Choosing Words to Teach....... Teaching with Oral Language
Blog Prompt Cox Academy Lessons 4-6 (Elementary) and Choosing Words to Teach (Middle School):
Given that "researchers" estimate that a reader must know the meaning of at least 90% of words in a text to comprehend it:, we know that vocabulary is critical to reading comprehension. What is the biggest takeaway you received in Lessons 4-6 of Oral Language or Choosing Words to Teach?
What have been your key takeaways, challenges, and successes in strengthening oral language skills in your classroom through morphology, syntax, and semantics?
In the past, in order to promote problem-solving and the development of “self-directed learning”, I scaffolded as needed based on individual students. In light of REACH’s changes, and the push for Literacy, my biggest takeaway is that I have to facilitate much more background and vocabulary knowledge for my students.
ReplyDeleteIn 3rd grade, we have already read and discussed “The Search for the Ninth Planet”. The Tier Two words that presented themselves included: orbiting; solid argument; calculations and data; position (point of view or perspective); adhering; oddities; and, consequently. Some needed only brief attention, and PAT worked quite effectively.
However, in order for students to truly OWN these new words, in order to use them expressively in written and oral language (and not just receptively), I have begun implementing the use of Curipod in order to facilitate peer discussions to build vocabulary and background knowledge, as recommended in the videos.
I scaffold as well, but I have noticed that I have to incorporate more background knowledge and vocabulary for my students; especially for them to be successful on the weekly cold reads. I have never used Curipod, but would be interested to see how it works, because my students need not only to recognize Tier 2 words for a cold read, but be cognizant of them in future readings.
DeleteI have also found myself including more background knowledge for students. While reading various texts, I noticed that some students did not understand or seemed to be confused about a topic, concept, event, etc. Now, before reading a text or doing a cold read, I take time to provide students with the background knowledge needed through explanations, discussions, pictures, and videos. Sometimes while reading a text, a student will ask a question or say a comment and discussion will spontaneously happen. This can facilitate background knowledge and provide an opportunity to incorporate vocabulary. Just taking a few minutes to do this can be so beneficial for students and help them be more successful!
DeleteCuripod seems great to initiate peer discussion. I really want to incorporate in with vocabulary lessons for 5th grade.
DeleteOMGosh... yes! you should totally sign up for Curicon next week!!!
DeleteI have started using curipod more with my group but there is much for me to learn! I was looking on the app yesterday for sessions to take! I would love to get some more info on using it for class discussions and building background knowledge! I think it would be great to use with vocabulary if I knew more about it!
DeleteIf our end goal as teachers is to improve a students utilization of the English language then vocabulary instruction must go beyond simple memorization. I like how the article differentiated vocabulary based on tiers. As a middle school science teacher I focus more on the tier three words needed to understand and express our standards. I have begun using Reading Apprenticeship strategies in my reading passages that includes searching for "unfamiliar" words. This is is a perfect time for me, as the instructor, to locate a few tier 2 words that will help students further their grasp of language in all subject areas. It would be simple to point out these few words that students might recognize, but do not know the many ways they can be used in written and oral expression. To create thinkers, we must give them the tool (vocabulary) to express that thought.
ReplyDeleteMy take away from chapters 4-6 is that students must master written language to be successful in our current educational system; and it takes 90% of word meanings to comprehend and decode the text fluently. To remain in long term memory and for kids to have proper expressive language skills; it takes at least 12-20 exposures and even more exposure for kids performing below grade level. Not only do I think of my personal child (1st grade) when I think of this, but of my current students as well. Since I have been introduced to the Science of Reading, I recognize that my fourth graders need morphology lessons just as much as the younger grades. I have some students who can read the sentences, but don't understand what the information is saying, and on the other hand; I have students that are missing almost every other word.
ReplyDeleteI find my self now using more morphology in the classroom. We read more and in group settings to allow my students more oral language time to express their thoughts. I find that in breakout rooms they talk more, and I can see what they really understand. If we come across a word that they are unfamiliar with, I break down the word - pull it apart, show pictures, go over prefixes/suffixes if the word has any, discuss the base word and find other words around it that will help with meaning. I also am becoming more cognizant of different dialects in the classroom and how they read and pronounce words may impact how they interpret the meaning, as well as the syntax of the sentence.
It's still a work in progress, but overall, I feel like the professional learning is giving me effective strategies that I can incorporate in my classroom for future success.
It is always a challenge to offer those oral language opportunities in F2F learning but even more in a virtual setting. I think you do a good job with the breakout rooms
DeleteThe mention of needing to know 90% of word meanings to comprehend and takin 12-20 exposures to understand a word stood out to me in your post! While I don't have a lot of experience working with younger students, I felt a connection to my experience with my almost-5-year-old at home. Although, I aim to use vocabulary he understands when giving directions, I wonder how many times I have said something to him, thinking he would understand, and he doesn't? He is a pretty inquisitive kid, so he will ask questions like, "What does the word 'similar' mean?" Typically after I have used a word a few times with him and he asks what it means, I hear him start to use it in his own vocabulary! I see similarities with that in class as well. Looking at a function for the first time, a student might not say that it is "proportional" but they might say that it is increasing at a steady rate. After learning and exposing them to the vocabulary, the next time they see it, they might refer to it as proportional.
DeleteYou mentioned that students needed to master written language to be successful in our current educational system and that took my thinking back to a GaDOE Dyslexia training that I watched recently. The definition for literacy was updated in 2016. Previously it said reading was understanding, evaluating, and engaging with written texts to achieve one's goals, develop one's knowledge, and potential. The updated definition replaced the word "reading" with literacy and added that students need to be able to evaluate, use, and engage with written texts to participate in society as well as achieve goals and develop knowledge and potential (Organization for Economic Cooperation and Development) Reading and Writing are so important in our classes because it does impact our students ability to participate fully in the community.
DeleteI know that I have the opportunity to help elementary students practice a few of these skills in my class too. I am trying to incorporate breaking a word down (prefix, suffix, etc) as well. Increasing the opportunities for students to practice morphology.
DeleteAnna, I'm a huge believer in this. I think this can have such a profound effect on reading. You can't teach a student every word in the English language, but if you can give them a tool (affixes) that will help them break apart unfamiliar words as they read, you can change the reading game for them! My little sister took Latin in high school and she swears by those 3 years as one of her best decisions and the reason she scored so well on her college entrance exams.
ReplyDelete"Given that 'researchers' estimate that a reader must know the meaning of at least 90% of words in a text to comprehend it, we know that vocabulary is critical to reading comprehension." After reading the article and then transferring the previous statement to my own subject area, music, I go back to the our music standards that deal with responding to music (the following is for 5th grade):
ReplyDeleteESGM5.RE.1 Listen to, analyze, and describe music.
b. Describe music using appropriate vocabulary (e.g. fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. unison/harmony).
ESGM5.RE.2 Evaluate music and music performances.
b. Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.
d. Explain personal preferences for specific musical works using appropriate vocabulary.
Based on these standards, our students should be able to evaluate music and music performances using musical vocabulary/academic language. The most challenging part of this standard is creating thorough understandings of the vocabulary as much of it is subject specific. At the simplest level, most students are able to explain music in terms of musical preference, however, using musical vocabulary to explain those preferences becomes a roadblock to many. In order to analyze music using academic language, students need a thorough understanding of the musical elements, how composers use them and how performers interpret them.
Music vocabulary is fun! Once the students truthfully understand the meaning in context, it would certainly deepen their discussions.
DeleteGosh! I think I would have trouble with some of that music vocabulary. However, I see a lot of Greek and Latin roots in those words. I wonder if some of our Spanish speaking students have an easier time with music vocabulary since the words are similar to some Spanish words.
DeleteHeatheMy biggest take away from lesson 4-6 is the vocabulary routine. I really liked how it provided an explicit routine and steps to introducing new vocabulary -
ReplyDeletePronounce word - talk about the number of phonemes /syllables. Have students pronounce and repeat.
Discuss the definition - use in context. Show the word in a paragraph or sentence depending on grade level.
Show a picture card and an anchor sentence to go with the picture..
Continue with the anchor sentence and discuss the part of speech - discuss how words can be different parts of speech.
Discuss the spelling - spelling rules, patterns, morphology, etc.
These steps provide a very systematic way to introduce vocabulary. When I have considered an explicit and systematic approach to teaching words, I have related it to phonics instruction for younger grades. However, after listening to this section, I can see that upper grade levels can provide explicit steps for teaching vocabulary. I think we all do parts of these at some point during a vocabulary lesson. However, having the steps explicitly stated helps to be more intentional about providing these best vocabulary instruction.
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I also liked how it gave the steps and a routine to introduce new vocabulary and found it helpful to watch a teacher go through the steps. I can see how a discussion of the phonemes and syllables in a new vocabulary word would be beneficial for students in the upper grades as well since many of these students may have gaps or deficits in their development. Breaking down words helps overall understanding and can help students better understand the spelling rules and patterns for the word.
DeleteI am hearing a lot about student friendly definitions.
ReplyDeleteThe key takeaway I had from reading "Choosing Words to Teach" was about how to select the vocabulary to focus on in certain lessons. It is most meaningful to focus on vocabulary that has high frequency usage among subjects, domains, and even grade levels. For example, when teaching about inequality language, I feel it is important to focus on words like "minimum/maximum" and "at most/at least." While these are words that my 7th graders have heard before, it is important to relate that understanding to a mathematical concept. For my 8th graders right now, learning about functions, we have focused heavily on the words that they will continue to use this year and beyond into their math career (proportionality, rate of change, initial values, slopes, etc). Ultimately, choosing vocabulary words for your classes should be dictated by their frequency, relevancy to the topic, and their ability to use these words in other contexts and subject areas.
ReplyDeleteThis made we wonder what kind of analogies you might use to help them learn the academic terms and their meanings. I find that I must bring transfer the "fancy musical words" to meanings that are relative to the students current understandings. For example, TEMPO is easy as it is speed of music...
DeleteThe above reply was from me! :)
DeleteMy biggest takeaway from these lessons is how important implicit vocabulary instruction is, as well as repetition. When I first started teaching, I made the mistake of assuming students knew the meaning of certain age appropriate words in texts. The first year my students took the milestones, I felt very confident that they knew the material. When their scores didn’t correlate to their knowledge of the material, I realized they didn’t know what I thought was simple vocabulary in the actual questions. After the test, I had a student ask me what “more likely” meant. Now, as shown in the video, when we are reading a text in a whole group setting, I will stop frequently to question students about the meanings of words. I think it is very important to never assume they know what a word means. I also like the reminder to give them a student friendly definition, on their level.
ReplyDeleteWe frequently study morphology through our spelling words with different suffixes and prefixes. I like the different ways in the video that direct instruction was given, including oral repetition and writing. I believe the more ways a student learns the morphemes, writing, reading, speaking, the chances of them retaining the information is greatly increased.
Michele, I love that you included the importance of writing with regards to new vocabulary words because that may be the hardest thing for students to do with new words as they also have to understand parts of speech when writing. I see that with my 7th and 8th grade students, they use verbs as nouns and nouns as verbs so the writing piece becomes important for deep understanding.
DeleteI agree that you can never assume that students know or understand new vocabulary! I always try to re-phrase words as much as possible. I feel that the more we know, the better we can teach! Here's to learning more this year together!!
DeleteI found myself nodding my head yes while reading each paragraph of "Choosing the Right Words to Teach" because the article was full of great explanations and examples of how to choose words for instruction. My biggest take away is never assume students know what a word means. Last week during class, many of my students were unsure of what selection meant as they did not realize that "selection" was being used in place of "passage" or "text". They thought they needed to make a selection and were baffled at how to respond to the question which required a written response. When we read, I like to point out the "fancy words" as synonyms for what they already know. I also agreed with the suggestion from "Choosing the Right Words to Teach" that when choosing which word to explicitly teach or explain while reading, we should focus on words in which not enough context is given to students to determine the meaning of the word.
ReplyDeleteLisa, we have talked about this point so much. We both realized when we taught fifth grade how you can never assume they know the definition of a seemingly obvious word. I think this is a mistake that many teachers don't even realize they are making until they ask the students.
DeleteTo be intentional in teaching is to locate and explicitly teach ower words. I think is it super important to be aware that in the digital age where students are not exposed to as much print material that we need to not only provide written text, but help decode and as you said, point out those complex words that are synonyms for terms they already know!
DeleteOh my goodness! That is an eye opener. And, I think there are a lot more words they do not know because they are afraid to speak up and/or not motivated or curious enough to look them up on their own. It's up to us, so I'm thinking with Curipod (again!), because anonymity and discussion are so well built in, have them create a word cloud of new vocabulary after reading a "selection". :) That way the teacher doesn't have to guess (and overlook) new words for students!!
DeleteMy biggest take away from Lesson 4-6 of Oral Language was the PAT strategy. I have never heard of this strategy called out specifically but I feel like it is something that we all do naturally while we are reading to our class. PAT stands for Point to the picture, Act out the word, Tell the definition. It is also important that these definitions need to be child friendly and on the students level so they can fully understand the words that you are using the PAT strategy for. I also found it interesting that readers need to know the meaning of at least 90% of the words in a text to property comprehend the text. After reading this statistic it put into perspective how important the PAT strategy is for the students who are struggling with their vocabulary and increasing their comprehension as a whole.
ReplyDeleteI agree that the PAT method is something that we use in Elementary School on a regular basis and I believe it is extremely important. Like you said, the statistic that readers need to know the meaning of at least 90% of the words of a text to properly understand the text goes to show the importance of us teaching vocabulary.
DeleteWhen teaching elementary students, one of my favorite games was charades for vocabulary. I "act" out things now to my students even though I get eye-rolls from middle schoolers, but I promise they remember it!
DeleteOne of the biggest takeaways from lessons 4-6 I had is that students need 12-20 times of exposure to a word before they “own” it and the vocabulary moves from receptive to expressive. This reminded me of the information we learned last year, that a typical student needs between 4-14 repetitions, 14-20 for a struggling student and 40-200 repetitions for a student with dyslexia or learning disabilities. Most of the vocabulary the students in my class are exposed to is through our read aloud books. I have used the PAT (Point, Activate, and Tell) method as we read the books, but this was the first time I had heard of the acronym.
ReplyDeleteOne of the successes I have had with strengthening oral language is the ACE (advanced content) projects that the students have been completing this year. Throughout the project the students are talking within the small group to share how they are completing the projects. The projects also open up the opportunity for parents and students to communicate to deepen their understanding of the science and social studies standards. When the projects are completed they present them to the class. The other students have the chance to ask questions or make positive comments about the projects.
I think my biggest challenge right now is working on providing opportunities for more of the students to communicate with one another. At this age (5-8) the students need a lot of modeling, guidance and facilitating to learn the proper way to communicate therefore I can not put them in break out rooms alone. I am in the process of thinking about how I can provide more opportunities for communication.
I have also always used the PAT strategy but didn't know about it as a strategy. I agree that the ACE projects are helping to increase vocabulary. I also feel like learning from peers has a bigger impact on the students! I also agree about not using break-out rooms just yet due to being able to monitor the younger students more closely.
DeleteMy biggest take away was the statistics as well. The statistic of having to hear a word 12-20 times of exposure before a student learns new vocabulary is a great reminder. This is my first year using Wordly Wise and I think it does a great job if incorporating multiple exposures to the words. Tying this in with creating Nearpod lessons, using AI to create additional stories with the vocabulary words, and creating vocabulary books in Book Creator, I feel it has enabled them to understand the new vocabulary words at a more meaningful level. I am proud to say that my students are pointing out vocabulary words that we have learned in other texts and using the words in oral language!
ReplyDeleteThe statistics are always interesting, and a really good thing to point out. Students who are read to, are exposed to more vocabulary, and struggle less than those who are not read to. it begins early- so in the upper grades, we do focus more on the "power words" and terms most frequently used.
DeleteI love how you are using Wordly Wise and creating stories with the key vocabulary words using AI. Though I am not using Worldly Wise it may be something I incorporate later in the year with my first graders. You should be proud that your students are finding the vocabulary words in new texts and that they are using them properly.
DeleteAngela! I love this proud moment for you and your students! That's so cool!
DeleteI agree that Wordly Wise does a fabulous job of utilizing multiple context opportunities in each lesson list. I have been shocked as to how many students have little to no knowledge of some of the words on the lists - many words that I have probably used in my communication with them. No wonder they didn't fully grasp the concepts. Between dialect difficulties and a lacking vocabulary bank - they didn't know what I was saying or what they were reading!
DeleteOne of my biggest take aways was the importance of explicitly teaching morphology. I really liked the teaching examples that were shared and how the instruction went from saying the sound, to writing the sound, breaking down target words and identifying morphemes, and finally reading passages with the morpheme included in multiple places. This structured literacy approach ultimately helps students be able to determine the meaning of multiple words and could definitely increase comprehension. Unscrambling the morphemes was an interesting activity that I would not have thought to incorporate. I also thought it was interesting that some languages do not use suffixes to distinguish between singular and plural words. The video pointed out that students may need more time and practice to determine singular and plural words if their language/dialect does not include them.
ReplyDeleteI also found one of the big takeaways to be explicitly teaching morphology. I find it so important in my class to spend time saying in the sounds, breaking down the target words and identifying the morphemes!
DeleteI loved the examples of teaching morphology that were demonstrated. These were quick, easy strategies to pull into the vocabulary instruction that I am already doing. Seeing the demonstrations of how dialect plays a huge role was also eye opening. This wasn't my first time in conversations/training regarding dialect, but this was the first practice I've been given using my own dialect. I couldn't correctly translate the southern english sentence that was given! How much does cultural dialect REALLY impede our students understanding of vocabulary and thus their reading comprehension?!
ReplyDeleteYou mentioned that the morphology strategies that you have used were quick and easy to use with your current vocabulary instruction. I think at times hearing "The Science of Reading" can sound intimidating and leave you feeling like you need to know EVERYTHING before you begin implementing strategies. (Maybe that's just me??? haha) But you are so right! We can incorporate quick things here and there that out students can pick up quickly.
DeleteMy biggest takeaway is how crucial this is to student development. I think as a middle school teacher who is subject specific, yes, I note affixes when they appear in our units... but there are so many standards that I don't cover these in a methodical, thorough way. I also always do vocabulary for every unit, but again, there are so many standards I rarely take more than a day to focus specifically on vocabulary for a unit, so my fast learners get it... while those who need more time to process are probably not internalizing it like I wish they would. It almost becomes the chicken or the egg conundrum to me. Like, I know if they can't read the material well they're not really understanding what I'm trying to teach, but the necessity of covering the obligatory material in the specified amount of time leads to less reading aloud, vocabulary dissection, text interpretation, etc. I know everyone is sick of hearing pandemic learning loss, but I think as those students age and reach me, that will be prominent in at least my mind again. I think as we progress these strategies and thought processes will help me make a more mindful approach to vocabulary instructions, and my goal is to try mindfully weaving more of these inside my regular instruction.
ReplyDeleteI thought it was interesting that the article mentioned to teach/discuss the vocabulary AFTER the story/lesson. I, too, hope that the students will close the gap from pandemic learning loss. It's tough.
DeleteOver the last few years I have incorporated useful words as an intro to each health lesson. I find that if I cover these high-frequency words at the beginning I see more engagement and understand int he concepts. I also have noticed student using these useful words in class discussion to express their opinion and understanding.
ReplyDeleteOne change that I will make is changing what I call them I have been using "important vocabulary words" however I will begin calling them "useful words or high-frequency words". I think this will encourage more connections.
Occasionally we read academic articles for health projects but each student if free to choose articles for reliable sources. Since the entire class is not reading the same text I am not sure how to select tiered words. Any advice?
After reading "Choosing Words to Teach", I quickly related it to a past PL with Marzano's book study on vocabulary. I thought he was the "father" of tiered vocabulary and found it odd that he wasn't mentioned. Well, after some more digging and going down a rabbit hole, I learned that Beck and McKowen contributed the term, tiered vocabulary. But I digress.
ReplyDeleteMy biggest takeaway from reading this article is the fact that there is no level to words. There truly isn't a grade-level list of vocabulary and the criteria is that the word is able to be explained in terms that the student understands(not necessarily because he/she is in a certain grade).
My father was a big vocabulary man. Even on my weekends, I had to find words that I didn't know and use them at least 5 times that day. My two favorite words that I learned from him and when I use them I think of him: parched and replete. I feel so fancy when I use the words, but they were everyday words to him.