Discipline VocabularyCarla K. Meyer, Ph.D.

Appalachian State University

Today’s AgendaDiscipline Vocabulary

Vocabulary Matters"A Postscript standard spooler usually runs on a piece of software connected to your network. The spooler's name appears when you access the chooser desk accessory. Standard spoolers let you take advantage of printer description files (APDs). The APD decides the printer configuration."

In your own words, please summarize the paragraph.

Vocabulary MattersTo read, write, and speak proficiently about specific content topics, students must have command of the language in each discipline.

(Jetton & Alexander, 2004).

Key Understandings Essential to Content Vocabulary Instruction

(Harmon et al., 2009)

1 Vocabulary learning is closely tied to conceptual understanding

2 Explicit instruction in content-area vocabulary builds and supports conceptual understandings.

3 Explicit instruction involves multiple, varied, and meaningful experiences with the word.

4 Vocabulary occurs implicitly in content-area classrooms.

Key Understandings Essential to Content Vocabulary Instruction

(Harmon et al., 2009)

5 The structure of expository text can impact vocabulary learning.

6 Classroom instructional time is necessary and must be sufficient.

7 Metacognitive awareness of vocabulary learning fosters independent learning in different content-areas.

8 Different content-area words require different types of instruction.

Four-level Framework (Flanigan and Greenword, 2007)

Level 1—critical “before” wordsConcepts essential for comprehensionRequire the most attention & time

Level 2—”foot-in-the-door words”Basic understanding for comprehensionShort amount of instructional time

New word/New conceptClear definition of wordA context rich sentence

New word/Familiar ConceptDefinition and/or familiar synonym

Four-level Framework (Flanigan and Greenword, 2007)

Level 3—critical “after” wordsimportant words on some level but not necessary for comprehension.Words can be addressed during and/or after reading

Content words that do not need to be fully understoodContent words defined explicitly and clearly in the textHigh-utility wordsPrecise language

Level 4—words not to teachWith limited time and resources these words should not be addressed

Words students already knowWords that do not align with instructional goalsWords supported by rich context from which the meaning is easily gleaned.

So what?Think about “The key understandings essential to content vocabulary instruction” (Harmon et al., 2009)

Think about the “Four-level framework” (Flanigan and Greenwood, 2007).

Summarize you conceptualization of discipline vocabulary

What role does vocabulary instruction have in the content classroom?How should it be integrated?

Share your thoughts with a partnerShare your thoughts with the group

Let’s try…Excerpt taken from Written in Bone: Buried Lives of Jamestown and Colonial Maryland

Sally M. Walker

My Plan—How does archaeology help us build an understanding of the past?

Level 1 words—Archaeology

Level Two WordsExcavation

Level Three WordsSubsoilSoil StainsArtifactsTextureExposed

Level 1 Word TreeMemory Clue: The archaeologist who discoveredKing Tut’s tomb will be remembered in history.

Word: Archaeology

Definition: the study history through the excavation of sites and the analysis of artifacts and other physical remains.

Ancestor:Greek arkhaiologia ‘ancient history,’

Relatives:Archaeological adjectiveArchaeologist noun

Similar Words:

HistoryArtifactsExcavationRemains

Two SentencesThe archaeologist discovered remains of an ancient man at the excavation site.

The archaeological dig was considered a success because…

Logy-science and/or study of

Level 2 Definition & Synonyms

ExcavationThe act of digging something upExcavating (verb form)

UnearthingDigging up

Level 3—After Reading Integration-

Focus on semantic relationshipsConcept Circle

Excavation Subsoil

Soil Stains Artifacts

Archaeology

Level 3 WordsTextureExposed

Think about Beck, McKeown, and Kucan tier 2 words

You try…Select a passage.

Identify purpose for teaching the passage.Identify Level 1 words

Select a strategy to teach level 1 wordsIdentify Level 2 words

Select a strategy to teach level 2 wordsIdentify Level 3 words

Select a strategy to tech level 3 words and reinforce level 2 and 1 words.

Discuss—We will do this as an opener next.

Vocabulary ExamplesClarification

Focus is to refine word meanings and to clear up possible confusion (particularly important for ELL students)Especially needed when students encounter polysemous (multiple-meaning) wordsContextual redefinition.

Vocabulary Examples

Word Word-level clues

Context Clues

Predicted Word Meaning

Actual Word Meaning

Complementary

Word level;Latin completum meaning "completed” Guess: Something that makes a whole

These two angles (40° and 50°) are Complementary Angles, because they add up to 90°

Two angles which equal 90°

Two Angles are Complementary if they add up to 90 degrees (a Right Angle). They don't have to be next to each other.

Vocabulary ExamplesLinguistic Attention

Focus on the wide-ranging effect that teaching common roots and affixes have on vocabulary acquisition.

Syn/ chron i cityWord Family Tree

Vocabulary ExampleIdentification

Focus on learning and identifying a myriad of words.Key word method-highlights visualization and mnemonic devices to help with recall.

Key Word MethodWord Definition Key Word Explanatio

nImage

Fractals Shapes that are irregular or broken

Fractured bone

Fractals are broken shapes—fractured bones are broken bones

Broken bone

Acute angle Angles whose degrees measure less than 90 degrees

A cute Angel

Acute angles are small– cute angels are small too.

A little angel with a skirt drawn like an angle

Obtuse angle

Angles whose degrees measure more than 90 degrees

Moose angle

Obtuse angles are big—moose angles are big too.

A moose with an angle for antlers

ActivityRevisit your words. Use one of the options presented in class to create an activity with the class. Share activity with class.—Next week

Questions?

Special Topics Groups Adolescent GirlsAdolescent BoysStruggling ReadersEnglish Language Learners

To Do.

Read Countdown Chapters 31-40CWU: Letter to President Kennedy (e-portfolio)Read discussion articlesOn blog post your choices 1-4 for special topics interest group.