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RICH AND RIGOROUS SOCIAL STUDIES METHODS
CLASS 2 – WEDNESDAY, OCTOBER 21
COURSE ESSENTIAL QUESTION & OBJECTIVES
 How can we build a literacy framework that
supports readers in building knowledge?
 Develop a regular literacy cycle (not rigid but
consistent);
 Spend adequate time on the components of literacy
instruction that give us the most bang for our buck
(vocabulary, fluency, speaking and listening,
comprehension, writing)
 Make use of research based methods to make our
literacy time effective and engaging.
Reading
Writing
Speaking&
Listening
WHAT FACTORS MUST WE ATTEND TO FOR ADOLESCENT
LITERACY GROWTH?
 Time on task in literacy should include multiple components, which should all appear
in instruction over the course of a unit.
 Word Knowledge/Vocabulary
 Fluency (most important for struggling readers)
 Comprehension
 Writing
 Discussion
 Motivation & Engagement
ADAPTED FROM DR. TIM SHANAHAN
TODAY’S AGENDA
1. Review “rigor” as a concept and jigsaw seminar as a method.
2. Delve into the research on vocabulary instruction.
3. Develop vocabulary instruction and activities for a November/December unit of
study:
1. Series of texts (audio, video, visual, traditional);
2. Direct instruction of Tier 3 words;
3. Roots, affixes, suffixes, derivatives for Tier 2 words;
4. Vocabulary in context questions/activities;
5. Perspective papers and context clue sentences
A REVIEW OF RIGOR
WHAT EXACTLY ARE WE LOOKING FOR IN THE LITERACY FRAMEWORK WE BUILD?
CONCEPT/SEMANTIC MAP (WHAT YOU BUILT LAST TIME)
Concepts are the “furniture” of our minds. A
well-furnished mind is a source of joy,
academic success, citizenship, career
satisfaction, and lifelong learning.
A concept is defined by critical characteristics
shared by all examples of the concept. For
something to be an example of a concept, it
must contain all these critical characteristics.
To help students form the concept, the teacher
helps them first to see these critical
characteristics across different examples and,
then to summarize those characteristics in a
definition that students.
Naturally
differentiated
Deep
learning
Intellectually
challenging
Meaningful
Complex thought
processes
Rigor
Hitting target = personal
accomplishment
Not equated with
“harder”
Requires creativity/
multiple solutions
Sense of personal
accomplishment
Intellectually
challenging
the
Jigsaw
How was
Naturally
differentiatedmethod rigorous?
Seminar
Meaningful
How does it reflect a cycle of
literacy instruction (reading,
Rigorlistening)?
writing, speaking,
Deep
learning
Write a paragraph response
using at least six of the
Requires
creativity/
Senseyour
of personal
words/phrases
from
multiple solutions
semantic concept accomplishment
map.
Hitting target = personal
accomplishment
Complex thought
processes
Not equated with
“harder”
Reading
Writing
Speaking &
Listening
POP QUIZ!
APPROXIMATELY HOW MANY WORDS DO 12TH GRADERS
HEADED TO COMPETITIVE COLLEGES KNOW?
80,000
words
(Hirsch, 2004)
A CHAIN, BREAKING AT EVERY LINK
Less affluent students:
1)
know less words
2)
have less content knowledge
3)
use & hear less complex syntax
4)
are asked less questions
HOW IMPORTANT ARE WORDS?
Nearly a century of research (Whipple 1925, NAEP 2012)
 Feature of complex text that likely causes greatest difficulty
(Nelson et al 2012)
 Vocabulary assessed in grade 1 predicts grade 11 comprehension
(Cunningham & Stanovich 1997)
 The more words you know the more you learn (Biemiller 2010)
WHY IS EFFECTIVE VOCABULARY INSTRUCTION
IMPORTANT FOR ALL STUDENTS?
 Older students encounter increasingly difficult and unfamiliar vocabulary
in texts, especially content-area texts.
 Subject specific concept are critical to understanding (Baumann et al., 2003).
 Using context clues to find meaning requires practice and vocabulary
development (Swanborn & de Glopper, 1999).
 Students who do not know the meaning of the words they encounter
often do not comprehend the text (Beck et al., 1982).
VOCABULARY INSTRUCTION IS…
…the teaching of specific word meanings and
strategies to obtain word meanings independently.
Word Consciousness
Extensive knowledge of and interest in words.
Better Comprehension
Knowledge of how words function in different texts & settings.
Successful Readers
Struggling Readers
Are exposed to a breadth of vocabulary words in
VOCABULARY
conversations and print at home and at school
from a very early age.
Have limited exposure to new words.
May not enjoy reading and therefore do not select
reading as an independent activity.
Understand most words (at least 90 percent) when
they are reading and can make sense of unknown
words to build their vocabulary knowledge.
Read texts that are too difficult and thus are not
able to comprehend what they read or to learn new
words from reading.
Learn words incrementally, through multiple
exposures to new words.
Lack the variety of experiences and exposures
necessary to gain deep understanding of new
words.
Have content-specific prior knowledge that assists Often have limited content-specific prior
knowledge that is insufficient to support word
them in understanding how words are used in a
learning.
particular context.
(Boardman et al., 2008)
WHY MULTIPLE TEXTS?
 Reading or listening to a series of text on the same topic can
yield as much as four times the vocabulary growth
(Landauer & Dumais 1997; Adams, 2009);
 Topics not themes
 If we are to attack the gap we can’t afford not to take advantage
of this.
WORD KNOWLEDGE & VOCABULARY
The best instruction requires students to use academic vocabulary in a wide variety of
ways (speaking, listening, reading, writing) and requires students to analyze and
explore rich definitions of the words and their relationships with other
words.
A. Text sets/DBQs/discussions of multiple articles
B. Understanding vocabulary in context when reading
C. Studying root words/affixes/suffixes
D. Using important vocabulary in speaking and writing with adequate and meaningful
context clues
E.
Applying words necessary for the discipline (e.g. historical thinking) as well as for
writing (transitions, headings, etc.)
DR. TIM SHANAHAN
BUILDING COMFORT FOR IN-DEPTH STUDY
Options
 Video
 Pictures
 Less complex secondary text
Beware! Do not give away the text! The complex text and it’s
vocabulary are still central. Build interest and enthusiasm along
with some vocabulary.
What is an inauguration??
What mood
does
President
Lincoln seem
to be in ?
Does this
surprise you?
Why or why
not?
What words give you a hint
that this speech was given
during the Civil War?
Of what material are these sources
made? What does that tell us about the
type of source? For what reason is this
type of source generally constructed?
READ & LISTEN TO THE TEXT
 Read through the text silently.
 As you listen to the text being read, consider the many words
within it that are not commonplace. Circle all of the words you
find that are not words you have heard before.
 After you have heard the text read aloud, highlight the words
you identify as “showing emotion.”
DIRECT INSTRUCTION OF SPECIFIC WORDS
 Introduce a word and its meaning
 Create definitions and non-definitions
 Provide visual and physical experiences with each word
 Engage in discussion and extended reading and writing
activities
(Boardman et al., 2008; Kamil et al., 2008)
DIRECT INSTRUCTION OF WORDS IN
LINCOLN’S ADDRESS: MALICE
Go back to the text
(line 20) and based
on what you know
the prefixto brainstorm
 about
30 seconds
“mal” come up with a
prefix to
“mal”
synonym
replace
“malice” in this
sentence.
Malfunction
Malign
words that begin with the
Malpractice
Malnourished
DIRECT INSTRUCTION OF WORDS IN LINCOLN’S
ADDRESS: CORRESPONDING, LINE 32
Definitions
 similar in character, form, or function.
 able to be matched, joined, or interlocked.
Which definition makes the most sense based on
the context?
 dealing with written communication.
Etymology
 Latin correspondere, from cor "together, with each other" + respondere "to answer“
Other Disciplines (Tier 2)
 Math (corresponding angles or sides – same or proportional)
 ELA (literary themes and corresponding pieces)
 Computer/Business (email vs. letter correspondence)
REALLY, FOR ALL STUDENTS?
YES!
DIRECT INSTRUCTION WITH WORD PARTS AND FAMILIES
What is it?
Instruction of word meanings through examination of
different word parts and word families
Instructional Recommendation
Provide students with strategies to make them independent vocabulary
learners and help them gain interest in words.
(Kamil et al., 2008)
INDEPENDENT VOCABULARY ACQUISITION:
WHAT MIGHT INSTRUCTION LOOK LIKE?
Teach students to use components (prefixes, suffixes, roots) of words
Example: Involuntary
volunteer = “Choosing to act” in = “Not”
ary = “Associated with”
Involuntary refers to something that happens not by choice.
Example sentence: Blinking your eyes regularly is an involuntary action.
(Baumann et al., 2002; Baumann et al., 2003; Kamil et al., 2008)
WORD: EXTEND/EXPIRE
Exterminate
Extract
Exonerate
Excavate
Excerpt
Exclude
Extinguish
Exception
To kill, destroy, or wipe out something completely
To pull something out, often using force
To declare someone not guilty; to take away blame
To make by digging out; to scoop out
A passage taken from a larger text
To keep something/someone out
To snuff out
Leaving something/someone out
PREFIX - EX
Based on the
definitions of all
of the “ex”
words, what do
you think the
pre-fix “ex”
stands for?
Can you think of
other “ex”
words that
follow this rule?
WORD: EXTEND/EXPIRE
Roots:
 Tend/tent/tens: (Latin – tendere) to stretch or strain.
 Spire: (Latin – breath)
Discuss with a partner how knowing the prefix and the roots can
help you understand the word “extended” on line 6 “expiration”
on line 7 of Lincoln’s Second Inaugural Address
ROOTS, PREFIXES, SUFFIXES CLUSTER WALL
EXPLICIT VOCABULARY INSTRUCTION
Direct instruction of specific words as
well as roots/affixes/suffixes.
Direct instruction of strategies to promote independent
vocabulary acquisition when reading (15% of new words
learned this way with more learned through discussion).
(Baumann et al., 2003; Bos & Anders, 1990; Jenkins et al., 1989; Kamil et al., 2008).
WHAT WORDS DO WE TEACH (OR GIVE) TO STUDENTS?
 High-frequency words (Biemiller, 2005; Hiebert, 2005)
 Tiers of words (Beck et al., 1982)
 Important words (Kamil et al., 2008)
 This strategy is of most value to adolescent readers of content
materials.
 Check out Academic Word Finder:
http://achievethecore.org/academic-word-finder/
THREE TIERS OF VOCABULARY WORDS
Tier 3 Words
Rarely in text or
are contentspecific.
Tier 2 Words
Appear frequently in many contexts.
Tier 1 Words
Words students are likely to
know.
(Beck, McKeown, & Kucan, 2002)
WHICH WORDS WOULD GIVE YOU THE MOST BANG FOR YOUR
BUCK? WHY?
At this second appearing to take the oath of the Presidential office there is less
occasion for an extended address than there was at the first. Then a statement
somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the
expiration of four years, during which public declarations have been constantly called
forth on every point and phase of the great contest which still absorbs the attention
and engrosses the energies of the nation, little that is new could be presented. The
progress of our arms, upon which all else chiefly depends, is as well known to the public
as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high
hope for the future, no prediction in regard to it is ventured.
PERSPECTIVE PAPERS: WRITING WITH ACADEMIC VOCABULARY
Students write a paragraph from the perspective of a person, place, or
thing. Students should include language that depicts:
 Important relationships, purposes, problems, effects, desires, emotions, and humor.
Example: Glacier: About 60,000 years ago I was born, very slowly. Snow started to fall
and build up over many years. It turned to ice. Once I reached about 80 feet tall, I
started to move. I guess I was like a teenager, ready to move on. Now I am older and
melting rapidly. The summers seem longer and hotter, and I just don’t have it in me to
fight anymore. The hardest part is watching my animal friends suffer as I wither away.
PERSPECTIVE PAPERS
Let’s try a hard one…an abstract thing: NEGOTIATION
Important relationships: Who would a negotiation need to deal with?
Purposes: What is the life purpose of a negotiation?
Problems: What types of problems might a negotiation have (internal/external)?
Emotions: What emotions might a negotiation feel?
LATER THIS YEAR
WE WILL LEARN TO WRITE QUESTIONS THAT
HELP STUDENTS DIG VOCABULARY MEANING
OUT OF TEXT!
CONCLUSIONS ABOUT VOCABULARY INSTRUCTION
 Effective vocabulary instruction is not asking students to memorize definitions
or teaching students unfriendly and complex descriptions of words.
 Effective vocabulary instruction:
 assures that students have opportunities to know what words mean and how to use
them in oral and written language.
 is explicit and includes 1) direct instruction of word meaning and 2) direct instruction of
strategies to promote independent vocabulary acquisition.
 Teachers should carefully select specific words to target during vocabulary
instruction based on student need and goal of the lesson.
IN YOUR UNIT, HOW WILL STUDENTS…
 Learn to love vocabulary words?
 Build knowledge with vocabulary?
 Discuss vocabulary words and their meanings with one
another?
 Own the meaning of important words?
 Write effectively using important vocabulary?
UNIT PLANNING TIME
1. Go back through your notes. What ideas will you use to frame
vocabulary instruction for your unit?
2. Love words! Read through your texts and determine which words
initially stand out to you.
1. Which are the most important to understanding the text?
2. Which could be supported with other texts, visuals, videos, music?
3. Which are important and have prefixes, suffixes, and roots that you can highlight?
3. Begin to determine which explicit instructional moves you will use with
each word.
REFLECT ON TODAY’S WORK USING YOUR IPG
NEXT MEETING: THURSDAY, DECEMBER 3RD