learning words inside & out make it useable: harnessing the power of peer conversations

Learning Words Inside & Out

Make It Useable: Harnessing the Power of

Peer ConversationsFrey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary

Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

Today’s Purpose

Today we will discuss how peer collaboration allows learners to consolidate vocabulary

knowledge.

5 4 3 2 1

Useable Instruction: Peer talk and small group collaboration

Oral language practices are schoolwide and all teachers integrate peer talk and/or small group collaboration daily.

Some grade levels use oral language daily and are emerging as skilled practitioners.

Some grade levels are planning ways to integrate peer talk and small group collaboration into daily practice.

There are individual teachers who use peer talk and small group collaboration but there has not been an opportunity to work with others.

Instruction is dominated by whole group lectures followed by silent, independent work.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus LessonGuided Instructio

n

“I do it”

“We do it”“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Children Build Schema Long Before They Begin Reading

AttributesTypes

Behavior

DOG

How Do Young Children Build Schema?

• Authentic experiences• Close observation• Dialogue with others

These are the same conditions that contribute to vocabulary development.

Oral Language and Vocabulary

• Teacher talk dominates most classrooms (Cazden, 2001)

• Elementary math students taught to use heuristic vocabulary in discussions achieved at higher levels, especially among low-achieving students (Hohn & Frey, 2002)

• Second grade English language learners whose vocabulary was frontloaded before small-group discussions made gains in language and concept development (Pérez, 1996)

Tips for Productive Group Work

• Establish purpose (content, language, and social goals)

• Variety is the spice of life• Integrate activities into

content flow

Fostering Collaboration• Partner and small-group

discussions• Jigsaws• Student think-alouds• Reciprocal teaching• Co-constructed graphic

organizers• Semantic feature

analysis

Ways to Stay Healthy

Members

Types of of Dark Green the Meat Vegetables & Beans

Group

Food Groups Types of Whole Grains Things to Avoid

Nutrition

Clues Developed by Student Partners

Food Groups Whole Grains Things to Avoid

Dark Green Vegetables

Meat and Beans Group

Ways to Stay Healthy

GrainsOilsFruitsMeat and beansMilkVegetables

OatmealBrown riceWhole-wheat flour

OilsFatsRefined sugar

BroccoliKaleSpinachRomaineCollard greens

SeedsChickenBeefFishBlack beansNuts

ExerciseUse the pyramidAvoid oils and fats

Concept Circle for a Dog

Four equal sides

Four equal diameters

Concept Circle for a Square:

Which Attribute Doesn’t

Belong?

Four equal angles

Two lines parallel

Victor’s Shades of Meaningin Sixth Grade English

Next Steps

• What are we currently doing that works well?

• What are the areas in need of improvement?

• How should we collaborate with one another within and across grade levels?