, would you be jubilant or melancholy?
Think of the words pretentious, tedious and extravagant.
Which goes with…
$
$
$
▪
✕
#
#
#
#
!
Interaction Activities
"
Writing- !
Word
gathered (MS)
✕
randomly (MS)
"
Return to the story context-
Find examples of discrimination in this text.
Puzzles- reliable, spectator
It is someone who just watches.
✕ Babysitters need to be _________.
✕
jabbing (MS)
Definition
to bring people or things
together
Synonym
collect, meet,
get-together
to do something without a anyway
plan or purpose
jumbled
willy-nillypoking,
to poke with something
prodding,
Word Relationships-Respond how 2 words are related:
How are conscientious and haphazard related?
Could someone who is curious be a nuisance?
✕ A determined person is someone who will get
things done but a person who is wavering is…
✕ Would a fragile plant survive in an artic region?
✕ Clap to show how much you would like having
your room described as “eerie.”
✕
Making Choices
Point to the word gathered on the chart.
Antonym
spread out,
distribute
Gestures
First, hold hands apart,
then intertwine
fingers.
precise, purposive Close eyes, twirl index
finger, then point.
controlled, still
pointed
pushing
Poke upper arm with
index finger.
signal (MS)
a sign that gives a
command
point, indicate,
gesture, sign
no indication
Raise hand with open
palm in STOP motion.
soothing (OV)
something that is calming
or comforting
relaxing, calming,
stressful, annoying Rub upper arm with
hand gently.
Word Associations: After presenting explanations for each vocabulary word, ask students to associate one of their
new words or phrase.
Turn and tell your partner….
!
Which word goes with working on a project with your group? (gathered) Why?
!
Which word goes with picking a candy out of a jar with your eyes closed? (randomly) Why?
!
Which word goes with getting an injection when you visit the doctor? (jabbing) Why?
!
Which word goes with the traffic lights on the road? (signal) Why?
!
Which word goes with cuddling your teddy bear when you feel upset? (soothing) Why?
"
Example:
“Pushing Up The Sky”
✕
✕
What would make a teacher say this to her class? “What a
clever class you are!”
What would a splendid day for a duck look like?
How might a cook show that they are an expert?
Tell me two things that might be catastrophic.
Robust Vocabulary
Unit 5 – Week 2_______
Words taken from Main Selection and Oral Vocabulary Cards
[email protected]
The king was miserable because…
Think of a time when you felt envious.
✕ Use three words in a short story.
"
I spent all of my allowance on those shoes.
I am counting a thousand pennies.
You are so lucky that I am on your team.
Generating situations, contexts and examples-
(e.g., concept maps, word maps, semantic maps)
Relating the definition to one’s own experience
Interaction Activities
✕
Word Associations-
#
Ways to provide varied and rich opportunities to practice:
▪ Making up a novel sentence with the word
▪ Classifying the word with other words
!
Example/Non-example Say: If what I say describes gathered, hold hands apart, intertwine fingers, and say gathered. If not, cross your
arms over your chest.
!
Teacher calls us to the rug.
!
Doing independent reading.
!
Having a birthday party
!
Writing a letter to a friend.
Point to the word randomly on the chart.
Say: If what I say describes randomly, Close eyes, twirl index finger, then point, and say randomly. If not, cross
your arms over your chest.
!
Answering questions on my reading test.
!
Rolling the dice during a game.
!
Pulling names out of a hat.
!
Choosing a new outfit for my birthday.
Point to the word jabbing on the chart.
Say: If what I say describes jabbing, poke upper arm with index finger, and say jabbing. If not, cross your arms
over your chest.
!
A friend pushing his pencil into your leg.
!
Petting your dog.
!
Eating a hot dog with a fork.
!
Putting a watch on your arm.
Questioning, Reasons, and Examples: students turn and talk with a partner.
! *A meeting at the boy scouts’ club. What word describes the
situation? Why? (gathered)
! *Choosing players for a game by picking names from a cup. Why?
(randomly)
! *Using the point of a pencil to get a tiny piece of paper out of the
corner. Why? jabbing) Relating Words:
Have students turn and talk with a
partner.
!
!
!
*The crossing guard telling you when to cross the road. Why? (signal)
!
!
!
*Floating in the swimming pool. Why? (soothing)
You see a group of children on a field trip. Is this an example
of randomly or gathered? (gathered) Why?
You pull sticks to see who will go first. Is this an example of
randomly or signal? (randomly) Why?
Your little brother pokes you in the eye. Would this be an
example of soothing or jabbing? (jabbing) Why?
You’re curled up on the couch with a blanket watching your
favorite T.V. show. Would this be an example of soothing or
gathered? (soothing) Why?
(Beck, et al, 2002; Nelson & Van Meter,2005)
!
How can I do this in therapy??
!
Variety of ways…
" Small group- 5 minutes each session
" Push- In
Video of technique- small group- This is a lot of work! I don’t have time!!
" Teacher Pay Teacher
" Google- Robust vocabulary- Treasures
Robust Vocabulary-Pushing Up the Sky
!
!
!
Why is this an effective vocabulary
intervention?
! Uses research based strategies
! Words selected in a clinically relevant way
! Provides explicit instruction
! Ties to life experiences of students
! Increased repetitions of the words
! Engages students with an emotional
response
How does this look?
!
My philosophy of practice…
"I
" Monday-
introduce vocab
" Tuesday- make study cards, book " Wednesday- interaction strategies
" Thursday- review game
" Friday- vocab quiz
tell my graduate students…
Use worksheets interactively- use the items
on a worksheet or resource book but think
of a fun or interacting way to do it.
Special Ed students- see you for a reason.
Don’t just re-teach the same way.
Teach in a different way.
Teach in an explicit and systematic way.
Teach in an engaging way.
!
Activities: Traditional!!
Concept definition
map
!
More Activities- Can you be interactive?
!
Linear Array
Venn diagram
Vocabulary Y chart
Word Map- synonym, antonym, examples,
non-examples
http://www.russell.k12.va.us/itrt/Dan%20Mulligan/
Vocabulary_Vitamins.ppt
http://
www.kayedstudio.c
om/1/post/2012/04/
ice-cream-conesynonyms.html
http://the-room-mom.com/
ranking-words/
https://www.teacherspayteachers.com/Store/Pam-Dalessandro
!
Making Books:
!
Word spinners
!
Word Maps
https://
www.pinterest.com/
source/
classroomfreebies.com/
http://eisforexplore.blogspot.com/
www.teachersnotebook.com
search?updatedmax=2012-05-08T14:50:00-07:00&
max-results=10
www.pinterest.com/source/
devotedtovocabulary.wordpress.com/
Vocabulary Cubes
Games Family Feud
!
!
“Word Nerd”- Lanyards Scramble
" Find
synonym
" Find anonym
" Match definition
!
Make your word a color-
!
Bang
" Say
definition
synonym/antonym
" Use in a sentence
" Categorize
" Give
Teacher calls players from each team to the front of the room to
decide which team will go first. Pose a question from the
survey template such as "Survey says . . . Which ______ can be
used for (insert vocabulary word)?" First correct answer
decides which team will play. The team continues until all
blanks are completed. If a team has three incorrect responses,
the opposite team has the opportunity to steal and obtain the
points for that round. Repeat process. Make sure that you have
plenty of prepared survey sheets so that all teams can
participate. You can determine how many points a team needs
to win. (Refer to the survey sheet for more info.)
Power Point Games:
Google PowerPoint game templates:
Jeopardy
Millionaire
Hollywood Squares
Learn Your Vocabulary
Murray County Schools- Georgia
!
Run to the Board
!
Match
http://www.scholastic.com/
teachers/top-teaching/2013/10/funand-easy-vocabulary-activities
Maintenance: the hardest part!!
Sparkling Gems
Split the class into 2 teams. Say
a definition, synonym, antonym
and students must race to the
board and write the word before
the other team.
!
Word Walls
Vocab on the move!
Word Watcher
http://
!
I have…who has…
mrsestblog.blogspot.com/
http://juiceboxesandcrayolas.blogspot.com/
2011/08/daily-3-word-work.html
!
Activities for Older Students:
!
KIM Strategy-across subjects:
Best Practices for Teaching Vocabulary to
ELL Students
Enable students to make connections between
their own information and new vocabulary
" Explicitly teach vocabulary– students need to be
informed as to what is expected of them and be
taught the skills in order to do that
" New vocabulary must be tied to student’ s
background
Voices from the Middle, Volume 13 Number 2, December 2005
"
Vocabulary Building Strategies: http://www.scps.k12.fl.us/curriculum/AcademicCore/
LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx
Strategies To Build Student Vocabularies, Grades 4-12
https://www.mcs4kids.com/documents%5Cmath%5Ck-6%5CInstructional%20Strategies
%5COn%20Target%20-%20Instructional%20Strategies%5CStrategies%20Vocabulary-Gr.
%204-12.pdf
!
Resources to help you focus and fine-tune your
vocabulary instruction:
"
"
"
"
"
Bringing Words to Life by Isabel Beck
Vocabulary Games for the Classroom by Lindsey Carlton and
Robert J. Marzano
Words, Words, Words by Janet Allen
Teaching Basic and Advanced Vocabulary: A Framework for
Direct Instruction by Robert J. Marzano
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/
marzanoresearch.com/media/documents/List-of-Tier-2-andTier-3-Terms-for-ELA-and-Math.pdf Vocabulary from the
Common Core
ELL students need much more exposure to new
vocabulary than their native-English-speaking
classmates (August & Shanahan, 2006).
" Pick words that are essential to comprehension
of text/passage.
" Be multi-sensory. Be sure to build phonological
representation often. “Say______.” Have
students write words down to visualize. Explicit links to previously taught text/words should
be emphasized to activate prior knowledge. Review
relevant vocabulary that was already introduced, and
highlight familiar words that have a new meaning.
✕ Use visual techniques/media to assist in learning
new words. (Role play, videos, pictures, photos,
graphic organizers, maps and graphs)
https://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary
%20across%20the%20curric.pdf
READING COMPREHENSION
!
Now that we know how to teach vocabulary
explicitly, how about reading comprehension?
" Preschool,
✕
I WAS SHOCKED! WHY?
!
!
Kindergarten, First Grade-
I looked at the tests/quizzes.
Our kids do poorly because…
" The
✕
" The
!
tests are poorly constructed-
“best answer”
" The
grade and above- do you get stuck?
Conversational language
✕ Traditional speech language skills
✕
August, D., & Shanahan, T. (Eds.). (2006). Executive summary. In Developing literacy in second-language learners:
Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.
Traditional speech language skills are still developing(retelling, answering wh-questions, sequencing,
grammar, sentence structure)
" Second
Select words that are critical for
understanding the text or material. "
✕
Teaching Vocabulary Across the Curriculum: Resources
!
vocabulary is vague
questions are worded poorly
Modify tests?– children on IEP’s
" Chapter
tests could be modified but not unit tests
WAS MY THERAPY AT A SIMILAR LEVEL
HOW DO I PLAN THERAPY
NO!! I was not expecting enough out of my students.
! If we want to help our students be successful in
school then we must elevate our expectations!
! Playing card therapy- use narrative and
informational text that the students are
expected to comprehend and teach strategies
that students are expected to apply.
!
THINK ABOUT MULTI -SENSORY
WHAT I LEARNED
!
!
!
Bridge Building- what we do!
Speaking
Listening
Reading
Writing
Text
Curriculum
Regular Ed
!
!
!
!
!
!
!
Comprehension
Student’s skills
Special Ed
Similar Philosophy- gradual release of
responsibility, kids having fun, lesson with a
concrete focus, many opportunities for practice,
multi-sensory lessons.
!
!
CURRICULUM MAP/PACING GUIDE
Use curriculum map/pacing guide to find
language skills that teachers were expected to
target for that week.
Obtain test to see what skills are highlighted in
test.
Use classroom text or related text that can
support skill being taught.
Start with an anchor lesson (concrete/not within a
text)
Move to practicing skill within classroom text or
story chosen for particular skill.
“Reading is thinking”
Comprehension skills- metacognition, schema,
inferring, questioning, determining importance,
visualizing and synthesizing
Use the same language as the teacher
Engagement activities-
Turn and talk
“Eye to eye and knee to knee”
" Cooking, Music, Art, Movies,
" Vote with your body
"
"
TANNY MCGREGOR
“Through the concrete the abstract becomes
real.” ! Anchor lesson- no text, no writing, no
worksheets
! Model, scaffold and talk… then add music,
art, competition and real sensory
experiences= deep thinking and
comprehension
!
THINKING STEMS- MYLIFEACCORDINGTOPINTEREST.COM
SCHEMA
!
Thoughtful readers make connections, and
retrieve and activate prior knowledge.
INFERENCING
!
" Schema-
lint roller- we “pick up and hold onto”
new information to expand our schema
QUESTIONING
!
Thoughtful readers generate questions
before, during and after reading.
" Develop
the value of wonder and curiosity.
incubate long after the book is
" “Questions
closed.”
DETERMINING IMPORTANCE
!
Thoughtful readers sift out relevant and
useful information.
Thoughtful readers draw conclusions, make
predictions and form interpretations.
" “Cite
your evidence”
bag of garbage
" Inferring-
VISUALIZING
!
Thoughtful readers create mental images
supported by the five senses.
" Pass
around objects to touch.
students smell cotton balls with familiar
liquids.
" Listen to a specific passage and draw the item or
scene that is being described.
" Visualizing- “movies in your mind”
" Have
SYNTHESIZING
!
Thoughtful readers continually change their
thinking in response to text.
“The bigger I get, the bigger my thinking gets.”
“I grow and change and so does my thinking.”
“When I read new stuff I just add it to the other stuff I already know.”
MORE ACTIVITIES
!
!
Inferring Suitcases, Advertisements
FROM TRADITIONAL TO CURRICULUM FOCUS
ACTIVITIES…MULTI-SENSORY AND ENGAGING
Traditional:
Focus
Vocabulary
Main idea
Cause/Effect Compare/Contrast
Sequence
!
Curriculum
" Author’s
MORE ACTIVITIES
!
Inferring Poems
Show and Tell- how I teach- crafts
Purpose- P.I.E
Making connections
Mental Imagery
Questioning
Determining Importance
Synthesizing
Inferring
MORE ACTIVITIES
!
Cooperative Learning/Games
Cause/Effect Fact/Opinion
Fact Finder Race
MORE ACTIVITIES
!
Determining Importance-main idea posters, photos
MORE ACTIVITIES
!
Mental Imagery/Visualizing
TRY SEEING STUDENTS DIFFERENTLY
See in larger groups
See more times per week
! Co-teach, Push-in or Pull-out- but don’t be
an aide
! Work on skills that they need to survive in
school, but that are still within our S/L focus.
! Teach engaging, interactive, multi sensory!
! Make a difference in their grades!
!
!
WHAT DOES THIS LOOK LIKE?
!
!
!
!
!
Monday- teacher introduced vocabulary and
started reading story selection
Tuesday- Robust vocab- 5-10 minutes, continue
to read story or summarize, retell, sequence.
Wednesday- 5-10 min robust vocab, work on
reading comprehension skill or grammar skill
Thursday- same as Wed
Friday- test, I saw…one time a week kids, push-in
kindergarten class, other disorders (fluency).
BENEFITS
DRAWBACKS
!
Teachers (both ways)
Administration
! Parents
! More time to do administrative duties,
testing, planning
! Quality instruction
! More fun!
!
!
!
Planning, planning, planning
Learning curriculum
! Being out of your room- organization,
transition quickly, teachers that have trouble
sharing.
WHAT STUCK WITH YOU TODAY?
!
I hope you learned one thing that stuck with
you today that you might try soon!
LISA WILLIAMSON
!
Thank you!! !
[email protected]