We'll be looking at some of the work of Isabel Beck, Mckeown, and Kucan as we look at developing

Transcription

1 PAM KASTNER: Welcome, and hello. My name is Pam Kastner. I'm an educational consultant here at PaTTAN Harrisburg, and today I will be offering the third and final presentation in this three- part series focusing on building a system of effective, academic vocabulary instructional practices. This session will focus on high quality vocabulary instruction and generalization of the first two parts of this series into classroom practice. It is important that you view the two previous sessions of this series in order to gain an understanding of how one builds a system of effective vocabulary instruction. Skipping the other components of this series, we'll leave you with an incomplete understanding of systems change. Let's begin. In order to become engaged using this type of media, one must be responsible for participating either with those in the room in the viewing of this presentation or by active engagement. For example, by taking notes and following along in this PowerPoint. If you have not downloaded the PowerPoint presentation and the handouts, we recommend that you do that at this time. Following along with the PowerPoint and taking notes and having those handouts ready will make this presentation go much more smoothly. This is the mission of the Pennsylvania Training and Technical Assistance Network, it is to support the efforts and initiatives of the Bureau of Special Education and to build the capacity of local educational agencies to serve students who receive special education services. Our goal for each child is to ensure that the individualized education program teams begin with the general education setting with the use of supplementary aids and services before considering our more restrictive environment. I would like to focus on the graphic organizer now. This is in your handout packet. If you've seen video series one and training series two, you have had seen this before. This graphic organizer visually depicts the organization of the three key big ideas in this full series of presentations. This graphic organizer was developed to assist you in making connections between and among the concepts being presented in each of the presentations. As I noted previously, this presentation is part of a three- part series for building a system of effective, academic vocabulary instructional practices. Part one, as you can see on the left, is foundational concepts, and it was conducted by PaTTAN education consultant, Wendy Farone. Part two is systemic vocabulary instruction presented by PaTTAN education consultant, Leanne Weinberger. And finally part three of this presentation focuses today on high quality vocabulary instruction. In part one, we discussed foundational concepts resulting in effective academic vocabulary instructional practices that are necessary for building a system of excellent instruction and vocabulary. We next shared about the systemic infrastructure for building a consistent vocabulary instruction. And now today we'll 1

2 talk about the lynchpin of this whole discussion, high quality vocabulary instruction at the classroom level, but also always keeping in mind that we're looking at the school and district level to ensure that this is a systems approach to vocabulary instruction. Please take handout that is called high quality vocabulary instructional audit form. This form is a form that you'll be looking at through the course of this training series and specifically through this video training series. You have gone through the other elements with Wendy Farone and Leanne Weinberger, and you'll note that the first area that we're going to be looking at with the arrow pointing to it is the quality of student- friendly definitions. We'll begin this section by asking you to take a look at this area. And when we are through with the student- friendly definition area, we will be asking you to reflect, rate, and assess where you and your system are in regard to this particular element. We will be going through each of these elements through the course of this training series. Again, this handout describes the research synthesis by the National Reading Technical Assistance Center which you see in the right hand corner. They did a research synthesis on best and evidence- based vocabulary instructional practices. The element on the left tells you what it looks like. It's the what. And on the right hand side, you'll see the action, it's called the how. So if you see a gap in your instruction in regards to student- friendly definitions, which is a research best practice for both vocabulary instruction. On the right, you'll see an action that you could choose to take to meet that gap, which would be developing student- friendly definitions which is going to be our first focus area today. We'll be looking at some of the work of Isabel Beck, Mckeown, and Kucan as we look at developing student- friendly definitions. If you were to ask teachers in regard to how they introduce a word, there's a high probability that the word definition would be one of their first responses. Indeed, definitions are synonymous with vocabulary instruction, but rich and robust vocabulary instruction requires much more than looking up definitions in a dictionary. The reality is that the research shows that asking students to look up words in the dictionary for its definition in and of itself is not an effective practice for learning word meanings. When words are introduced in the classroom, they are likely to be introduced before a text is read. The reasoning behind this is to make unfamiliar words available to students when they encounter them as they read. As students read text independently introducing word meanings that are important to comprehension before reading is a reasonable choice. Certainly this makes sense in contrast to waiting till after the students have read to introduce the words. But just providing information, even meaningful explanations will not result in deep and sustained knowledge of a word. Multiple encounters over time are called for if the goal is more than temporary surface level understanding and if new words are to become permanently and flexibly fixed and represented in 2

3 students' vocabulary repertoires. Beck, Mckeown, and Kucan offer two principles, basic principles, in terms of student- friendly definitions. For clarification, student- friendly definitions offer examples, explanations, or contextual sentences that could be used to build meaning with more explicit context. Synonyms are one way to connect definitions of new words to what students already know. Student- friendly definitions offer deep understanding of the word in focus and use it in context. They explain the word in everyday language and characterize it and contextualize it to what the students will be reading. Beck offers a dictionary definition of a word that students will be encountering in a read aloud text. The word she focuses on is on the word dazzling, and she compares a dictionary definition as well as a student- friendly definition which you see on the PowerPoint. The dictionary definition describes dazzling as bright enough to deprive someone of sight temporarily. But the student- friendly definition focuses on a sentence that's contextual to the read aloud. If something dazzling, that means that it's so bright that you can hardly look at it. We feel that a student- friendly definition, and the research shows, gives more access to the students' meaning of the word. In addition to using dictionaries that are helpful for developing a student- friendly - - oh, going to have to fix that. Sorry, John. In developing student- friendly definitions in the book, Bringing Words to Life, Isabel Beck compares a dictionary definition with a student- friendly definition. She indicates that creating student- friendly definitions are often not so easy, so we're going to offer you some resources for that. But let's take a look at the word dazzling on this slide. This is a word that was going to be introduced in a read aloud, and Beck compares a definition from the dictionary to a student- friendly definition. The dictionary definition, you'll see at the top, is bright enough to deprive someone of sight temporarily. But the student- friendly definition that was developed to bring more access to students' learning is, if something is dazzling, that means it so bright that you can hardly look at it. The dictionary definition is really an opaque definition. It's very difficult for kids to gain meaning from it. But that student- friendly definition has more transparency to it. It really makes it accessible to kids' learning and to apply it to what they're going to read. Some excellent resources for you to access if you are having some difficulty creating student- friendly definitions are the Collins Cobuild New Student Dictionary and also the Longman Dictionary of Contemporary English. The nice thing about the Longman Dictionary of Contemporary English is that it's available online, and that URL address is at the bottom there. And it's a great resource. And we'll be looking at that and more in depth a little bit later in this training. Let's look at a dictionary definition again. Here's one for the word relieved. I want to give you a moment to read that. And then let's look at that student- friendly definition. When something that was difficult 3

4 is over or never happened at all, you feel relieved. That may be how I feel when this is done. So that is exactly a very contextual definition. Which definition do you think would serve students better? It will be the student- friendly definition. This is just again a reminder that looking up words in the dictionary is really an ineffective practice. You want to make those words more accessible to students. Here's another one. A second example for the word attention. That student- friendly definition really provides much more access to students' deeper meaning of the word attention than that dictionary definition, I think you would agree. Okay, now in a train that we would have here at PaTTAN, we often provide a training model called I do, we do, you do, which really is a gradual release of responsibility model. In this form, we won't be able to engage particularly in that type practice, but we wanted to have this here for you so if you were doing this back in your school district, that you'd have a tool to then engage in some practice of creating some student- friendly definitions. So what you can see for this handout is that we have dictionary definitions for words that are common and likely, elementary school, upper elementary school likely. And they are the words loitering, gratitude, fragile, and disgusting. And what you can see on the left hand side is some dictionary definitions, and some of them are better than others. But developing student- friendly definitions will give the students more access. And actually once the teachers have been doing those, they can actually even possibly work with kids to do them as well, certainly in partner groups, and then that gradual release of responsibility. So typically what we would do is I would do one and then at a training, we would do one together. And then I would release that responsibility for the participants to do one on their own. So for example in loitering, if I were working with a group of students, I would use that Longman Dictionary of Contemporary English online, which I did. And what I did, this is what the student- friendly definition that came up, to stand or wait somewhere, especially in a public place without any reason. And then I had the words hanging out and hanging around. And so likely that will give students more access and understanding to that word than the to dictionary definition of, to linger in an aimless way, spend time idly. Again, we're giving students synonyms that they can connect to. We're building from their prior knowledge. And so you can take the time now or at some point to do this practice yourself for gratitude, gradual, and disgusting. Again, you could do it with a partner or you could use that Longman Dictionary of Contemporary English online. They have some great resources, access points for these student- friendly definitions. Particularly for example, the word fragile, which can have multiple meanings in the sense of it can be focused on an illness, a physical difficulty, or to mean thin or delicate or easily broken, or a fragile situation is one that weak or uncertain and likely to become worse under pressure. So there's a lot of contextuality that's available if you use that resource so that you can provide students with multiple meanings for that word or words that 4

5 you're going to be using in your read alouds. Again, on this slide you'll see some resources for you, that Longman Dictionary of Contemporary English, which is online. You can also look at the Collins Cobuild Dictionary as well as the English Cobuild and English thesaurus, especially supportive of English language learners. Here's a screen shot of what the Longman Dictionary looks like. It's a very easy site to access. To you place the word into this search box and then you can see it comes up with a very nice student- friendly definition. Okay, throughout this training series today, many of you may know Dr. Anita Archer, she's done a great deal of training here at PaTTAN. But her - - she has been very generous in offering many video clips of her practice of vocabulary instruction on her explicit instruction dot org website and also the best practices IU website. But also pretty much across the web, you can find very high level vocabulary instructional practices by Anita Archer. So what we're going to do now is we're going to show you a video clip of Dr. Arhcer as she's preparing students to read a biography of Harriet Tubman, including the following activities. She's teaching background knowledge and she's introducing the pronunciation of multisyllabic words. But really what we're going to focus on for this video clip is the teaching of critical vocabulary words. In this video segment, Dr. Archer is introducing two vocabulary terms, lewd and intention. Now what I'd like you to do as you watch this video clip is look at the number of ways that she has access points to these words for students, the active engagement she has with students, but also to really focus on those student- friendly definitions that she provides for these words. [VIDEO BEGINS] DR. ANITA ARCHER: But before we read it, let's just look at the book. Now there was a book that you can get in the library and read it, everyone. Harriet Tubman: Conductor on the Underground Railroad. We're going to learn more about her and each of those words. But because they couldn't give you the whole book, they gave you a portion, and the portion that you're reading it called what, everyone? A Glory over Everything. I'm so curious about what that means. At the end of the story, we'll have to figure out, well why did the author give it that title? There is whom, everyone? Harriet Tubman. Okay, and oh, she looks like she has had a hard life as a slave, doesn't she? A very, very hard life. You can see it in her face. Concern on her. And here is another photograph from the time, kind of a short woman. So we get a picture. And was this, what we're going to read, written by Harriet Tubman, yes or no? No, because then it would have been a autobiography. Instead written by someone else it is a biography. There are some information we need to know before we read a story because let's say we were going 5

6 to write a biography about your life. Well, we'd have to know something about well what period of time did you live? You know, did you live in 1600? Did you live in 2000? And that makes a huge difference. What events were going on around you? To understand your life, we need to know the time and we need to know what's happening. So we are going to read a little background knowledge in your book. And I want you to open up your blue Holt reader to page 172. So good, excellent, 172 in your blue Holt reader. So particularly if we're going to read about someone, we might want to know when, when was their life. We might want to know where they lived. And we might want to know what was happening. So as we read this section, we are going to think about those three things. And so here, the book is kind to give us some background knowledge and put your finger under the word in. I'm going to read and when I stop, you say the next word, so be ready. In okay wait, I'm sorry. I was breathing. When the following portion of Harriet Tubman's? STUDENTS: Biography. DR. ANITA ARCHER: Takes place, run away? STUDENTS: Slaves. DR. ANITA ARCHER: Were free once they crossed into a free? STUDENTS: State. DR. ANITA ARCHER: Okay, let's talk about that for a moment. So there were free states and there slave states. And in the slave states, then they, by law, could have slaves that they owned. But in the free states, could they have slaves that they owned, yes or no? STUDENTS: No. DR. ANITA ARCHER: Okay, so let's just say, and would you honor us by being an African American? Tru, can you stand over here for a minute, stay on over here. I'm going to stand right here. So at this moment, you live in a state that is a slave state because if he didn't, he couldn't be a slave, okay. But over there, this right over here is a free state. So would he want to escape to a free state, yes or no? STUDENTS: Yes. DR. ANITA ARCHER: Because walking over here. Of course, it took a while. It was a longer trip than this one. But when you get over here in a free state, then you would be what, everyone? Free. Okay, so that is very interesting in this background knowledge of her life, that the movement from a slave state to a free state at 6

7 that point in 1849 would lead to freedom. Okay, now if you could go back over there and stay for just a second. And go to the next sentence, put your finger on but. But after the Fugitive Slave Law was passed in 1850, next word? STUDENTS: Runaways. DR. ANITA ARCHER: Were not safe until they reached? STUDENTS: Canada. DR. ANITA ARCHER: Okay, so the story we're going to read takes place in 1849, before this law passed. But there was a law that said, even though you are a free state, when he comes, he is a fugitive. He has done a crime. He has left the plantation over there, and we have to capture him and send him back. So come over here now. It's Will he be free when he gets to this state, yes or no? No. He has to get all the way over here, to Canada. Okay, so it was a much longer trip particularly if you're in a southern state. Okay, so that was quite a phenomenal change in the reality for slaves. So put your finger under the. And when I stop, say the next word. The Underground Railroad wasn't a? STUDENTS: Railroad. DR. ANITA ARCHER: And it didn't run underground. Okay, it was made up of? People from both the north and the? South who offered food, shelter, and protection to people escaping to freedom in the north, okay. So stand right there. And would you stand up? Okay, so you're a farmer in a free state. You do not believe in slavery. So you're going to help some people now get up to Canada, okay. You say, hide in my barn. I will put you in the back of my cart. I'll cover up with blankets. I'll throw a little hay on you, okay. And so stay there. And would you stand up? And you're also a farmer really willing to help these slaves escape because you did not believe in it, okay. So at night, at night you sneak over to farm, knock on door. Knock on door. Knock- knock. And you say, I'm trying to escape. And you say, great, I'll take you to the barn. I'll hide you in the barn so no one will be able to find you, okay. And then safety, things are better in the night. Then he tells you where to go next. And knock on the door. And you say, okay, I'm going to help, yeah. Here's some food. Here's a place to hide, okay. So these people here who were helpers were what was the Underground Railroad. There wasn't a railroad, but they wanted to use words that people would not know what they were talking about. So they could talk about conductors on the railroad. They could talk about the railroad and people wouldn't know that it was a way to protect slaves who were trying to escape. Interesting, okay, thank you so much. Thank you, thank you. Okay, so go to the word to, which is the last sentence there. When I stop, say the next word. To 7

8 keep the route? STUDENTS: Secret. DR. ANITA ARCHER: The organization used railroad? STUDENTS: Terms. DR. ANITA ARCHER: Such as? STUDENTS: Stations. DR. ANITA ARCHER: Oh, for the houses along the houses along the way? STUDENTS: Conductors. DR. ANITA ARCHER: For the people who offered help. Harriet Tubman, who had escaped from? STUDENT: Slavery. DR. ANITA ARCHER: Became one of the most of the famous? STUDENTS: Conductors. DR. ANITA ARCHER: On the? STUDENTS: Railroad. DR. ANITA ARCHER: She helped more than three? STUDENTS: Hundred. DR. ANITA ARCHER: Men, women, and? STUDENTS: Children. DR. ANITA ARCHER: Along the perilous, dangerous route to? STUDENTS: Freedom. DR. ANITA ARCHER: Now, this what we're going to read actually happens before she is free. So she's not on the railroad, but could she perhaps be helped by the Underground Railroad as she escaped, yes or no? STUDENTS: Yes. DR. ANITA ARCHER: Yes, so that's what this story is about. Last thing, in this excerpt from her biography, we 8

9 meet? STUDENT: Harriet. DR. ANITA ARCHER: When she is a field? STUDENTS: Hand. DR. ANITA ARCHER: At the Broadus Plantation in Maryland. Okay, now I want you to think for a moment and you can look back about the background knowledge that we've gathered of when this took place, where it took place, and what was happening at the time that might have affected Harriet's life. So think about the answers to each of these because either one or two are going to have to answer to their partners. So thinking. Ones, tell your partner the answer to those three questions. Twos, help them out as they go. And tell. STUDENT: Maryland. DR. ANITA ARCHER: Yeah, the state of Maryland, good. Yeah, Yours is different than mine. Isn't that interesting? Because it says oh, it's the same, okay. And so and where did she live? STUDENT: Maryland. DR. ANITA ARCHER: In Maryland, which is right next to Washington D.C., okay. And at the time this is written in 1849, if she went to a free state, she would be? Free. During that year, yes. Okay, so everybody put your finger on the year when this happened. And it was what, everyone? STUDENTS: DR. ANITA ARCHER: That was significant because the law was not passed, the fugitive laws. So all she needed to get to was not a slave state, but a? Free state. And the state that she lived in was? Maryland, which is on the Atlantic coast next to Washington D.C., in that area. And at that time, what was happening is if she got to a free state, would she be free, yes or no? STUDENTS: Yes. DR. ANITA ARCHER: Did she have to go all the way to Canada that year? STUDENTS: No. DR. ANITA ARCHER: But if she had waited a year, she would have, fascinating. [VIDEO ENDS] 9

10 PAM KASTNER: In the video clip that you just saw of Anita Archer, you saw that she followed like an instructional routine, which is where we're going to be going here in just a few moments. But what you saw was that first she introduced the word so that the students know how to pronounce the word. This is really a critical, important step because the students need to have that word in their oral language. They need to know how to pronounce it first and foremost, so they have that word in their mouth and in their mind. Then of course she did exactly what we've been talking about, she provided a student- friendly definition. And one thing to really focus on on student- friendly definition is making sure that you're using known words to the students. You know your student, so when you think about your student- friendly definition, think about your students and what they know. You don't want to be using any synonyms for the definition that your students don't know. She illustrated with examples that were contextual to the students, but also contextual to the reading. And then she also checked for understanding. Now we'd like you to take out that high quality vocabulary instruction audit form and look at that area of student- friendly definitions, and we'd like you to reflect upon where you think you are and your system is with in regard to student- friendly definitions. And then we'd like to assess yourself and rate yourself. Where are you or your team in relation to creating quality student- friendly definitions? We're going to give you a moment to do that. Hi, I hope you have that form still handy because now we're going to be looking at the next two components and elements of high quality vocabulary instruction. We're going to be looking at creating consistent and instructional routines for initial instruction and review, and that gradual release of responsibility model that we talked about earlier. So take a look at that right now just for a moment and then we're going to be moving on to the element again. The research shows that creating consistent instructional routines for initial instruction review and creating a routine that is a gradual release of responsibility that I do, we do, you do model again are research- based, evidence- based practices for teaching vocabulary. So on the left hand side is the what again, that's the element. And then on the right hand side again we see the how. So using instruction routines that include modeling, explanations, guided and independent practice, and corrective feedback are the how. And using the same routine for initial instruction and for the same routine for review until understanding is demonstrated, those are how it looks in practice. Anita often talks about when you're doing instruction, to have a perky pace to kind of keep things moving. And as you can see in the videos that you've already seen and the ones you will see, she keeps a very perky pace to keep the students engaged. And the importance of the instructional routine beyond that perky pace to keep students engaged is because you have an instructional routine that students can focus on, that students know the task. 10

11 They can focus on what they're learning versus trying to learn a structure and the new content at the same time. That's the critical piece of instructional routines. So we're going to see Anita again. This is just short video clip. She's going to talk about the importance of why we need instructional routines. [VIDEO BEGINS] DR. ANITA ARCHER: So, one of the ways that teachers are empowered and the achievement can be better gained from students is if I have a certain thing I'm going to teach. I'm going to teach you sounds. I'm going to teach you sounds over time, but I have a certain routine that I use for introducing those sounds. So it might be very simple where I say the sound, then we say the sound, then you say the sound, then we practice it with other letters. But the next time I have a sound introduced, I'm doing it the same way. I say the sound and we say the sound, then you say the sound. Then we practice with other letters. Now the benefit is in the end, that's an example from like primary grades. But even if I'm teaching middle school, maybe I'm a middle school social studies teacher and I have to teach vocabulary every week. And I have a routine. And write the word down. I introduce the word, and the students put it in their log. And then I introduce the student- friendly explanation, and they put it in their log. And then I give them lots of examples of it. And then I check their understanding by asking them questions. And every time I introduce words, I'm using the same steps. And the benefit is number one, to the teacher. They get that down. It's empowering to them because they can use it with some automaticity and some seamless flow. So they are definitely empowered. But the students are also empowered because they don't have to keep thinking, what's the teacher doing here? Now go back to that secondary example, the kids know after the word's going to be introduced, we're going to write it in our log. After the definition's been introduced, we're going to put it in our own words. Then the teacher's going to give us examples, asks questions so that students are so familiar with the ways of proceeding. They can put all of their thoughtfulness on the content rather than on the task. And so that's where we want their thoughts to be. So basically teachers and students benefit. Now the kids, some students probably could thrive even without it. But students that are at risk, tier two, tier three, students really benefit from instructional routines because then they are more confident. They know what they're doing. And so they're more likely to be able to participate fully. [VIDEO ENDS] PAM KASTNER: Anita Archer just did a wonderful job conveying the importance of instructional routines and why they are so critical to students' understanding vocabulary instruction. Included in your handouts is an instructional routine card for teaching vocabulary that very much mirrors Dr. Archer's work. So we're going to 11

12 take a look at that right now. This instructional routine card for teaching critical, unknown vocabulary words takes you through the steps that you'll see throughout the video clips and that advocate for in this training based on the research. As you can see on the left hand side, we're going to practice with the word reluctant. And we start by writing the word on the board, reading the word, and having the students repeat that word. Again, we want that word in the students' oral language. We have them repeated because it may be an unfamiliar word for them in their lexicon in terms of their oral language. Then we present, excuse me, a student- friendly definition. We tell students an explanation of or we have students read an explanation with me. For example, reluctant means you are not sure you want to do something. When you are not sure you want to do something, you are? And that's a closed procedure. And then the students have a choral response of reluctant. It gives them concrete examples with visual representations and verbal examples. For example, if your mother asks you to try a new food, you might be? Students would say reluctant. You may be reluctant to watch a scary movie. And then to get to a deeper understanding, we ask the questions of the students to get deep processing. We give examples and non- examples. We have students generate examples, and then we have sentence starters. For example, on the right hand side, why would a student be reluctant to go to a new school? You really want to engage the students with this new word to check for their understanding and give them contextual meaning that matches their prior knowledge. Would you be reluctant to go to recess on a warm, sunny day? You need to give them examples and non- examples. And tell your partner something you would be reluctant to do. Start your sentence by saying, a cat might be reluctant to? And then tell why. So we're looking at giving students multiple opportunities to have that word in their lexicon, to have examples and non- examples. We're giving them sentence stems to support them. And we're having them often do this in partner work. Again, that gradual release of responsibility model. The teacher's modeling it, she's having them do it and then in partners. And then she's having them do it independently maybe in a vocabulary log. Now we're going to be seeing Anita Archer put this instructional routine into practice to give you a model. [VIDEO BEGINS] DR. ANITA ARCHER: Now there are some words in this story that I would really like us to learn because we could use them all of the time. And this word is, let's read it by parts. The first part is, con, what part, everyone? Con. And use the sound sss. And the next part is cen. And the last part is trate. And say it really fast, everyone, concentrate. One more time, everyone, concentrate. One more time, concentrate. Now you remember in the story that some of the animals couldn't what, everyone? Concentrate when the wolf was reading. Now the word concentrate means that you are able to really think about something, you're able to put 12

13 all of your attention on it. So when I really think about something and put all of my attention on it, I what, everyone? I concentrate. What do I do, everyone? I concentrate. For example, if you were doing your math and you did one problem and the then the next problem, the next problem, and never looked up when someone came in the room, we would say that she knows how to what, everyone? Concentrate. If you came to the library and sat down and you took out a book and you just read and read even though he came over and she walked around you, we'd say, ah, boy you are able to put your thinking on it. You're able to put your attention on it. She knows how to what, everyone? Concentrate. Get ready to tell me if this person in the pretend story knows how to concentrate. So you are reading in class and you just read and you turn the page and you read some more and you read some more and you read more and you just keep reading. Does she know how to concentrate, yes or no, everyone? Yes, okay. And this is pretend because it would never happen. So you start reading a page and then you look up at the clock and then you look down. And then you talk over with your friends and you look back at the book, does she know how to concentrate, yes or no? STUDENTS: No. DR. ANITA ARCHER: She really does, that was just a pretend story. Once again, what is our word, everyone? Concentrate. Well, let's look at our next word. And the first part, everyone, is im. Next one is press. And the whole word is impressed. So you are impressed with something when you think something is really good or someone is really good. Now you remember in the story at the beginning, they were not impressed with reading. When I think something is really good or I think someone is really good, I am what, everyone? Impressed. I'm what, everyone? Impressed. So for example, if you turned in a story and it had a title and a main character and a problem and told me what happened in the beginning, middle, and end. I'd say, oh that is so good, I am what, everyone? Impressed. If you did all of your math problems and you had numbers that were really neat and I could read them all, I would say, thank you, I am so impressed. All right, now let's just pretend here that we go off to your house and we go in your bedroom. And each of us come out and we say, I'm so impressed. I'm so impressed. I'm so impressed. Now pretend that we were really impressed, put your thumb up and as soon as you can think of why we might be impressed. Oh, I got an idea. Okay, so you're going to tell your partner why you're impressed. But you're going to start out by saying, I was impressed because. What are you gong to say, everyone? I was impressed because. So first ones then twos. Tell your partner, if we went to a bedroom and we said we were impressed, why we would be impressed? Go. Excellent, and your idea? What would be really - - maybe she had lots of toys? So say, I was impressed because she had lots of toys. Can you say that? His turn, go ahead, say it. Excellent. Okay, looking up here. 13

14 So, using I was impressed. So, tell me your sentence. I was impressed because the room was clean. And your sentence? STUDENT: I was impressed because she had a lot of toys. DR. ANITA ARCHER: I was impressed because she had a lot of toys. And right here. Start out, I was impressed. STUDENT: I was impressed because I know how to do math? DR. ANITA ARCHER: Okay, now we're talking about her room. I'm impressed that you know how to do math, that's excellent. But make it match the room. So we went to a room. Maybe she had lots of dolls, and you said, I am impressed because she had many dolls. Can you say that? STUDENT: I was impressed because she had many dolls. DR. ANITA ARCHER: Excellent job. Well, once again this word is what, everyone? Impressed. I am very impressed with you. Last word is educated, what word everyone? Educated. When we learn something, particularly how to read and write, we say that then we are what, everyone? Educated. So when we come to school here and we work on learning how to read and write, we become more what, everyone? Educated. But then when we go to third and fourth and fifth grade and we learn more and more and we get more and more knowledge, we become more what, everyone? Educated. And when you go to middle school, you're going to become more educated. When you go to high school, you're going to become more educated. When you go to college, you're going to become more educated. Excellent. Now I'm going to tell you about one of these words. As soon as you know the word, put your thumb up. I'm thinking about a word that means that you've learned to read and write and maybe other kinds of knowledge. Put your thumb up when you know that word. And whisper to your partner the word I'm thinking about. Okay, so when you've learned to read and write, then we would say you are educated. I'm thinking of a word that means, I think that something is really good. Put your thumb up when you know the word. Whisper to your partner. And the word is what, everyone? Impressed. I am thinking about a word that means you really know how to put all of your thinking and attention on something. Whisper to your partner. Excellent, and the word is what, everyone? Concentrate. Yes, now these are words that you could use. For example, maybe you are sitting in the library with a friend and you want to read and they're being very noisy, you could say oh, please be quiet, I need to concentrate. Or maybe your friend writes a beautiful story and it's really a good story, and you say, oh I am impressed. Or you could go home at night and say, oh I'm learning so much in school, I am definitely becoming 14

15 educated. Excellent job. Everybody standing up. And I am so impressed with you. During the whole lesson, you were able to what, everyone? Concentrate. Yes, you really paid attention and were thinking about what we were doing. And because you learned these new words, you were even more what, everyone? Educated. So I want you to see if you can find a time today where you could use those words. For example, when your teacher finishes a lesson, you could go up afterward and say, oh that was so good, I am impressed. Okay, so see if you can use some of these words today and lining up there and thank you very much. [VIDEO ENDS] PAM KASTNER: In the video clip that you just saw of Dr. Archer with second grade students focusing on the words concentrate, impressed, and educated, you saw that she followed the instructional routines of best practices for teaching vocabulary instruction. I'd also like to note that she really engaged the students with many different instructional strategies. She had choral responses for the students. She asked them to think, pair, share with a friend to give them rehearsal time before they share it out. And she also had them signaling with their thumbs so that they could demonstrate when they were ready and when they thought of something in regard to the vocabulary instruction that she was using. She was giving them many, many, many opportunities to use that in their oral language, which is the foundation for all our learning. And she was also giving them opportunities to give her feedback in regard to whether they were getting to that deeper understanding of vocabulary instruction. She was doing that in preparation for a read aloud that the students were going to learn that day. So when we look at another opportunity for rich, robust vocabulary growth, we look to rich read alouds. What you're seeing on your screen right now is a frequency of word use and major sources of oral and written language by Hayes and Ahrens. And basically we put this in the training series to show you that children's books often contain rich, robust vocabulary. As you can see on the chart by Hayes and Ahrens, they examined words using various types of content. And they found that compared to recorded conversations even of college students, children's books contain nearly twice as many rare or infrequently used words. The vocabulary used in children's books also far exceeded that of television programs. I think we could all agree on that. Strive for variety when you read to your students, choose both fiction and it's really critically important to also choose non- fiction text to build students' background knowledge and their vocabulary. You should select books based on their captivating and enriching vocabulary. In general, reading aloud to students results in deeper and more lasting vocabulary growth if you read the same read aloud more than once in a week. And if you directly teach targeted words as you saw Anita Archer do, and you compare phrase as well, some of those words in the read aloud in terms of fast mapping 15

16 them, and then again, that you follow through with interactive word study. The first time you read a read aloud, read it through without stopping to better ensure enjoyment and to avoid disrupting a thought or losing track of the main ideas of the story. But during subsequent readings, it's really important to stop and briefly explain or paraphrase targeted words. We've included an instructional routine card for you in regards to read alouds. Again, on the left hand side, you can see the steps. Of course, in any read aloud you're going to want to provide background knowledge for the students. Of course you know more about their background knowledge than anybody else as their teacher. Then you're going to carefully select two to three unknown critical vocabulary words. And of course, look to Beck, Mckeown, and Kucan's work for that, Bringing Words to Life. And also look to our previous two training series that talk about selecting tiered words to help you in that regard. Then you'll read the story aloud. It uses a term, step three, fast mapping. It's that incidental learning where you specifically come to a word that you think your students may not have a deeper understanding of. For example, let's look at that word grateful in step three. You might just quickly say, that means to be thankful. Or if you were looking at the word gleaming, that means really bright or shiny. So you'd just do that quickly as you're reading the text. These would be not be the tier two words that you'd really focus on more critically in step two. And then again as we saw in Anita's video clip, she gave them many, many, many opportunities to check for understanding, to engage. She had them doing think, pair, share, she had them in partner groups. She had them chorally responding and then she had them signaling. So this is a great instructional routine card for a read aloud. And the example given is The Range Eternal by Louise Erdrich, excuse me. But of course, you could substitute in your own read aloud. These instructional routine cards are very nice in terms of a scaffold until you become more comfortable with the instructional routines or vocabulary instruction as well as for read alouds. So at this time, we'd like you to take out that high quality vocabulary instruction form, that audit form. And we'd like you to take a moment to really reflect on where you think you and your system is in regard to instructional routines and that gradual release of responsibility model. Where do you think you and specifically your team, your school, your district, because again we're focusing on a system's approach to high quality vocabulary instruction. Where are you? Take a moment to reflect, assess, and rate where you are. Thanks for reflecting and assessing your team and your school district in regard to instructional routines and gradual release of responsibility model. On the next slide, if you were doing this back at your home school district, you could also have more engagement to do a think, write, pair, discuss. You could think about the routines in your school, and you could think about how those are based on the gradual release of 16

17 responsibility model, then do a quick write, and then turn to a partner and discuss it. This would make it a bit more engaging. Okay, so you have that audit form handy because you've just done that self- assessment. So now we're going to be looking at three elements in conjunction with that form. We're going to be looking at frequent and multiple exposures to words in a variety of contexts, distributed practice, and cumulative review of targeted words. And we're going to be looking at multiple and varied opportunities for student response. We've seen Anita do a great job of that. So that's the element. Again, as we focus on this next slide, the element tells us the what, what the research synthesis has shown us in regard to high quality vocabulary instruction. And then on the right side you see the how. How would that translate into classroom, district, school practice. So we use a variety of methods to elicit student responses. We've seen choral responses. We've seen think, pair, shares. We've seen signaling. We'll see white board later in this training series. You would design activities to go beyond that superficial level of understanding of the word. You design activities for deep processing of your targeted words. And you'd give extended practice over time. We know that students need that spiraling of these words. They need frequent and multiple exposures. So that's the how. So we've provided some routine cards again to support you and scaffold you as you work towards this practice. And we're going to go through a couple of those here for a moment. So if you'll look at instructional strategies for deep processing of targeted vocabulary words, it would be in your handouts. And so you can see some ways that this can take place in your classroom. Great ways would be to use the yes, no, why. So for example, and the word disgusting, this is a pretty good one to give students. Would it be disgusting to eat earth worms? And the students would hopefully respond yes. And then you would say, well why? And it's really critically important to get to that why question because it gets kids to those higher levels of thinking. Or you could use a completion activity. For example, with the word, vocabulary word persistent, I was very persistent when. So giving those students a sentence stem to start them. Word lines, how surprised would you be if a dog started bantering you? And then we have sentence substitution. When the math test was over, Poloma was very happy. When the math test was over, Poloma was very relieved. We're back to that relieved word, one of my favorite words right now. And then meaningful sentence writing. Students write a sentence answering who, what, when, where, why, how questions. So for example, during the past week, what have you been urged to do? So the target word there obviously was urged. So these are some great strategies to deepen that learning for students and a nice routine card for you to have to follow up once you've done that pre- teaching of the words and you've done your read aloud, or you've worked in a content area like social studies or science to really get students to 17

18 focus in on deep processing of the targeted words. The next routine card we're going to look at is for practice and cumulative review. Of course we know the research on graphic organizers is very, very strong. So you will certainly want to be using them in your practice. So here we see the target word of weather. And then we see a graphic organizer, a semantic web for that word. But I really like also this word pairs matrix down here that gives a relationship chart to a targeted word. So these are two instructional routine cards that can really help you deepen students' knowledge of targeted words and also give practice and cumulative review, which is very critical to vocabulary instruction to getting it beyond the surface level. So now again, we're going to be seeing Dr. Anita Archer embedding these practices into a video clip of instruction. This particular clip comes from the blast intermediate unit, their best practices website. This is just one clip of many very wonderful video clips of instructional practices from this secondary RTII project. And I have included the method for you to access not only this video clip, but of course other video clips you'll see many of those on here. But this video clip really exemplifies the practices that we just talked about in terms of the elements as well as the actions of high quality vocabulary instruction. So we'll take a moment to look at that. Okay, now what we're going to do is we're going to take a look at a video clip of Dr. Archer, again. And this time it's in an eighth grade geometry class. You're going to see how she deepens understanding of targeted vocabulary instructional words and provides multiple opportunities for students to engage with her in that instruction through white board instruction where all students show their responses through choral responses and through partner work. So we'll go to that video clip now. [VIDEO BEGINS] DR. ANITA ARCHER: I have popped into your world when you are doing a whole unit in geometry on what shape, everyone? Circles, okay. And so on your slate, draw a circle. Make it not a small one, medium- sized circle, but draw a circle. And one will do. Now in your book, they define a circle, as we review this vocabulary, they define a circle as a set of what, everyone? Points in a plane. And those points are what? Equal distance from the center. So everybody add a center. And ones, pretend your partner has not ever been in this class, thus does not know the definition in your geometry book of a circle. I want you to use your circle to explain this definition of a circle. Ones, you are the teacher, teach it using it. For example, I might say something like this, so a circle, first of all, here is on one plane and it has a center. Well, each around here there were - - and so you're going to explain it. Ones, explain it to your partner using your image on your paper. Perfect, and fall 18