5. Word Tiers
Tier 1 Tier 2 Tier 3
Basic words
that require
little to no
instruction.
Precise or
sophisticated
words that
appear across
domains.
Low-frequency
words that
appear in
specific
domains.
Book, girl, sad,
run, etc.
Adjust,
translation,
depend,
structure, etc.
Allegory,
monarchy,
hypotenuse,
mitosis, etc.
6. Academic Language: Bricks & Mortar
Bricks = Tier 3 -
Technical words specific
to a discipline
Mortar= Tier 2 - General
but sophisticated words
used to communicate
complex thoughts
(process and conceptual
words & phrases,
common in complex
texts and test language)
9. Impact of Explicit Generative Vocabulary Instruction on
10th Grade Biology Students’ Tier 2 Vocab Knowledge
0
2
4
6
8
10
12
14
PreTest Class Mean Posttest Class Mean
General Academic Vocabulary Knowledge
11. genotype
Definition: the genetic makeup of an organism
or group of organisms with reference to traits.
Although we cannot visibly see all of our traits
physically (phenotype), they can be found within
our DNA (genotype).
(gen) o (typ)e
14. Generative Vocabulary Routine
1. Introduce/define a morphologically complex
content word.
2. Prompt students to break down words into
morphemes.
3. Introduce the target morpheme, and explain
how it relates to the meaning of the content
word.
4. Have groups of three or four students generate
all the words they know that include the
morpheme.
15. Generative Vocabulary Routine
5. Circulate to prompt groups who need help.
6. Use a whole-class format to discuss words
and create the class morpheme web.
7. While discussing words, emphasize the
spelling-meaning connection. Identify “false”
roots by “taking the route back to the root.”
8. Extend students’ word knowledge by
introducing new words and their meanings to
the web.
18. M. E. E. P.
Morpheme
(prefix, root, or
suffix)
Examples
(from students)
Explanations
(whole class or
small group)
Picture
(individual
student
association)
Mal- -Draco Malfoy
(Harry Potter)
-Malificent
(Sleeping
Beauty)
-Malpractice
-Malevolent
Bad
Pens-
, pend-
Cap-
19. Dinner Party
Find the “guests” who have place
cards similar to yours. Sit down at a
table for your “dinner party.”
Discuss what you have in common.
24. Brainburst
1. Select a root. Set a timer for two minutes. Each
team generates as many words as possible
derived from that root.
2. When timer goes off, each group draws a line
under their last word and counts the total
number of words.
3. The group with the longest list reads the list
aloud. If any other group has the word, it is
crossed off from all lists. Any words that are not
on another list are crossed off.
25. Brainburst
4. Each group in turn reads any words that have
not been called to determine if they have a
unique word. Disputes can be settled with
the help of a dictionary.
5. The team with the most unique words are
the winners of the round.
26. References
Bear, D. R., Invernizzi, M., Templeton, S., &
Johnston, F. (2012). Words their way: Word
study for phonics, vocabulary, and spelling
instruction. (5th ed.). Upper Saddle River, NJ:
Pearson.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002).
Bringing words to life: Robust vocabulary
instruction. New York, NY: Guilford.
Coxhead, A. (2000). A new academic word list.
TESOL Quarterly, 34(2), 213-238. doi:
10.2307/3587951
27. References
Flanigan, K., Templeton, S., & Hayes, L. (2012).
What’s in a word? Using content vocabulary to
generate growth in general academic vocabulary
knowledge. Journal of Adolescent & Adult
Literacy, 56(2), 132-140. doi:10.1002/ JAAL.
00114
Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into
adolescents: Active word learning for English
language learners and their classmates in middle
school. Journal of Adolescent & Adult Literacy,
54(1), 47-56. doi:1598/JAAL.54.1.5
28. References
National Governors Association Center for Best
Practices & Council of Chief State School Officers.
(2010). Common Core State Standards for English
language arts and literacy in history/social studies,
science, and technical subjects. Washington, DC:
Authors. Retrieved from
http://www.corestandards.org/ELA-Literacy/W/9-10
Zwiers, J. (2008). Building academic vocabulary: Essential
practices for content classrooms, grades 5-12. San
Francisco, CA: Jossey-Bass.
Elizabeth: Welcome. I am Elizabeth Swaggerty, a reading professor at ECU and this is Kenny McKee, a high school instructional coach in Buncombe County Schools. Kenny conceptualized and carried out an action research project related to morphology as a requirement of the MAEd READ program at ECU. Our presentation today is based on his work. Driving force of this presentation: Knowledge of the processes of word formation in English – how prefixes, suffixes, base words, and greek and latin word roots combine – is the engine that generates students’ learning about thousands of words (Templeton, 2004).
First we’d like to know our audience. Raise your hand if you are a high school classroom teacher, English/Language Arts classroom teacher, content area teacher (Science, math, etc.), coach, administrator, other…
We encourage you to respond, react, and ask questions during and after the presentation to continue the conversation.
Pre-Assessment with Kahoot!: Find one or two others to work with. One of you will need to have a device that can access the wi-fi.Go to kahoot.it and await instructions. What is the question we are asking? Is this link correct?
This analogy will probably require some critical thinking from participants. Let the definitions above sink in for a moment after you read them. Can you also provide an example (I know you just provided examples in the previous slide, but provide another?) and then explain how the bricks and mortar work together?
Spotlight on tier 2 knowledge. Why is tier 2 knowledge important? Why is it difficult to teach?
Generative morphology study – a key to enhancing Tier 2 word knowledge! Prefixes,Suffixes,Roots.Have students generate “known” words to link to “new” words. Does the chain analogy work here? Not sure if it is ok to focus on the link part. Wanted to focus on generate – think – but couldn’t think of an analogy besides something like a light bulb. Would you rather do that?
Title and abstract of AR paper: Enhancing Morphological Knowledge of Domain-Specific Vocabulary To Improve General Academic VocabularyThe purpose of this action research study was to determine whether explicit generative vocabulary instruction using the morphemes of domain-specific (or Tier 3) vocabulary in a biology class would increase students’ general academic (or Tier 2) vocabulary knowledge. The sample included 14 tenth-grade students who participated in generative vocabulary mini-lessons and embedded vocabulary activities for a period of three and a half weeks. Pretest and posttest mean scores compared using a correlated t-test indicated a significant impact on general academic vocabulary knowledge (p=0.012).
Find a difficult Tier 2 word and have students use word generation to work backward.
Define word hunts. Students moderately agreed that word hunting helped them expand vocabularies; however, students spontaneously word-hunted during the word generation phase. More study here should be explored.
Students stonglyagreed that game play helped them learn. Technological games that motivated students included quizlet.com games and PowerPoint Games for UNCW professor, Jeff Ertzberger’s site. Games from Words Their Way included Word Study Uno and Quartet, a variation of Go Fish!
Close: Back to the start your engines theme … Focus on Knowledge of the processes of word formation in English – how prefixes, suffixes, base words, and greek and latin word roots combine – to help students learn vocabulary words – this kind of learning is the engine that generates students’ learning about thousands of words (Templeton, 2004).