Building Academic Language

Tiered VocabularyPD Module 2: October 29, 2015

Today’s Goals

Demonstrate the importance of Tier 2 vocabulary (mortar words)

Explore “Pulling Out” Tier 2 Vocabulary and the implications of the “Vocabulary Gap” for our learners

Practice vocabulary strategies/games

Vocabulary JENGA!4 Volunteers or ”Voluntolds” sit

at the the JENGA TableRemaining Participants

“Fishbowl” around in a circle to observe

Play/Observe Vocabulary JENGA

Whole Group DebriefHow was the “Pulling Out Tier 2 Word

Game” a metaphor?

As you sorted the Jenga words, what words did you have conversations about? Were there words that were both Tier 2 and Tier 3?

30 Second BlastAt your table, generate a list of “meanings” the following word has:

BAR

At your table, create as many sentences as possible of the “multiple meanings” for the following 2 word phrasal verb:

PUT OUT

30 Second BlastBAR: Soap Sand (water/ocean) Iron on window Stop Lawyer Place to drink Place to keep adult beverages “none” – nothing better than Metal lump Musical term

30 Second BlastPut Out: Inconvenience Set something out (Inappropriate Meaning) Horse to pasture Extinguish Publish Maximum effort Ships to sea Baseball

Bricks & MortarBricks/Tier 3 Words = specific content vocabulary of subject (i.e. radius; sedimentary rock)

Mortar/Tier 2 Words = general academic vocabulary and ways of using language that span subjects (i.e. concept; analyze; process; according to)

Need to help students learn both the bricks and the mortar, especially the mortar/Tier 2 “portable” words.

Do you know what this means?

One ___________, there was a ____________ of producers in a food web. As a result, the number of deer and wolves _______________. The reason that both the deer and wolf populations __________________ is that: A. producers are not as important as consumers in a food web

B. more consumers than producers are needed to ________________the

food web

C. organisms in this food web are _____________

D. populations __________ to stay _____________ in a _______________

 (NYS Regents HS Exam; Living Environment Item 3, August 13, 2008)

Making Meaning

Tier 2Vocabulary

1. You will have 5 readings to examine with the Tier 2 words removed

2. Silently, pick 1 or 2 pages and read3. Try to find someone at your table

read the same pages4. Attempt to make meaning of the

text

“Pulling Out” Tier 2 Vocabulary Words

Were you able to determine

meaning of the texts? How?

Given a learning task or

assessment based on the readings, how

would you perform?

Did discussing the text with a partner help increase your

understanding?

What connections can you make from this activity to those of your

struggling readers you work

with?

Tier 2 words across grade levels

The same idea becomes more sophisticated as students progress across grade levels. and ⇨ also ⇨ additionally ⇨ moreover ⇨ furthermore  

so ⇨ because ⇨ therefore ⇨ as a result ⇨ consequently (Causality)

end ⇨ last ⇨ finally ⇨ in conclusion ⇨ to sum up I like ⇨ I think ____ ⇨ In my opinion ⇨ Based on ____ I believe

90% Rule for Comprehension

Knowing 90% of the words used in a passage helps students use context clues, cognitive strategies, and inferring abilities that strengthen reading comprehension and support learning additional words.

90% Comprehension Rule:• Frustration Level: Below 90%

Comprehension• Instructional Level: 90% - 95%

Comprehension range• Independent Level: 95% Comprehension

Tier 2 Vocabulary Instruction

1. Watch the video demonstration of Marzano’s Six Step Process to teach tier two vocabulary

2. Observe and identify the teacher actions and behaviors that focus the lesson on vocabulary and/or are “sound” instructional practice

3. Describe the student actions and behaviors/interactions with vocabulary

https://www.youtube.com/watch?v=p9DPKgBrJQE

Whole Group DebriefMarzano’s 6 Step Vocabulary Lesson

Teacher Behaviors/Actions:

Student Behaviors/Actions:

Tier 2 vs Tier 3

These are parallel processes happening in your work every day by explicitly teaching and using: Transition words Signal words Task words Multi-meaning words

When teaching content vocabulary, the process becomes as important as the product.

So Now What? Vocabulary Activities & Games

Vocabulary Charades

Jenga Sort

Talk a Mile a Minute

What vocabulary

activites do you do

with students?

Building Academic Language

Next Workshop

PD Module 3: December 10, 2015

Remember to Complete Your Homework!!