Explicit Instruction
Webinar #3
Designing Lessons –
Vocabulary and Skills
Presented by: Gina Hopper, Former SESTA Director
With permission from Dr. Anita A. Archer
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Permission &
Acknowledgements
• The content of this session is expanded in Chapter 3 of this book:
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient
Teaching. NY: Guilford Publications.
• Videos that illustrate explicit instruction can be found on this website.
www.explicitinstruction.org
• The slides in this presentation were designed by Anita Archer and modified as
needed by the trainer, Gina Hopper.
Special thanks to the Idaho Department of Education, Special Education Division and
Boise State University’s, The Center for School Improvement and Policy Studies.
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Purposes of Session
Participants will be able to:
1. Select vocabulary for explicit instruction.
2. Provide student-friendly explanations.
3. Develop examples and non-examples for
vocabulary instruction.
4. Design basic lessons for teaching vocabulary.
5. Design elaborated lessons for teaching more
difficult concepts.
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1
Characteristics Effective Vocabulary Instruction
1. Instruction is clear and unambiguous.
2. Instruction involves presentation of word
meanings and contextual examples.
3. Multiple exposures to the word are
provided.
4. Sufficient instructional time is devoted to
vocabulary instruction.
5. Students are actively engaged in vocabulary
instruction.
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Explicit Vocabulary Instruction
• Preliminary evidence suggests that as late as
Grade 6, about 80% of words are learned as
a result of direct explanation, either as a
result of the child’s request or instruction,
usually by a teacher.
(Biemiller, 1999)
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Preparation for Explicit Vocabulary
Instruction
1.
Select words for explicit instruction
2.
Develop or adopt student-friendly
explanations
3.
Develop examples and non-examples
for introducing word or for checking
understanding
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Explicit Vocabulary Instruction
Selection of Vocabulary
• Select a limited number of words for robust,
explicit vocabulary instruction.
• Three to ten words per story, portion of story,
or section of a chapter.
• Briefly tell students the meaning of other
words needed for comprehension .
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Explicit Vocabulary Instruction
Selection of Vocabulary
• Select words that are unknown
• Select words that are critical to passage understanding
•
Select words that students will encounter in future
(Stahl, 1986)
• Focus on Tier Two words (Beck & McKeown, 2003)
• Academic Vocabulary
• Select words that are more difficult to obtain
• Words having an abstract versus concrete reference
• Words with unknown concept (most have a synonym, but these do
not initially)
• Words not adequately explained within the text
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Selection of Vocabulary
(Beck & McKeown, 1985)
• Tier One - Basic words
• chair, bed, happy, house
• Tier Two - Words in general use, but not common
General Academic Vocabulary
• concentrate, absurd, fortunate, relieved, dignity,
convenient, observation, analyze, persistence
• Tier Three - Rare words limited to a specific
domain
Background Vocabulary
• tundra, perimeter, igneous rocks, constitution,
area, sacrifice fly, genre, foreshadowing
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Practice Activity
Select words for robust, explicit instruction
First Graders
Read Aloud
The Tortoise and the Jackrabbit by Susan
Lowell, Illustrated by Jim Harris
tortoise
springtime
drowsy
desert
patiently
volunteered
mesquite
noticed
prove it
verbena
snoozing
silent
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Practice Activity
Select words for robust, explicit instruction
Fifth Graders
The Family Under the Bridge by Natalie
Savage Carlson
Preparation for reading Chapter 1.
monsieur
cathedral
can’t abide
dignity
cowered
gratitude
hidey-hole
fastidious
hyacinths
adventure
loitering
roguish
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Practice Activity
Select 5 words for robust, explicit instruction
Passage: Breaker’s Bridge
Words: *Selected for instruction in manual.
Reading Level: Eighth Grade
Series: Prentice Hall
obstacle*
district
amplify
writhing*
gorge
Imperial*
piers*
miniature
emerged
executioner*
defeated
insult
immortals
desperation
deposited
emperor
supervising
deadline
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Preparation - Student-Friendly Explanations
• Dictionary Definition relieved (1) To free wholly or partly
from pain, stress, pressure; (2) To lessen or alleviate, as pain or pressure
•
Student-Friendly Explanations
(Beck, McKeown, & Kucan, 2003)
•
•
Uses known words
Easy to understand
•
You feel relieved when something that was difficult is
over or never happened at all.
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Preparation - Student-Friendly Explanations
•
Dictionary Definition
•
•
Attention - 1.) the act or state of attending through applying the
mind to an object of sense or thought
2.) a condition of readiness for such attention involving a selective
narrowing of consciousness and receptivity
Dictionary for English Language Learners
(Collins COBUILD School Dictionary of American English)
If you give someone or something your attention,
you look at them, listen to them, or think about them
carefully.
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Dictionaries for English Language Learners Online
www.collinslanguage.com
definitions and oral pronunciations
www.ldoceonline.com
definitions (oral pronunciations on CD)
www.learnersdictionary.com
definitions and oral pronunciations
Don’t know the pronunciation of a word, go to www.howjsay.com
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Practice Activity
Student-Friendly Explanations
Dictionary Definition
Student-Friendly Explanations
disgusting - to cause to feel
When something is disgusting,
disgust; be sickening, repulsive, you really dislike it. It can
or very distasteful to
almost make you sick.
fragile - easily broken,
damaged, or destroyed
If something is fragile, it can be
broken or damaged easily.
gratitude - a feeling of thankful
appreciation for favors or
benefits received
loitering - to linger in an
aimless way; spend time idly
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Designing Examples and Non-examples
Step 1: Examine the definition and determine the
critical attributes or parts of the definition
• Glossary Entry
foreshadowing. Foreshadowing is the author’s use of clues to hint at
what might happen later in the story. Writers use foreshadowing to
build their readers’ expectations and to create suspense.
• Critical Attributes
foreshadowing
• Author’s procedure
• Use of clues
• Hints at what might happen later in the story
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Designing Examples and Non-examples
• Glossary Entry
Perpendicular lines. Two lines that intersect to form a right angle.
• Critical Attributes
Perpendicular lines
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Designing Examples and Non-examples
Step 2. Design examples in which all attributes are
present
•
Foreshadowing
• Author’s procedure
• Use of clues
• Hints at what might happen later in the story
Early in the story about Blue Cloud, the author indicated that Dakota babies
are taught not to cry. Later in the story, the baby who was lost in the grass
did not cry, making it impossible to locate the baby. This is an example of
foreshadowing. The author gave us hints about what might happen later in
the story.
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Designing Examples and Non-examples
Step 2. Design examples in which all attributes are present
Perpendicular
• two lines
• intersect
• form right angle
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Designing Examples and Non-examples
Step 3. Design non-examples in which some,
but not all, critical attributes are missing
Foreshadowing
• Author’s procedure
• Use of clues
• Hints at what might happen later in the story
Early in the story about Blue Cloud, the author told about the Dakota tribe
moving to a new location. This is NOT an example of foreshadowing. The
author is telling what is happening, but is not giving hints about what will
happen later in the story.
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Designing Examples and Non-examples
Step 3. Design non-examples in which some,
but not all, critical attributes are missing.
Perpendicular lines
• two lines
• intersect
• form a right angle
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Video #1—Retrieve Video from
www.explicitinstruction.org
(Choose Elementary or Secondary Grades 2,
6, or 8) Practice what is implemented well.
Steps in instructional routine
Good practices
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Basic Lesson Design Vocabulary
Step 1. Introduce the word
a)
Write word on board or display on screen
b)
Read word and have students repeat word
c)
If word is difficult to pronounce or unfamiliar have
students repeat word a number of times
Introduce the word with me
“ This word is compulsory. What word?”
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Basic Lesson Design Vocabulary (continued)
Step 2. Introduce meaning of word
Option # 1. Present a student-friendly explanation
a)
b)
Tell students the explanation OR
Have them read the explanation with you
Present the definition with me.
“When something is compulsory, it is required and
you must do it. So, if it is required and you must do it,
it is _______________.”
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Basic Lesson Design Vocabulary (continued)
Step 2. Introduce meaning of word
Option # 2. Have students locate definition in glossary or text
a)
Have them locate the word in the glossary or text
b)
Have them break the definition into the critical attributes
Glossary Entry: Industrial Revolution Social and economic changes in
Great Britain, Europe, and the United States that began around 1750
and resulted from making products in factories
Industrial Revolution
o
Social & economic changes
o
Great Britain, Europe, US
o
Began around 1750
o
Resulted from making products
in factories
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Basic Lesson Design Vocabulary(continued)
Step 2.
Introduce meaning of word
Option # 3.
Introduce word using morphemes (meaningful
parts of word)
o
autobiography
auto = self
bio = life
graph = letters, words, or pictures
o
dehydration
hydro = water
o
inspection
spect = see
o
telephone
tele = distant
phone = sound
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Basic Lesson Design Vocabulary (continued)
Step 3. Illustrate the word with examples
a) Concrete examples
- Object
- Act out
a) Visual examples
b) Verbal examples
(Also discuss when the term might be used and who might use the term.)
Present the examples with me.
“Coming to school as 8th graders is compulsory.”
“Stopping at a stop sign when driving is compulsory.”
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Basic Lesson Design Vocabulary (Continued)
Step 4.
Check students’ understanding
Option #1.
Firm up with choices
Check students’ understanding with me.
If something is compulsory is it required or not required? required
If something is compulsory can you choose to not do it? Yes or No? no
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Step 4.
Option #2.
Basic Lesson Design Vocabulary (continued)
Check students’ understanding
Have students discern between
examples and non-examples
Check students’ understanding with me.
Tell me compulsory or not compulsory
Attending school as 8th graders
compulsory
How do you know it is compulsory? It is required
Going to college when you are 25 not compulsory
“Why is it not compulsory?” It is not30required. You get to choose to go to college.
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Basic Lesson Design Vocabulary(continued)
Step 4. Check students’ understanding
Option #3. Have students generate examples
Check students’ understanding with me.
There are many things at this school that are compulsory.
Think of things that are compulsory.
Talk with your partner. List things that are compulsory at
this school.
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Basic Lesson Design Vocabulary (Continued)
Step 4.
Check students’ understanding
Option #1. Ask deep processing questions
Check students’ understanding with me.
Many things become compulsory. Why do you think
something becomes compulsory?
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Basic Lesson Design Vocabulary
I do it
1.
2.
3.
Introduce the word
Present a student-friendly explanation
Illustrate the word with examples
You do it
4.
Check students’ understanding
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Practice Activity:
Teaching Critical Vocabulary
(Example A)
1. Introduce the word.
This word is migrate. What word?
2. Introduce the meaning of the word.
Present a student-friendly explanation.
When birds or other animals migrate, they move from one place to
another at a certain time each year.
So if birds move to a new place in the winter or spring, we say that
the birds _________________. Animals usually migrate to find a
warmer place to live or to get food.
3. Illustrate the word with examples.
Sandhill Cranes fly from the North to the South so they can live in a
warmer place. Sandhill Cranes _______________.
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Practice Activity:
Teaching Critical Vocabulary
(Example A continued)
The wildebeests in Africa move to a
new place so that they can find
water and grass. Wildebeests
_______.
4.
Check students’ understanding.
(Deep processing question.)
Why might birds migrate? Tell your
partner. Start by saying: One reason
birds migrate is __________. (Monitor
and coach. Then call on individuals.)
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Practice Activity: Teaching Critical Vocabulary
(Example B)
1.
Introduce the word.
This word is survive. What word?
2.
Introduce the meaning of the word. Present a student-friendly
explanation.
When people or animals don’t die when things are very bad or dangerous,
they survive. So if people or animals don’t die when things are bad,
they____________.
3.
Illustrate the word with examples.
Look at the people on this river. It is very dangerous.
However, they don’t get hurt or die, they __________.
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Practice Activity:
Teaching Critical Vocabulary
(Example B continued)
4.
Check students’ understanding.
(Examples and non-examples)
Get ready to tell me if this group would survive.
If the winter was very cold and all food was buried under the snow, would
whooping cranes survive?________ Ones, tell your partner why they
wouldn't’t survive.
If whooping cranes had plenty of food and the weather was warm, would
they survive? __________ Twos, tell your partner why they would
survive?
(Deep Processing Questions)
If a rabbit was being chased by a coyote, what could the rabbit do to
survive? (Give thinking time.) Ones, tell your partner. Begin by saying: The
rabbit could survive by ________________.
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Practice Activity:
Teaching Critical Vocabulary
(Example C)
1.
Introduce the word.
This word is abundant. What word? ___________.
Again, _____________. Abundant is an adjective.
2.
Introduce the meaning of the word.
Present a student friendly explanation.
When you have an abundant amount of something, you have plenty of
something. So, if you have plenty of something, you have an amount that is
______________________.
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Practice Activity:
Teaching Critical Vocabulary
(Example C continued)
3.
Illustrate the word with examples.
If you have lots of food in your house, you have abundant food.
If you had a huge supply of paper, you would have _______ _________.
If you had enough pencils for everyone, you would have _____ _______.
If you had more than enough money to live on, you would have _____
_______.
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Practice Activity:
Teaching Critical Vocabulary
(Example C continued)
4.
Check understanding. (Examples and non-examples)
Get ready to tell me if this would be abundant. Say abundant or
not abundant.
If you had 2 pencils for the year? Not abundant
If you had 40 pencils for the year? Abundant
If the class had 800 books? Abundant
If the class had 30 books? Not abundant
If the family had enough food for one day? Not abundant
If the family had enough food for 3 months? Abundant
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Practice Activity:
Teaching Critical Vocabulary
(Example D)
1.
2.
Introduce the word.
This word is virtue. What word? ___________.
Again, _____________. Virtue is a noun.
Introduce the meaning of the word.
Present a student-friendly explanation.
When someone has a really good quality like honesty, that quality is a
virtue. So when someone has a really good quality, that quality is called
a ________________________.
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Practice Activity:
Teaching Critical Vocabulary
(Example D)
3.
Illustrate with examples. (And non-examples)
Being honest is a virtue. Lying in not a virtue.
Being kind is a __________. Being mean is not a _________________.
Being generous is a ____________. Being greedy and not sharing is not a
______.
Being reliable is a ______________. Being inconsistent so that people can not
count on you is not a ______________.
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Practice Activity:
Teaching Critical Vocabulary
(Example D)
4.
Check understanding.
Make a T chart on your paper. Now, label the columns ‘virtue’ and ‘not virtue’.
With your partner, write in a virtue and then the opposite of that virtue. Let’s read
my ideas first.
_____Virtue _____________
Virtue___________
____________ Not a
patient
impatient, feeling annoyed
responsible
irresponsible, careless
orderly
messy
courageous
scared
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Practice Activity:
Teaching Critical Vocabulary
(Example E)
Step 1: Introduce the word.
This word is analyze. What word?
Analyze is a verb, an action of people.
Step 2: Introduce the meaning of the word.
Provide a student friendly explanation.
When you analyze something, you carefully think about it in detail
so that you can explain it. If you carefully think about something in
detail so you can explain it, you _____________________.
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Practice Activity:
Teaching Critical Vocabulary
(Example E continued)
Step 3. Illustrate with examples
For example, when you carefully examine data from a science
experiment, you ________________________.
When you examine carefully a graph in social studies, you _______.
When you carefully compare two meal plans for their
nutritional value, you ________________________.
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Practice Activity:
Teaching Critical Vocabulary
(Example E continued)
Step 4. Check understanding
Think, what are some things that you analyze in school.
(Provide thinking time.) Ones, tell your partner something
that you analyze in school. Start by saying: One thing that
I analyze in school is ______.
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Practice Activity:
Teaching Critical Vocabulary
(Example E continued)
Word Family – Relatives
(Display words on screen.)
Let’s read some words related to analyze. Echo read the words.
analyze
analyzing
analyzed
analysis
analyzable
analyzer
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Practice Activity:
Teaching Critical Vocabulary
(Example E continued)
These words are in the same word family as analyze. When I
touch the word, please say it.
(Display paragraph on screen.)
When we examine the results of a science experiment, we
analyze the results. Thus, analyzing experimental results is an
important task in science class. In the past, you analyzed data
in science class. You often had to write up your analysis. If the
results were easy to explain, the results were analyzable. When
you analyzed the results, you were the analyzer.
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Practice Activity:
Teaching Critical Vocabulary
(Example E continued)
Synonyms
Working with your partner, generate a list of words that are synonyms for analyze. You
may use your dictionary, thesaurus, or electronic reference sources.
Students suggest:
examine
explore
think
study
contemplate
look over
inspect
check
investigate
monitor
scrutinize
assess
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Practice Activity:
Teaching Critical Vocabulary
(Example F)
Step 1: Introduce the word
This word is category. What word?
Category is a noun.
Step 2: Introduce the meaning of the word
Provide a student-friendly explanation
When you have a category, you have a group of people or things that
have the same characteristic. They form a category.
So, when you have a group of people or things that have the same
characteristic, they form a ______________________.
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Practice Activity:
Teaching Critical Vocabulary
(Example F continued)
Step 3. Illustrate with examples
For example, you could divide people into two groups by gender, male and
female. Each gender would be a ______.
You could divide people into groups by race. Each race would be a ________.
You could divide people into groups by religion. Each religion would be a ____.
You can can also divide things into categories. For example, you could divide
cars into categories by make, color, year produced, size of engine, etc. Each of
these would be a _________.
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Practice Activity:
Teaching Critical Vocabulary
(Example F continued)
Step 4. Check understanding
I will tell you one category. You tell your partner another category.
People. Female. Another category? (male)
Books. Fiction. Another category? (Non-fiction, reference, poetry, etc.)
Political Parties. Republican. Another category? (Democrat, Independent)
With your partner, list sets of categories that students can be grouped in. For example, the
categories boys and girls The categories of blue-eyed, green-eyed, brown-eyed, other.
Only school appropriate and respectful categories please.
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Practice Activity:
Teaching Critical Vocabulary
(Example F continued)
Word Family - Relatives
Let’s read some words related to the word category.
Echo read the word and part of speech.
(Display words on screen.)
•category n
•categorizing v
•categories n
•categorization n
•categorize v
•categorical adj
•categorized v
•categorizer n
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Practice Activity:
Teaching Critical Vocabulary
(Example F continued)
This words are in the same word family as category. When I touch the
word, please say it.
There is not just one category of trees. Trees can be put into two
categories. You can categorize trees as deciduous and
evergreen. Trees are often categorized in this manner.
You will find that this system of categorization is
found in most books on the subject. When you determine the
type of trees in your community, you would be a categorizer.
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Practice Activity:
Teaching Critical Vocabulary
(Example F continued)
Synonyms
Working with your partner, generate a list of words that are synonyms for category. You may
use your dictionary, thesaurus, or electronic reference sources. Students suggest:
class
group
type
variety
breed
brand
sort
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Review meanings of critical, unknown
vocabulary words
Review the words using a “word association” activity.
Words written on board or display on screen:
1. enemy 2. disgusting 3. invited 4. relieved
I am going to tell you about a word. Form the number on your desk.
When I say show me, hold up your hand.
Someone that you hate, might be an _______.
A food that makes you sick would be _________.
When a test is over, you often feel _________.
When you are asked to a party, you are _____.
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Vocabulary Instruction
Extensions
1.
Introduce the part of speech
2.
Introduce synonyms (same), antonyms (opposite),
homographs (same spelling - different meaning)
3.
Tell students when and where the word is often
used
4.
Introduce the etymology (history and/or origin) of
the word
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Vocabulary Instruction
Extensions
5. Introduce students to other members of word family
conform
wild
conforms
wilderness
conformed
conforming
conformist
protest
non-conformist
Protestant
non-conforming
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Vocabulary Logs
• Have students maintain log of vocabulary to facilitate study
and review.
• What can be recorded on a vocabulary log?
• Word
• Student-friendly explanation
• Any of these options
• Sentence to illustrate the word’s meaning
• Examples and non-examples
• An illustration
• In lower grades, create a group log on flip chart.
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Word Walls
• Create a word wall in your classroom
• Post a reminder of the context
• Copy of the cover of the read-aloud book
• Copy of the first page in the story
• The topic in science or social studies
• Post the vocabulary words
• Incorporate the words into your classroom language
• Encourage students to use words when speaking and
writing
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Video #2
Steps in instructional routine
Good practices
61
Elaborated Lesson Design
Vocabulary and Concepts
I do it.
1. Introduce the word
2. Present student-friendly explanation
3. Illustrate the word with examples and non-examples
We do it.
4. Guide students in analyzing examples and nonexamples using critical attributes
You do it.
5. Check students’ understanding
62
Elaborated Lesson Design - Vocabulary
Step 1. Introduce the word
a)
b)
Write the word on the board or display on screen
Read the word and have the students repeat the word
If word is difficult to pronounce or unfamiliar have
students repeat word a number of times
Introduce the word with me.
Our first vocabulary term is perpendicular lines. What
vocabulary term? perpendicular lines
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Elaborated Lesson Design - Vocabulary
(continued)
Step 2. Introduce meaning of word
Present or have students determine critical
attributes
Display on screen : perpendicular lines
- two lines
- that intersect
- to form a right angle
Let’s look at the meaning of perpendicular lines. This vocabulary term refers
to ___________. Two lines that _________ (intersect) to form a _______.
right angle.
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Elaborated Lesson Design - Vocabulary
(continued)
Step 3. Illustrate word with examples and non-examples
These lines are perpendicular.
There are 2 lines that intersect and form a right angle.
These lines are perpendicular.
There are 2 lines that intersect and form a right angle.
These lines are not perpendicular.
The lines do intersect but they do not
form a right angle.
These lines are not perpendicular.
The lines do not intersect.
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Elaborated Lesson Design - Vocabulary
(continued)
Step 4. Guide students in analyzing examples and non-examples using
the critical attributes
Display on screen : perpendicular lines
- two lines
- that intersect
- to form a right angle
Display examples and non-examples on screen
Ask students questions to assist them in discerning between examples and
non-examples. Are there two lines? Do the lines intersect? Do they intersect at a 90
degree angle?
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Elaborated Lesson Design - Vocabulary
(continued)
Step 5.
Check students’ understanding
Option #1.
Have students discern between
examples and non-examples
Example
Are these lines perpendicular? Yes
Ones, tell your partner why these lines are
perpendicular.
Non-example
Are these lines perpendicular? No
Twos, tell your partner why these lines are
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not perpendicular.
Elaborated Lesson Design - Vocabulary
(continued)
Step 5. Check students’ understanding
Option #2. Have students generate examples and non-examples
On your paper, make a T chart.
Label the left column “perpendicular lines” and the right column “NOT”.
Draw examples and non-examples in the columns. Examine your partner’s
chart. Be sure that the examples are perpendicular and the non-examples are
not perpendicular.
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Elaborated Lesson Design - Vocabulary
(continued)
Step 5. Check students’ understanding.
Option #3. Ask deep processing questions.
Perpendicular lines are very important when you do some home projects.
Think for a moment when knowledge of perpendicular lines would be
critical.
Share your ideas with your partner.
(Teacher monitors and records ideas on paper or overhead transparency. Then,
the teacher shares ideas with class.)
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Conclusion
“Words are all we have.”
Samuel Beckett
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Questions
24