boosting academic vocabulary & comprehension - … · [email protected]! 1! boosting academic...

Academic Vocab/Comp K-12

www.scoe.org/reading [email protected] 1

Boosting Academic Vocabulary & Comprehension Practical tools to increase the literacy

achievement of ALL students

LADSE October 13 & 14, 2009

Dr. Kevin Feldman [email protected] www.scoe.org

1.) Clarify the research base re: Accelerating Academic Literacy

2.) Describe, model, and practice key “evidence based” strategies that accelerate literacy across content/grade levels.

3.) Information to Investigate/Inquire/Explore Beyond Today - Resources, etc.

www.scoe.org/reading

Subscribe at:

Feldman’s Biased Literacy Listserve How are our older readers doing…?

NAEP ILL - Clearly We ALL Have Work to Do!

2 out of 3 were below proficient on the NAEP in 2007

What is one lesson that could be learned from reading this passage? Use information from the passage to support your answer.

Choose one thing Shannon Lucid did that helped her become an astronaut. Explain why it helped her.

Think about the kind of person Shannon Lucid needed to be in order to become a space pioneer. Choose a real person you know orﾊhave read about, or a character you have seen in movie or/television show. Explain how that person or character is like Shannon Lucid.

4th Grade NAEP Passage: Dr. Shannon Lucid: Space Pioneer

by Vicki Oransky Wittenstein

Q: What do you notice about the nature of these questions? Implications?



If you had lived in Armenia in 1892, would you have immigrated to America? Use information from the passage to explain why or why not.

If you could ask one of the immigrants a question, what else would you want to know about their experience on Ellis Is.?

Why does the author say " 'the land of the free' was not so free to everyone, after all"?

Why does this passage contain the actual words of some of the immigrants?

8th Grade NAEP Passage: Ellis Island - Gateway to America

Academic Literacy √Ability to critique, analyze , defend, explain, think deeply - not just “on the surface”

And it must be TAUGHT - not simply assigned or expected!

√”Argumentative literacy” (Graff, 2003) - ability to persuade, to debate, to clarify - explain why, evaluate, make judgments

√ Make a point and support it w/evidence and clear thinking, beyond opinion/idiosyncratic experience

√ Use appropriate Academic Language - the vocabulary and conventions of grammar and syntax demanded by the discipline/situation

√ Skillful in speaking & writing - expressive lang. arts

The scope of our... The Effects of Weaknesses in Oral Language on Reading Growth/Academic Achievement

(Hirsch, 1996)

5 6 7 8 9 10 11 12 13 14 15 16

16 15 14 13 12 11 10 9 8 7 6 5

Read

ing

Age

Lev

el

Chronological Age

Low Oral Language in Kindergarten

High Oral Language in Kindergarten

5.2 years difference

What Can We Do To INTENTIONALLY Narrow This Gap?

Schools have not caused the gap... sadly, we unintentionally exacerbate it...

What are the Unintended Consequences of the Ubiquitous Practice of Structuring Discourse via Hand Raising? - Practical Implications?

“Matthew Effects” in Academic Language and Literacy Development

Because students with insufficient word knowledge to comprehend what they read typically avoid reading, they don’t have the opportunity to see and learn many new words. The gap between good and poor readers in number of words read, and both receptive and expressive vocabulary, becomes progressively greater as youths advance through school.

“The rich get richer and the poor get poorer.” Stanovich’s application of (Mathew, 25:29)

Cunningham, A. & Stanovich, K. (Summer 1998) What reading does for the mind. American Educator.



Sadly, but Not Surprisingly, We Find These “Matthew Effects” in Virtually EVERY School Activity Fostering Literacy/Achievement

  Independent reading   Homework/projects completed   Questions asked   Questions answered   Notes taken   Words written in class & out   Participation in group activities   Academic language used; oral/written   Studying for tests, etc. etc.

Schools are working fine for student who do well in school!

In other words, the students MOST in need of our instruction, are LEAST engaged in it!

This is the “Catch 22” of improving results we must confront if ANY strategy or technique is going to make much of a difference...

Reflection on Student Shadowing in LAUSD Dist. 6 Dr. Glen Harvey, CEO WestEd 2006

“… many, if not most English learners were essentially invisible… they almost never spoke in class… whole class instruction, teacher led questions and all answers directed to the teacher. Called upon three times with no wait time or scaffolding to support processing in English as a second language, our Elizabeth will not respond or even make eye contact…and so the day progresses, a world of no talk, no sharing, and no interaction w/others. It seemed a desolate world where the world is mute and language is not explored or delved into, yet others around her are speaking and responding. It has been a long and arduous word-free morning… the passivity of the morning is deafening..”

Yes - No - Why? “Block Scheduling and Project Based Learning are two examples of proven methods to improve secondary student achievement.”

Yes, I agree with this assertion because_________.

No, I do not agree with this assertion because_______.

  Positive behavior; preventative, proactive, data based - http://www.pbis.org - http://www.safeandcivilschools.com/

  Instruction; all content areas & intervention classes. research based strategies-data based decision making

- http://www.centeroninstruction.org/

  Collaborative problem solving around data - formative assessment tied to important outcomes (e.g. PLC work)

  Leadership that “gets it”, supports it, expects/inspects and keeps the Focus on what matters most...

The BIG Picture of School Improvement

A School-Wide Focus on:



Many of the results were disappointing, Gates said Tuesday. He acknowledged that the effort to break up big schools into smaller units did not lead to the hoped-for gains in achievement, or an increase in the numbers of students who went on to college.

11/12/08 Seattle Times

Just Ask “Bill & Melinda” ! IES Research Summary:

Improving Adolescent Literacy

FREE:www.centeroninstruction.org

IES Research Summary: Keys to Improving Adolescent Literacy Across Content Areas

1)   Provide explicit vocabulary instruction 2)   Provide direct & explicit comprehension strategy instruction 3)   Provide opportunities for extended discussion of text/content meaning and interpretations 4) Increase motivation and engagement in literacy learning (e.g. connections, choice, applications, etc) 5) Make available intensive individualized interventions for struggling readers that can be provided by qualified specialists. (i.e. “tiered interventions”)

In a context of structured active engagement in which ALL Students are participants - NO bystanders !

Recent Synthesis re: ELLs

Recommendations:

1) Screening for reading problems/supports K-6

FREE: www.centeroninstruction.org

2) Provide intensive small group reading intervention 3) Provide extensive and varied vocabulary instruction 4) Develop Academic English 5) Schedule regular peer assisted learning opportunities

#3,4,5 are our focus in Today - but all 5 are essential !

Three Core Principles Undergird Accelerated Academic Literacy Instruction

Inclusivity: All means all, no bystanders, no voyeurs, every student is responding (saying/writing/doing) to the instruction provided.

Equity: Every student receives the scaffolding (temporary instructional support) to perform competently during instruction (e.g. rehearse w/a partner, sentence starter, model answer, feedback, graphic organizers. Etc.)

Academic: Every student appropriately uses Academic Language and higher order thinking daily in the context of each content area/grade level – moving beyond vernacular or “kid talk”.

DECODING COMPREHENSION

Word Recognition

Fluency Academic Language

Comprehension

* 44 phonemes (blend/segment) * 26 letters * Decode single & Multi-syllable words * Strategies to apply in texts

*Rate WCPM 1st : 50-60 2nd : 90-100 3rd : 115-120 4th : 120-130 5th : 130-140 6-8 : 150+ * Accuracy (95%+) * Prosody

* Vocabulary & Content Area Knowledge * Syntax & text structure * Grammar * ELD as appropriate

* Active Reading * Strategic Reading (e.g. summarizing) * Self Monitoring * Fix Up Strategies * Flexible - adjust to text/purpose

MOTIVATION (pleasure, purpose, joy, success)

Writing, Listening, Speaking Skills

* Shefelbine (2001) Juel/Gough (1990) A Heuristic for Literacy



heuristic

heu•ris•tic n. Synonym Explanation/Example Image

0-1-2-3-4-5

To solve the many complex literacy issues facing today’s high schools educators need a powerful ________.

Inclusivity is Job #1: Engage ALL Students in Every Lesson

Definition: to attract and maintain a learner’s interest and active involvement in all lesson content and related tasks,

e.g., a written/oral prediction, white board writing, taking notes, filling in a GO, an example shared orally with a partner, signaling agreement, etc.

with clearly articulated “ evidence checks” of a concrete, productive response to instruction.

Engagement Comes Down To the Quantity & Quality of Student:

  Saying - Oral Language

  Writing- Written Language

  Doing - pointing, touching, demonstrating, etc.

** NEVER more than 2-10 Rule **

Comes Down to Making Thinking...

If I look like I am thinking maybe she won’t call on me!

Visible

“say/write/do”

It IS how Responsive you get the STUDENTS to Be!

I do it

We do it

You do it

Ask Anita Archer! I do it - modeling (including thinking aloud)

We do it - teacher guided

Y’all do it - partner practice (thanks to Ed Ellis, Alabama native)

You do it - independent practice (w/feedback)

Or the updated (Southern influenced) Version

heart & soul of effective instruction...



A “Tool Kit” for Increasing Student Responsiveness to Instruction

(Essential for academic language development)

4) Individual Responses (AFTER rehearsal/practice) - randomly call on individuals, use “public voices” - complete sentences, using new vocabulary

1)   Choral Responses - e.g. pronounce it together - teacher cues students to respond (e.g. hand signal, voice, eyes) - physical responses too; fingers under the word, chart, picture - “thumbs up when you know” (think time)

2) Partner Responses - teacher assigns - provide a label/role “1’s tell 2’s” - alternate ranking (high with middle, middle with lower) - thoughtful questions/prompts/up & down Bloom’s taxonomy

3) Written Responses - focused prompts increase thinking, accountability, focus - structure academic language (e.g. sentence starters)

S = Sit Up

L = Listen (teacher/peers)

A = Ask/Answer

N = Nod and Note

T = Track the teacher/speaker

SLANT Strategy (Ed Elllis, U of Alabama)

Generic to Precision Partners 1. Teacher Assigns Based on: (“like real life” rationale)

- level of literacy - proficiency in English - overall “niceness - alternate ranking (#1 w/ #16, #15 w/ #30)

2. Roles - “A” and “B”, “1” and 2”... who speaks first? w/accountable listening (My partner ____ said__)

3. Topic/Language Required - e.g. provide models & scaffolding - e.g. “sentence frames”... Such as: “The most important thing about____ so far is___ because_________.”

4. Change - every 2-4 weeks “designated floater”

Power of Structure Partner Practice Programs Such as PALS

PALS resources: Vanderbilt University: http://kc.vanderbilt.edu/pals/

Academic Language

  What is “academic language/ or academic English”?   Why is it so important?   Possible Implications for your students/school/district?

Academic Language

Vocabulary: the specialized words used in academic settings: content specific (e.g. magma) & high use academic terms (e.g. analyze, comparatively, variable) Syntax: the way words are arranged in order to form sentences or phrases

Grammar: the rules according to which the words of a language change their form and are combined into sentences



Academic Language: A Key to Academic Success

 A primary source of ELs’ & other struggling students’ difficulties with academic content across grades and domains;  Often still a challenge after ELs achieve proficiency on state language proficiency tests;

  Influences students’ performance on all assessments & academic tasks

Where is Academic English Found? - In Print!

Most Gr. 2 & up Info Texts

In Terms of Academic English…

ALL Students Are ESL or “AESL” !! Academic English as a “foreign language” ☞  Vocabulary - nature & density ☞  Syntax ☞  Grammar Academic English is NOT a

“natural” language it must be TAUGHT not simply caught.

Why do many students fail to acquire academic language?

•  Lack of exposure to appropriate books and to people who use academic language;

•  Lack of opportunities to learn and use academic language;

•  Lack of systematic, explicit instruction and sufficient and supportive feedback. (Scarcella, 2003)

Explicit/Intentional Vocabulary Focus: Learn to Talk/Write Like a Scientist r( (Mathematician, etc.)

- Pearson, 2008

Everyday Language Scientific Language figure out conclude group categorize, classify guess, think predict, infer see observe, analyze, discover show demonstrate tell report, explain write down record home habitat clues, proof evidence

Intentional Teaching

See: http://seedsofscience.org/

Recent immigrants to the United States face many predicable challenges. One challenge encountered by most newcomers is learning an entirely different language. It is critical for adult immigrants to be able to communicate effectively in English if they want to have a well paid job or attend an American college.

Formal Written Academic Discourse

Jobs. Mean people. You don’t know English. The food’s different.

 Task: Discuss common challenges faced by new immigrants to the U.S.

Formal Academic Discussion Register One challenge faced by most new immigrants to our country is learning a different language.

Academic Register vs. Social Register

 Students’ Default Informal Conversational Register (Vernacular)



Academic Language is Largely Assumed - Rarely Explicitly Taught

Goal: ALL students will learn to speak/write like a   Scientist   Historian   Mathematician   Writer   Artist

Don’t Commit Assume-i-side!!

Implications: INTENTIONALLY Building Academic Language   Become a “say the whole thing” school K-6

  Provide sentence starters routinely when structuring conversations/writing: e.g. “ I predict ___________” later “ I predict __________ because_______.

  Encourage kids to use more precise language or “smart words” (vernacular to academic) - happy to delighted, right to accurate, etc.

  Daily, brief non-fiction writing (w/structure not simply journaling – apply AL in context)

Take the Academic Language Oath !!

“I will ensure that EVERY single student in my class speaks, and often also writes, at least one meaningful academic sentence EVERY day !”

“Given the importance of academic background knowledge, and the fact that vocabulary is such an essential aspect of it, one of the most crucial services that teachers can provide, particularly for students who do not come from academically

advantaged backgrounds, is systematic instruction in important academic terms.”

The Bottom Line Rationale for DIRECTLY Teaching Vocabulary?

- Marzano & Pickering, 2005

Percentile Rank on Test

90 80 70 60 50 40 30 20 10 0

No Vocabulary Instruction Direct Vocabulary

Instruction on Content Related Words (effect size = .97)

50

83

Impact of Direct Vocabulary Instruction - Stahl & Fairbanks, 1988



One of neuroscience’s favorite aphorisms...

Neurons that fire together Wire together ! 1) Pronounce Chorally

2) Explain before Define 3) Provide Examples -------------------------- 4) Deepen Understanding 5) Review & Coach Use

Instructional Guidelines (another Heuristic) for Directly Teaching a New Term

“Quick Teach”

Deepen Understanding in Wide Variety of Ways Depending on the Word, Kids, Context, etc.

Here’s a few of my favorites that also have empirical evidence supporting them:

  Examples vs. Non-examples   Non-linguistic representations (e.g. images)   Acting them out physically   Quick story   Graphic organizers   Computer technology

** It’s all about connecting the New to the Known

But which words warrant our direct teaching?

Important words… Words that matter today AND tomorrow… Words that drive comprehension -key BIG ideas and words that are important for a student’s academic “tool kit” (e.g. factor, subsequent)

analyze approach predict consist major require significant vary interpret respond consequence

Word Types: A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach

Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific

home dog happy see come again find go look boy

metaphor photosynthesis legislature glaciated abdominal chromosome molt dividend habitat

Research: Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml

“Brick” words

“Mortar” words

Choose words that drive comprehension

Choose words that could be used in many academic contexts/areas

Vocabulary Knowledge Rating: SARS Article severe, adj. acute, adj. to recover, v. affects, v. suggests, v. to advise, v. suspended, v. vaccine, n. syndrome, n. disease, n. symptoms, n. infected, v.



Vocabulary Words Called Out: Gr. 3 Basal Text in 1 wk.

hauling artificial babushka sewn scraps threaded boarder poverty bouquet challah linen handkerchief huppa regions lacquer unique

Lexus? - Extended/Robust

Honda? - Embedded/Brief

Kia? - “Quick teach” Academic Terms Used/Not Taught ! summarize, specific, convey, similar, classify, categorize, selection, intensity, emphasis, framing, contrast, strategies

•  High-Use Words (Mortar Words) (likely to encounter in various texts across subject areas and grade levels)

•  independence, n independent, adj. •  to involve, v., involvement, n. •  to argue, n. argument, n. •  represent, v representation n. •  consequently, adv. consequence, n

•  Lesson Terms (Bricks) (lesson, topic and discipline specific)

•  colony, n. colonist, n. •  Patriot, n. •  Loyalist n. •  taxation, n. •  Stamp Act, n. •  traitor, n.

Academic Vocabulary Analysis: History Chapter: Independence from Britain

“Tool Kit” Type Words ALL T’s Need to Teach!

Compared to Heinle’s (www.nhd.heinle.com) virtual /vrtul/ adj. nearly, almost but not quite: He is nearly deaf; he has suffered the virtual loss of his hearing. -adv. virtually.

ALL Dictionaries Are NOT Equally Useful! Webster’s definition for: virtual Etymology:Middle English, possessed of certain physical virtues, from Medieval Latin virtualis, from Latin virtus strength, virtue 1 : being such in essence or effect though not formally recognized or admitted <a virtual dictator> 2 : of, relating to, or using virtual memory 3 : of, relating to, or being a hypothetical particle whose existence is inferred from indirect evidence <virtual photons> -- compare

Samples of Useful “learner friendly” Dictionaries for Underprepared Students

http://www.ldoceonline.com/ http://nhd.heinle.com/

e.g. Take a “poster child” mortar word - CONSEQUENCE

Student friendly explanation

Showing sentence

http://www.freerice.com/

Cool Online Resources-Improve the World While Building Vocabulary!

Other sites w/Cool Tools for Teachers/Students

http://www.etymonline.com/ http://www.visualthesaurus.com/vocabgrabber/ http://www.wordsift.com/ http://www websters-online-dictionary.org http://www.er.uqam.ca/nobel/r21270/textools/web_vp.html http://taggalaxy.de/



“Bell ringer” Activity: Independent & Quietly A Quick Review of Our New “Smart Word” from early in the seminar

Yes - NO - Why?

A heuristic provides a step by step solution to a given problem. Please explain your reasoning.

“Yes/no this is/is not logical because a heuristic __________________________________________. For example_________________________________.

Favorite “bell ringers” or Warm Up to Review Key Concepts/Vocab.

√ Yes -No why?

√ Word Pair Analysis

√ Image - explain

√ Show you know sentence

√ Translation activity

Key for ALL Warm Ups - Silent work 1-3 min. - Structured Partners (1s and 2s) - Teacher Monitor - Teacher Validate/ ReTeach if Needed

* Formative Assess is Key to PLCs and improving our instruction

Word Pair Analysis *requires analytical thinking!

Word Pair Similar Opposite Go Together No Relation desert/nomad Explain:

biome/ environment Explain:

hypothesis/ attribute Explain:

Nomads are people who move frequently and often do live in the desert.

A biome is a type of environment described in terms of the organisms that live there.

A hypothesis is an educated guess whereas an attribute is a characteristic of something.

X

X

X

* However, they are both academic terms!

Key Attributes: Effective Review of Big Concepts - Key Vocabulary Terms

  ALL students engaged - silent independent writing

  Use of the terms orally - structured partnering

  Task requires thinking/application/explanation NOT simply memorization of a definition or matching

  Teacher monitoring - validate, re-teach as needed,

  EXCELLENT source of formative assessment data

7th Grade GenEd - 60% Els - Social Studies -Vaughn & Martinez, 2008

http://www.cal.org/create/events/CREATE2008/peerpairing.html



Structuring Responses to Questions

NO Fishing Expeditions Allowed !!

i.e. T poses a question with: - no think time - no modeling - no writing NO Results!!

(think of our Elizabeth… or Max)

1)   Appropriate Question - can all respond to it? - if not, build knowledge

- any vocabulary embedded in the Q to pre-teach?

2) Structured Thinking/Processing Time - adequate wait time - often, write first to organize and focus thinking (up/down Bloom’s “food chain”) - appropriate sentence starter/frame if needed

Key Principles for Structuring Inclusive Academic Discussions

3) Partner Rehearsal - practice academic responding, make improvements

4) Unified Class Discussion & Wrap Up - random calling on students - NO hand raising - authentic volunteers at the end - accountable listening (e.g. record, paraphrase)

Let’s APPLY These 4 Key Principles to Assist this Teacher in Ensuring the Discussion Works

for ALL Students - Content & Language!

2. modeling an initial appropriate response for the age/ability level: embarrassed, disappointed, upset, etc.

3. factoring in adequate “wait time” (without blurting or hand raising) to enable all students to process the task and formulate a written response

- model thinking yourself!

1. posing a question that every student could respond to: How might you feel if someone you respected said or wrote something about you that wasn’t accurate?

teaching students the meaning of the high-utility academic word accurate, since the reading focuses upon information written about Native Americans which is inaccurate and the impact this has on the culture

Engagement Strategies That Could Have Been Used to Structure the Discussion (cont.)

7. randomly (or faux) on several students before closing with actual volunteers and provide some closure or summative comments

6. requiring active listening by prompting students’ to record 2-3 new ideas during the unified-class debriefing

5. prompting ALL students to “rehearse” their responses with a partner

4. providing and modeling sentence starters to frame written/spoken responses: I would feel__if a classmate said something unfair and incorrect about me. I would become__if a teacher reported inaccurate information about me.

Why Include a Written Component in Academic Discussions?

Potential benefits include: √ √ √ √ √

One persuasive rationale for adopting the school wide practice of discussion note taking is____________.

accountability - can’t be faked practice using academic language focused attention on key content/accountable listening promotes synthesis/integration of key ideas formative assessment data for T short term and for PLC or data team longer term

WHAT is Being Structured?

  Topic - a range of questions/topics/ - access, build background knowledge   Who - partner, group, “1’s then 2’s”   Time - fit the Q/task, focused   Thinking - up/down Bloom, model via thinking aloud, GOs, etc.  Language - academic vocabulary, syntax, Academic English - move from

vernacular to Academic discourse

EVERYTHING !



Gradual Release Model: Scaffolding

Teac

her

Resp

onsibi

lity

100%

0 0

100% Student Responsibility

With any luck, we move this way (-->) over time. But we are always prepared to slide up and down the

diagonal.

Gradual Release of Responsibility

Or.. I do it We do it Y’all do it

You do it

- David Pearson, 2007

Sample “Game Plan” for Getting Literacy Strategies Actually USED in the Classroom

✸  By Dept./Team pick 1-3 Robust Strategies That Match Student/Curriculum Needs ✸  Ensure ALL Teachers Taught (model/rationale/practice) how to use the strategies ✸  Classroom Level Coaching (schedule/train subs) ✸  Agree on Student Work to Represent Strategy Impact ✸  Meet in at 2-3 times over 2-3 months to analyze the evidence, brainstorm/plan modifications, etc.

e.g. PreReading (oral to written) , Summarization (oral to written),Question/read/answer, etc.

Bottom Line:

1)   Comprehension is driven by vocabulary & prior knowledge -thus we must actively TEACH it… build it… (a temporary bridging of the prior knowledge gulf between high and low students)

2) Actively MEDIATE comprehension during reading, stop - question, clarify, discuss, take notes, elaborate, etc. using partners etc. so ALL are constructing meaning.

3) Writing in response to reading - summarize, take a stand and support it, etc.- short, focused and daily!

The BIG 3 - Do These & I Guarantee Comprehension will improve - especially w/your students most in need… KF

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.

Michelangelo

boosting academic vocabulary & comprehension - … · [email protected]! 1! boosting academic...

Documents