Word Up! Vocabulary Instruction in
the 21st Century Classroom by Hello Literacy

Where in the day could
word learning occur?

Receptive Vocabulary (in) & Expressive
Vocabulary (out)

“The difference in the number
of words known by students with poor vocabularies versus students with rich vocabularies is extensive, grows over time, and becomes apparent early.” (Baker, Simmons & Kameemui, Big IDEAS, University of Oregon)

“The extent of oral language
is highly correlated with later reading proficiency.” (Bishop &Adams, 1990; Butler, Marsh, Sheppard & Sheppard, 1985; Pikulski & Tobin, 1989; Share, Jorm, MacLean & Matthews, 1984)

“Some children decode words fluently
and still have reading comprehension problems that seem to stem from language comprehension problems.” (Oakhill, Cain & Yuill, 1998; Yuill & Parkin, 1986)

“We use words to think;
the more words we know, the finer our understanding is about the world.” (Stahl, 1999)

“Comprehension of a text depends
crucially on knowledge of specific words that may not be familiar to some students.” (Nagy, 1998)

Now What? Directions: For each
word, write a sentence and use the word correctly in the sentence. 1. epiphenomenal: having the character of or relating to an epiphenomenon ________________________________________________________ 2. kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative: expressing a bodily or mental state ________________________________________________________

“Definitions, as an instructional device
have substantial weaknesses and limitations. Definitions do not teach you how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?” (Nagy, 1989) “…thus knowing a word cannot be identified with knowing a definition.” (Nagy & Scott, 2000)

steps
Marzano’s

• All these steps in
1 day (5-10 minutes) • Done IN a content area notebook, mixed in with other content area notes • 4 point rubric of understanding • These steps done over several days. • Done outside the notebook • In pairs, groups, at centers, etc. • 4 point rubric of understanding

www.kaganonline.com Quiz Quiz trade A
Kagan “Structure” A “Game”

The Text-Talk Lesson 30 Minutes
Read-Aloud (15 minutes) Word Play (15 minutes)

A Demonstration Lesson

Create “student friendly” definitions •
Ask yourself “When do I use this word?” • Use everyday language to explain the meaning. • Keep focused on the central meaning. • Try to include something, someone, or describes in your explanation to clarify how the word is used. Create and use instructional contexts • Contextual meaning for the word that are from the teacher, in a context other than the book. • Instructional contexts are used along with (not • instead of) “student friendly.” Active Engagement & Interaction • It is essential that students begin using a new word immediately, meaningfully, and in multiple contexts. • Examples are: Word Associations, Have You Ever…?, Applause! Applause! , Idea Completions or Open-Ends like “When might…How might…Why might…”

Comparing Two Target Words •
The sidewalk: paved or amazing? • Taking a walk to look for shells: amazing or exploring? • Michael Phelps 25 gold medals: amazing or paved? Using All Target Words Together

Criteria for Selecting Tier 2
Words: Select words are most necessary for comprehension Choose words that can be: • Connected to what students know • Explained with words students know • Will be useful and interesting to students

UTAH FIRST TEXT TALk LESSONs
UTAH FIRST SUPPLEMENT BUNDLE

1. http://turangawaewae.files.wordpress.com/2008/10/flickr-words.jpg 2. http://www.roebuck.herts.sch.uk/pupil-premium/our-school/the-school-day/ 3.
http://www.anchorhocking.com/prodd_3586_cat_18_tiered_platters.html 4. Clipart by Melonheadz 5. http://depositphotos.com/1337840/stock-photo-Water-splashing.html Photo Credits More Vocabulary Resources www.helloliteracy.blogspot.com