developmental language disorder project 2018-2019

DLD & Vocabulary Christine D’Arcy, Senior Speech Pathologist, Learning Improvement, Department for Education, 2019

Making the language for learning accessible to ALL learners

Christine D’ArcySenior Speech PathologistLearning Improvement DivisionDepartment for EducationE: [email protected]

How language difficulties impact on learning

Developmental Language Disorder Project 2018-2019

2019


Language Modification

Learning Environment

Explicit Vocabulary Instruction

Aim to modify

the language of

instruction to

facilitate

understanding of

the content

Supporting Students’ Written

Language

Teachers Oral & Written

Instructional Language

Build focus ORAL

LANGUAGE for academic

purposes

Support reading

for learning

Target writing

for academic purposes

NB: Alignment with Education Department’s School Improvement Model Focus Strategies08/03/2019


Learning Intentions for today

The purpose of this workshop is to:

• build your capacity to support ALL learners (including learners with language-based

learning difficulties) understand and use the vocabulary needed to access the

curriculum

By the end of this workshop you will have further developed your ability to:

Select key vocabulary

Create student friendly definitions for key vocabulary

Use data collection strategies to measure students’ knowledge of key vocabulary

before and after explicit teaching

Success Criteria


Why is vocabulary important…

Increase Vocabulary Acquisition

Increase Reading

Comprehension

Hirsch (2003)

Adequate reading comprehension dependson a person knowing between 90-95% of

the words in a text. • Vocabulary is a strong predictor of academic success• Children with poor vocabulary continue to be approximately

2 grades behind in vocabulary knowledge throughout primary school• A Year 7 student with a history of weak vocabulary skills could start high school

with a Year 4 or 5 level of vocabulary and reading comprehension ability• Research has shown that direct, systematic vocabulary instruction influences comprehension more than any other factor


NEW TOPIC =

NEW VOCABULARY

that students need to process and retain in order to develop even the most

basic knowledge and application of that topic

Beck et al., 2002

word meaning may only be stated oncein a hard to understand

dictionary definitionwith no ‘real’

understanding gained from that definition

We need to understand about 90% of the words to comprehend what we read and hear

WHY explicit VOCABULARY instruction?

12 instructional

encounters needed to know a word

Beck et al. 2013 Stahl & Nagy, 2006

Realistic to teach

400 words a yearBeck et al. 2013

Average child learns 2000-3000 words

every yearStahl & Nagy, 2006


10 Key Words Strategy

Teacher selects 10 Key words

critical for understanding topic content

Teacher

collects evidence of prior

word knowledge

[Pre-testing]

Teacher + students

create contextualised

word descriptions

+ a visual representation

Supports access to topic content

for ALL students

Results in deeper word and topic

knowledge

Teacher engages students

in vocabulary activities

Teachercollects evidence

of currentword knowledge

[Post-testing]

8/03/2019

Supports access to topic content words for all studentsStrategy results in deep word and content knowledge

1 2 3 4 5





Teacher


for ALL students

Results in deeper word

and topic knowledge

[Post-testing]

8/03/2019


1 2 3 4 5


Planning and Vocabulary

Reciprocal relationship

• Strong planning informs vocabulary selection

• If the vocabulary selection isn’t working, is the planning strong?

• Or have you chosen the wrong vocabulary?

Vocabulary

Planning Vocabulary

DLD & Vocabulary Christine D’Arcy, Senior Speech Pathologist, Learning Improvement, Department for Education, 20198/03/2019

Teaching & Learning Design Cycle

Literacy Progressions: https://www.youtube.com/watch?v=bMcNgSS2IG8

Comprehending texts through listening, reading and viewingComposing texts through speaking, writing and creating

https://www.youtube.com/watch?v=bMcNgSS2IG8


Australian CurriculumYears 9-12

SCIENCE: 282 terms that need to be taught

MATHS: 214 terms

HISTORY: 700 termsStarling/SPA National Tour 2014

8/03/2019

Australian CurriculumLearning Area Glossaries

https://www.australiancurriculum.edu.au/download?view=f10

We need to understand about 90% of words to comprehend what we hear & read



1

https://www.australiancurriculum.edu.au/download?view=f10


Secondary

Instructional Vocabulary

Analyse: break up into parts, examine methodically and in detail

Compare: look for similarities and differences

Contrast: highlight the differences between

Define: give the meaning of, describe the subject matter or nature of

Describe: give a detailed account of, characteristics, qualities or events

Differentiate and Distinguish: show the differences between, recognise

or indicate the distinctive features, attributes, or traits

Discuss: give reasons for and against, also examine the implications,

investigate, sift and debate

Elaborate: explain in minute detail, give account of, work out in detail

Enumerate: give the main features or general principles of a subject,

mention them one by one

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1


BloomsTaxonomy

InstructionalVerbs

Easier

Difficult


Teaching vocabulary for specific genrese.g. a persuasive writing task

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1


Tiers of Vocabulary

8/03/2019 ©Henrietta McLachlan and Liz Elks 2015



1


We can also think of words in terms of…


MUST…SHOULD…COULD

‘Must know’ words

• Essential to the learning of a topic/concept. These words need to be systematically taught to enable students to recognise them on sight and/or hearing

• combination of Tier 2 instructional and Tier 3 content words)

‘Should know’ words

• Highly significant for understanding the topic

• Often Tier 2 instructional words

• Can be Tier 3 content words

‘Could know’ words

• Not essential for a basic understanding of topic/concept, but useful and interesting.

• Teachers might label these words as ‘extension vocabulary’

• Word frequency is low and is often restricted to specific curriculum content

• Usually Tier 3 content words



1


During planning stage, you might categorise words into:

Content Vocabulary Instructional Vocabulary



1


How we choose key words



1


Content Vocabulary Instruction Vocabulary

Minimum safe working practices and procedures

Fixed scroll saw

Desire

Acrylic

PPE

Poker



1


How we choose key words



1


Content Vocabulary Instruction Vocabulary

Minimum safe working practices and procedures

Assessment

Fixed scroll saw Designed

Desire Drill

Acrylic Identify

PPE Procedures

Poker List



1


Brainstorming Key Vocabulary

Brainstorm vocab using your Assessment Task Instruction Sheet and categorise words into:

• Content / Topic specific vocabulary

– Words students must know (e.g. Black Death vocab)

• Instructional vocabulary

– Words students must doe.g. analyse, compare, compose, contrast, describe, demonstrate



1


• Select up to 10 Key words you consider essential for an in-depth understanding of the topic

• They may be a mix of content and instructional words

• List the words on the template provided

Selecting Key Vocabulary



1





Teacher

collects evidence of

prior

word knowledge

[Pre-testing]

Teacher + students

create


for ALL students

Results in deeper word

and topic knowledge


Teacher]

8/03/2019


1 2 3 4 5


Measuring Word Knowledge

What do your students already know?

How do you know?

How do you assess and monitor?Teacher


prior

word knowledge

[Pre-testing]

2


Measuring word knowledge

8/03/2019

What techniques can teachers use to collect evidence of word knowledge before and during learning time?

ObservationsLook for students’ use of key words in classroom discussions & written work

StoplightVocabulary Test Student self-evaluationof word knowledge

Teacher


prior

word knowledge

[Pre-testing]

2


Stoplight

assessing word knowledgebefore teaching

Teacher


prior

word knowledge

[Pre-testing]

2


Modelling language students can use to talk about their LEVEL of word knowledge

8/03/2019The Word Learning Continuum

Teacher


prior

word knowledge

[Pre-testing]

2


Teacher


prior

word knowledge

[Pre-testing]

2

Student Example of Stoplight Vocabulary Test


Teacher


prior

word knowledge

[Pre-testing]

2





Teacher


word knowledge

[Pre-testing]

Teacher + students


word descriptions



for ALL students


knowledge

[Post-testing]

8/03/2019


1 2 3 4 53


Word Meanings as Descriptions vs Definitions

WORD DEFINITION DESCRIPTION

Covert Secret; disguised Describes something that is done in a secret or hidden way

Disrupt Shatter; separate forcibly; interrupt flow or continuity of

To cause difficulties that stop something from continuing easily

Illusion Deception, delusion; sense-perception of an external object involving a false belief as to its nature

Something that looks like one thing but is really something else, or is not there at all

Improvise Compose, utter, extempore; provide or construct extemporaneously

To make something you need by using whatever is available at the moment

Morbid Unwholesome, sickly; given to morbid feelings; melancholy

Showing a great interest in horrible, gruesome details, especially about death

8/03/2019

Teacher + students


word descriptions


3


The Importance of Context

8/03/2019

Do you know these words?

creditabledetermination

requirementadjustment

decreasing acquisition

attribute

Teacher + students


word descriptions


3


Then no problems understanding this right?

8/03/2019

“In effect, the determination waives the requirement foran adjustment note for a decreasing adjustment relatingto a creditable acquisition purchased with a corporatecard in order to attribute, to a tax period, an adjustmentto an input tax credit previously attributed on theacquisition, provided that…”

Based on Richard Lavoie’s presentations on understanding learning disabilities: https://wwww.youtube.com/watch?v=jZhRf2fxlyw

Context is important for comprehension

Teacher + students


word descriptions


3


• 70% of most frequently used words have multiple meanings

• Contextual analysis means looking ‘outside’ the contextual environment of the word to derive meaning

• Students learn how to use written and spoken context to process word meanings

• Intuitive for students with strong language skills

• Needs to be taught explicitly to others

8/03/2019

Direct Vocabulary Instruction IdeasUsing context to figure out word meaning

Teacher + students


word descriptions


3


Word Description

EQUATION An equation is a mathematical statement saying that 2 amountsor values are the same

ALGEBRAIC EXPRESSION A type of mathematics in which letters are used to representquantities (numbers)

PRONUMERAL A letter or symbol to represent a number

VARIABLE A variable is a quantity that can have any one of a set of values. It is a value that changes

SOLVE To solve something is to find a solution, or an answer, to a question.

SOLUTION A solution is the answer to a problem or a question.

CONSECUTIVE Following a given pattern e.g. 2,4,6,8… Thursday, Friday, Saturday...

FORMULA A formula is a group of numbers that represents a mathematical rule

INEQUALITY A range of (many) answers

SUBSTITUTION Substitution is when one thing takes the place, or performs the function, of another thing.

Word Descriptions for Algebra

Subject: Maths Topic: Algebra

8/03/2019

Teacher + students


word descriptions


3


1. Write contextualised descriptions for the 10 key words you considered essential for in-depth understanding of your topic

2. Use the example descriptions (on your table) as a guide for this task

Writing Key Word Descriptions

Teacher + students


word descriptions


3

EquationAn equation is a mathematical statement saying that 2 amounts or values are the same


Develop clear, unambiguous descriptions meaningful to your students using student friendly language that you can build on and extend as their word knowledge deepens

Pair words with VISUALS to support students’ understanding & memory

Use word activities to involve your students in creating word descriptions

Use a wide range of resources e.g.Internet, posters, wall charts, word walls, graphs, diagrams, time-lines, pictographs, word maps

Teacher + students


word descriptions


3


Teacher + students


word descriptions


3

Examples of Contextualised Key Word Descriptions


Teacher & Students Collaboratively Write Contextualised Key Word Descriptions

“We looked at our stoplight vocabulary and discussed what they (words) could mean and then developed our common understanding of what each word meant to us in relation to the topic”

“Small groups were assigned a word and had to develop a description themselves. They then discussed it with the class and we looked at what to further improve the description to ensure it was easily understood by all and wasn’t too much like a definition.”

Teacher + students


word descriptions


3





Teacher


word knowledge

[Pre-testing]

Teacher + students


word descriptions



for ALL students


knowledge



8/03/2019


1 2 3 4 5


Explicit Vocabulary Instruction

Activity Ideas

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4


AIMING FOR…Deep word knowledge

This means students can…SAY the word

SPELL the wordDESCRIBE the word’s MEANING

USE the word in CONTEXT

8/03/2019



4


Word Maps

8/03/2019

can be used toclassify words by

attributesfunction

language techniquechemical process

syllablessounds



4


Word Maps

classify words Meanings

attributes & functionSound Structure

syllablessoundsrhyme



4


Keep the word map structure constantso students can start to use word maps independently

8/03/2019

Green branches on LH side encourage

students to think of word MEANING

Start with 3 ideasProvides general

knowledge about the word

Use drawing & colour to activate memory

Red branches on RH

encourage students to think of the

SOUND of the word

How many syllables?

Starts with?Rhymes with?



4


Video: Modelling how to word maphttps://www.youtube.com/watch?v=ipqmdH-LxUQ

8/03/2019



4

https://www.youtube.com/watch?v=ipqmdH-LxUQ


Interactive Word Maps for Content Vocabulary

8/03/2019



4


Google ‘Word Map Templates’

8/03/2019



4


Read & investigate unfamiliar words

during or at the end of reading a text



4




4


Science WordMap



4


Direct Vocabulary Instruction IdeasDifferent types of context clues

Types of Context

Clues

Example

Definition A paragraph is a group of sentences about the same topic.

Synonym The cobra’s venom, or poison, is deadly.

Antonym The soldier was very intrepid in battle, in contrast to the person next to him who

was quite cowardly.

Example Tigers, lions, panthers and leopards are some of the most beautiful members of

the feline family.

General Patriotism is a very strong force in Australia. People love their country and are

very proud Australians.

Visual Graphs, charts, maps, tables often provide context clues

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4


Vocabulary Instruction IdeasLooking at parts of words to figure out meaning

The meaning of 60% of multi-syllabic words can be worked out by analysing word parts (Bromley, 2007)

Help students to look inside the structure of words to derive meaning

Prefixes + Root words + Suffixes

Pre- histor -ic = Prehistoric Re- charge -able = Rechargeable

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4


Looking inside words to derive meaning

IntertextualityTeacher engages students


4

quality ofconnecting,

across, between

relating to print

pertainingto The connections between texts

The way in which one text is referenced in another


Word Building

ness = that which is

What is another way of saying that which is… quiet?

QuietnessWhat is another way of saying

that which is… helpful?helpfulness

Kindness


port means to carry

import export portable

Shared with the permission of Vikki Chave, Speech Pathologist, Department for Education, 2019

Word Building – Latin root words www.etymonline.com


export: to sell products or raw materials to another country.

portable: something that can be carried around easily or moved.

import: to buy products or raw materials from another country to use in your own country.

The nation also exports beef.

I always carry a portable computer with me.

To import goods from Russia, you must pay in Russian roubles.



anthrop means human; man; humanity

misanthrope philanthropy anthropoid


Word Building – Greek root words


misanthrope: a person who does not like other people.

During the ceremony, the generous celebrity received an award for her philanthropy.

anthropoid: something that looks similar to man.

philanthropy: giving money to people who need it, without wanting anything in return.

The old man was a misanthrope who surrounded his entire garden with barbed wire to keep his neighbours at bay.

While visiting the zoo, we watched a monkey peal a banana in such an anthropoidway.


Looking INSIDE words to derive meaning‘Google’ Pre-fix/suffix activities

Prefix & Suffix Dominoes Prefix & Suffix Word Construction

The meaning of 60% of multi-syllabic words can be worked out by analysing word parts (Bromley, 2007)



4


Vocabulary

Instructions



4


Explicit Vocabulary Instruction embedded in classroom practice



4


Kahoot! to teach vocabularyhttps://kahoot.com/

8/03/2019

https://www.youtube.com/watch?v=fnh0Qkfr044



4


Explicitly Teaching VocabularyStoplight Vocabulary Test – Student Examples



4





Teacher


word knowledge

[Pre-testing]

Teacher + students


word descriptions



for ALL students


knowledge





[Post-testing]

8/03/2019


1 2 3 4 5


Repeat Stop Light TestMini Impact Cycles



[Post-testing]

5

Post Testing – What was the impact?


10 Key words and their meaning• Loyal Creatures Living beings that remain trustworthy

• Structure The layout of a text

• Narrator Someone who tells the story (storyteller)

• figurative language Words that give a deeper meaning – (going beyond the literal words).

• Foreshadowing Gives you clues about what is going to happen next.

• Symbolism Use symbols to represent an idea in a text.

• Antagonist A person who actively opposes or is hostile to someone or something; an adversary.

• Protagonist The leading character or one of the major characters in a text.

• Metaphor Comparing two unlike things that actually have something important in common.

• Simile Comparing two things using the words ‘like’ or ‘as’.


0

10

20

30

40

50

60

70

80

Red Yellow Green

10

29

71

Post Test

0

10

20

30

40

50

60

Red Yellow Green

31

56

23

Pre Test

Red words dropped from 31 to 10 = 21 word knowledge increase

Yellow words dropped from 56 to 29 = 27 word knowledge increase

Green increased from 23 to 71 = 48 word knowledge increase

Word Knowledge Data – Traffic light

“Student Ownership of Learning”Shared with permission of

K Kingham, English Teacher, Glossop HS


Spelling accuracy increased from 55 to 88 = 33 word knowledge increase

Word Knowledge Data - Spelling

0

10

20

30

40

50

60

Red Yellow

31

56

Key Word Spelling


Post Testing – What was the impact?



[Post-testing]

5

DLD & Vocabulary Christine D’Arcy, Senior Speech Pathologist, Learning Improvement, Department for Education, 2019Students need to hear how the word sounds and looks in print

IDENTIFY & CLASSIFY

“Must know”words

DISPLAY10 KEY WORDS

in classroom

FOCUS INSTRUCTION on

“Must Know”words

CREATE CONTEXTUALISED WORD DESCRIPTIONS

(not dictionary definitions) during WHOLE CLASS WORK

TOGETHER

FIND OUTwhat students already

know about topic words?e.g. use traffic light test

SMALL GROUP WORK

Talking & sharing ideas about topic words then

sharing withwhole class

Include 10 Key Words in

TEACHING & LEARNING

PLAN

ACTIVITY IDEASCompare & contrast same-differentWhat Word Am I?Celebrity HeadsSynonym/Antonym ChallengeSpelling ContestsClassificationSentence ClozeFind a WordCrosswordMix-n-Match Word DescriptionsDiagram labelling2 minute charades

COLLECT EVIDENCE of GROWTH IN WORD

KNOWLEDGE


Teacher Feedback on 10 Key Word Strategy

“Students are able to discuss ideas with more accuracy and precision”

“After implementation students were more inclined to extend their learning by asking questions”

88% of trained teachers intend to explicitly teach and measure their students’ vocabularyknowledge when introducing a new topic


Learning Intentions for today

The purpose of this workshop is to:

• build your capacity to support ALL learners (including learners with language-based

learning difficulties) understand and use the vocabulary needed to access the

curriculum

By the end of this workshop you will have further developed your ability to:

Select key vocabulary

Create student friendly definitions for key vocabulary

Use data collection strategies to measure students’ knowledge of key vocabulary

before and after explicit teaching

Success Criteria


DLD Project Professional Learning Program

Making the Language of Secondary Learning ‘Accessible’ to ALL Students

The impact of Language Difficulties on

students’ learning & outcomes beyond

school

ExplicitVocabulary

Instruction for Academic Learning

Modifying Teachers’ Oral


Modifying Teachers’ Written


Supporting Students’ Written Language for

Academic Learning

ATTENTION!Year 8 Teachers

Select & write descriptions for 10 key words you will explicitly teach next term

thenEmail 10 key words to

[email protected] date…..

mailto:[email protected]


More Teacher Resources

8/03/2019


5 mins

https://www.surveymonkey.com/xxxx

School

QR CODE

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developmental language disorder project 2018-2019

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