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Mid-America Nazarene University Summer Literacy Institute

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Mid-America Nazarene University Summer Literacy Institute Garden City, Kansas July 9-10, 2013 Lead Speaker: Amy Benjamin www.amybenjamin.com Today: – PowerPoint PPT presentation

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Title: Mid-America Nazarene University Summer Literacy Institute


1
Mid-America Nazarene University Summer Literacy
Institute Garden City, Kansas July 9-10, 2013
Lead Speaker Amy Benjamin www.amybenjamin.com
Today 900-1030 Vocabulary The Foundational
Big Skill 1030 Breakout to discuss
vocabulary 1130 Working Lunch 1230-130
Beyond the Recitation Script Literacy Floats on
a Sea of Talk Creating
Recreational Readers Those who
2
Today 900-1030 Vocabulary The Foundational
Big Skill 1030 Breakout to discuss
vocabulary 1130 Working Lunch 1230-130
Beyond the Recitation Script Literacy floats
on a sea of talk.

-James Britton
Creating Recreational Readers Those who
read more, know more.

-Stephen
Krashen 130-230 Breakout 230-330 Classroom
practices that improve reading comprehension
3
1st exposure, one context
2nd exposure, another context
3rd exposure, another context
4th exposure, another context
5th t exposure, another context
2-3 Explicit Instruction 2-3 Reading 50
paragraphs 2-4 More Words 8 words a day
4
All I know is what I have words for. Ludvig
Wittgenstein 1896-1951
5
School age Predictive capacity (number of
words expected to be learned per year)
Cumulative, by age 3 (collection of spoken words)
Emergence 10-18 months (words heard per hour)
by age 5
Anna
616
5 affirmative 11 prohibitive
2,000
Public assistance
Sophie
1,251
3,000
Office and Hospital Workers (not mgmt)
1500 (4 per day)
12 affirmative 7 prohibitive
James
2,153
5,000
32 affirmative 5 prohibitive
Col. profs
6
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7
Language Acquisition
1.Unconscious growth through exposure and need to
understand messages
2.Grows through comprehensible input
3.Use, and response to feedback
Dependent on the learner being relaxed, trusting,
unselfconscious
8
More Numbers
630
Number of exposures to a new word during the
initial lesson Number of exposures during the
ensuing month
10-15
Your chances of learning a word after a single
exposure in context
2-3
Realistic number of words learned in a school day
through explicit instruction
90-95
Percentage of words that need to be known for the
text to be considered instructional level for
that reader
20
Number of paragraphs of instructional level text
that need to be read to add one word to your
vocabulary
8-3000
Number of words that schoolchildren need to learn
every day (3000 words per year)
25-1-1000
A fifth grader who spends 25 minutes a day
reading will grow her vocabulary by 1,000 words
in a year.
9
(No Transcript)
10
Some words are more important than others. Some
words are essential for school and business.
You are about to meet the Academic Word
List 1. The most commonly found (Tier II)
words in college textbooks 2. 570 words,
divided into 10 subsets order of frequency
in academic textbooks 3. Compiled by Averil
Coxhead, Essentials of Teaching Academic
Vocabulary (2006).
11
Academic Word List Subset 1
analyze approach area assess assume
authority available benefit concept consist
context constitute contract data define
derive distribute economy environment
establish estimate evident factor finance
formula function income indicate individual
interpret involve issue labor legal
legislate major method percent period
principle proceed process policy require
research respond role section sector
significant similar source specific structure
theory vary
Academic Word List Subset 2
achieve acquire administrate affect
appropriate aspect assist category chapter
commission community complex compute conclude
conduct consequent construct consume credit
culture design distinct equate element
evaluate feature final focus impact injure
institute invest item journal maintain
normal obtain participate perceive positive
potential previous primary purchase range
region regulate regulate relevant reside
resource restrict secure seek select site
strategy survey tradition transfer
Think about how these words apply to social
studies.
Now think about how these words apply to Home
Careers.
Now think about how these words apply to music.
12
Academic Word List Subset 3
alternative circumstance comment compensate
component consent considerable constant
constrain contribute convene coordinate core
corporate correspond criteria deduce
demonstrate document dominate emphasis ensure
exclude fund framework illustrate immigrate
imply initial instance interact justify
layer link maximize negate outcome
philosophy physical proportion publish react
register rely scheme sequence shift specify
sufficient technical technique valid volume
Academic Word List Subset 4
access adequacy annual apparent approximate
attitude attribute civil code commit
concentrate confer contrast cycle debate
despite dimension domestic emerge ethnic
grant hence hypothesis implement implicate
impose integrate internal investigate
mechanism occupy option output overall
parallel parameter phrase prior principal
professional project promote regime resolve
retain series statistic status stress
subsequent undertake
Now, think about how the words apply to Physical
Education.
Now, think about how the words apply to the
visual arts.
13
(Taking a little break from the list)
10 of the nouns, verbs, adjectives, and adverbs
in academic textbooks and tests are on this
list. 4.5 of the nouns, verbs, adjectives, and
adverbs in newspapers are on this list. 1.4 of
the nouns, verbs, adjectives, and adverbs in
fiction and poetry are on this list.
80 of the words derive from Latin and Greek word
components.
14
Academic Word List Subset 5
academy adjust alter amend capacity clause
compound consult decline discrete enable
energy enforce entity equivalent evolve
expand expose external facilitate fundamental
generate liberal license logic margin
modify monitor network notion objective
orient perspective precise prime psychology
pursue ratio reject revenue stable style
substitute sustain symbol target transit
trend version welfare whereas
Academic Word List Subset 6
abstract acknowledge accuracy aggregate
allocate assign bond capable cite cooperate
discriminate display diverse domain edit
enhance estate exceed explicit federal fee
flexible furthermore gender incentive
incorporate incidence index inhibit initiate
input interval mitigate minimum ministry
motive neutral nevertheless overseas precede
presume rational recover reveal scope
subsidy trace transform underlie utilize
Word knowledge comes incrementally. As a
formative assessment, ask your students to
characterize the extent to which they think they
know these words.
Strangers
Acquaintances Friends
15
Academic Word List Subset 7
adapt advocate channel classic comprehensive
comprise confirm contrary convert decade
deny differentiate dispose dynamic equip
eliminate empirical extract finite foundation
gradient guarantee hierarchy identical
ideology infer innovate insert intervene
isolate media mode paradigm phenomenon
priority prohibit publication quote release
reverse simulate sole somewhat submit
successor thesis transmit ultimate unique
voluntary
Academic Word List Subset 8
abandon accompany accumulate ambiguous
appendix appreciate arbitrary automate bias
chart clarify commodity complement conform
contemporary contradict crucial currency denote
detect deviate displace eventual exhibit exploit
fluctuate guideline implicit induce inevitable
infrastructure inspect intense manipulate
minimize nuclear offset predominant prospect
radical reinforce restore revise tension
terminate theme thereby uniform vehicle via
virtual widespread

16
Academic Word List Subset 9
accommodate analogy anticipate assure attain
behalf cease coherent coincide commence
compatible concurrent confine controversy
converse device devote diminish distort duration
erode ethic found format inherent insight
integral intermediate manual mature mediate
medium military minimal mutual norm overlap
passive portion preliminary protocol qualitative
refine restrain revolution rigid route scenario
sphere subordinate supplement suspend trigger
unify violate
Academic Word List Subset 10
adjacent albeit assemble collapse colleague
compile conceive convince depress encounter
forthcoming incline integrity intrinsic invoke
levy likewise nonetheless notwithstanding ongoing
panel persist pose reluctance so-called
straightforward undergo whereby

There is no such thing as a hard word Only
infrequent words.
17
Effective Vocabulary Instruction Depends on the 4
Es, anagrammed below
Eesurpxo
Exposure Elevate your language when you
speak in class
Explanation Provide ample information about a
word Exceed brief
definitions
Ennoilaatxp
Emslxpea
Examples Give several examples and
non-examples, especially
ones that evoke a visual image
Enthusiasm Demonstrate your own excitement and
interest in words model
yourself as a learner
Esshmaiunt
18
13 Words
PORT
RE
A
PRE
VERT
TRANS
CON
SCRIBE
GRESSIVE
DE
VERSE
19
13 Words
PRE
VERSE
DE
SCRIBE
CON
1.describe 2. transcribe 3. deport 4.
regressive 5. avert 6. aggressive 7. report 8.
converse 9. perverse 10. revert 11. averse 12.
ascribe 13. transport 14. reverse
TRANS
RE
PORT
GRESSIVE
VERT
A
20
Can you think of at least 4 words for each of
these roots?
port to carry
rupt to break
tract
to draw or drag
mit to send
pel
duce to lead
to drive
struct to build
gress to step
tain to hold
21
Pages 131-161 170-171
22
Literacy floats on a sea of talk.
James Britton
Pages 91-98
23
Traditional Classroom Dialogue (Recitation
Script)
Socratic Seminar
Meeting-style set-up Questions are
open-ended Teacher does not necessarily know
the answers leads students to clarify or
extend their responses Students offering
responses are asked to justify them (How do
you know? Class experience is unpredictable
cannot be replicated may or may not work
well Lesson ends without definitive closure,
encouraging students to keep thinking Like a
book club
Lecture-style set-up Questions have
right-or-wrong answers Teacher knows the
answers leads students to say them
(guess-what- Im-thinking) Students
offering answers receive positive or
negative feedback based on the rightness of
their answer Class experience is predictable,
can be replicated Lesson ends with
pre-planned closure Like a worksheet
24
Coooperative Learning Structures
Comments
I have used it yes/no/modified
Name of Structure
25
Cooperative Learning Structures
Comments
Name of Structure
Minus
Plus
fishbowl jigsaw think/pair/share panel
presentations debates whiteboarding pencils in
the cup (talk-write-talk)
  • Takes too long to set up
  • Students are distracted
  • One person does all the work
  • Grading inequalities
  • I feel like Im not teaching
  • Negative peer reinforcement
  • Not sufficiently informative
  • of required content
  • Students are engaged
  • Gives teacher time to work
  • individually/small groups
  • Real life skill
  • Meets CCLS Sp/List
  • Practice in using Tier III vocab
  • Communication strengthens
  • learning
  • Research-based (Marzano,
  • et. al.)
  • Positive peer reinforcement
  • Builds class community

26
Those who read more, know more.
Stephen Krashen
Pages 19-22
27
Why institute Free Voluntary Reading? Also
called SSR (sustained silent reading)
DEAR (Drop Everything and Read)
www.amybenjamin.com
28
Turn Talk Please respond to the following
statement
What the research tells me about SSR is that
when children start reading for pleasure good
things will happen. Their reading comprehension
will improve, and they will find difficult,
academic-style texts easier to read. Their
writing style will improve, and they will be
better able to write prose in a style that is
acceptable to schools, business, and the
scientific community. Their vocabulary will
improve, and their spelling and control of
grammar will improve. Stephen Krashen, The Power
of Reading
www.amybenjamin.com
29
Do the Math
400 page book 20 well-crafted sentences on each
page 8,000 sentence models If every 4th
sentence has a new word, familiar word used in a
new way, interesting word, or vibrant word,
the student would encounter 2,000 words worth
knowing in context per book
30
(No Transcript)
31
Tell Your Reading Story
32
(No Transcript)
33
The Narrow Reading Advantage
  • The more you read about a single subject, the
    more you are exposed
  • to the vocabulary of that subject
    increase in vocabulary
  • Delving into a single subject, you will likely
    wander into complex
  • sentence structure, long paragraphs, longer
    books improved skills

More time reading Better skills
34
Consistent, Persistent
Little bit of reading time set aside every
day, distributed throughout the day (15
minutes) Monday English Tuesday
Math Wednesday Social Studies Thursday
Science Friday Other
At first, many students will not read. Later,
more will read. Eventually, most will read.
35
Enjoyment Reading anything we want, just for
fun! stories, newspapers, comics, magazines,
graphic novels, teen romances, sci-fi,
adventure, humor.
  • Components of successful free reading programs in
    schools
  • Lavish access to all kinds of appealing reading
    material
  • No accountability (ie, tests)
  • Teacher modeling
  • Regular time set aside for reading
  • Sustained over time (multiple years)
  • Comfortable environment, conducive to reading
  • Opportunities for discussion
  • Staff training on the benefits and management of
    SSR
  • Source The SSR Handbook How to Organize and
    Manage a Sustained Silent
  • Reading Program. Janice Pilgreen.
    Boynton/Cook. Portsmouth, NH. 2000

www.amybenjamin.com
36
For the things we have to learn before we can do
them, we have to learn by doing them. --Aristotle
Pages 7-19 and the Research Paper
37
Only through practice Do we improve our
reading Comprehension skills.
Please write a haiku about one of the seven
reading comprehension practices
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