Word Generation: Taking a Successful Program to a New Level
All Word Generation units target 5-10 academic words—words that students are likely to encounter repeatedly in content area texts, but which are either infrequently used or have a different meaning in everyday language. For example, we have found that many students know only one meaning for the words substitute and suspend – a substitute teacher, and suspended from school. Yet these words are just two examples of high-frequency, high-importance, broadly useful words that deserve sustained attention so that they can be understood (and used) across a wider array of contexts. The focus words in Word Generation are widely used in academic discourse across disciplines, are at an appropriate challenge level, and have properties that provide opportunities for teaching transferable word study strategies (e.g., polysemy, Greek/Latin roots, cognates, etc.).
Each unit begins with an engaging launch passage that introduces the content, as well as multiple perspectives on related issues. Students understand at the outset that there are controversies within the units and that they are expected to engage intellectually with the material. While the units have moments of direct instruction, most of the learning comes from academic discussion and debates, providing students opportunities to draw on past experiences and apply new knowledge.
Visit the Word Generation website for more information and to download or order materials.
Video 1 of 6: About the new "enhanced" Word Generation
In this video, Catherine Snow argues:
expanded Word Generation curriculum provides scaffolds so that students have more explicit markers of different perspectives on a topic • material uses graphic design and creative dialogues to make these perspectives more accessible to students • units open with fictional students engaged in a dialogue where they have different perspectives on a topic that is directly related to a historical controversy • students are equipped with both the background and the tools to engage in argumentation around a historical topic
Video 2 of 6: Word Generation for Fourth and Fifth Grades
In this video, Claire White explains:
power of using debate and discussion as a tool for improving academic language and complex reasoning • curriculum for 4th grade begins with topics about fairness that will help to create an environment where respectful discourse can occur • components of the two-week unit include perspective taking and evidence gathering to support an argument • approach to building academic vocabulary relies on multiple exposures in interesting and engaging contexts
Catherine Snow describes:
fourth grade program includes most of the components from the traditional Word Generation program, including engaging dilemmas and links across the content areas
Erin Ruegg explains:
units provide students with several texts from which to gather evidence • students authentically and spontaneously use the vocabulary in discussions
Catherine O'Connor suggests that:
seemingly small issues in these Word Generation units introduce kids to larger issues • students discover that they can draw on resources from the texts as they construct their own academic argument
Video 3 of 6: Middle School Word Generation Social Studies Content Literacy Focus
Catherine Snow explains:
literacy demands in social studies require students to understand a complex set of ideas that are compacted into a single sentence
Jennifer Winsor discusses:
the Word Generation Enhanced for Social Studies curriculum includes academic vocabulary • activities within the units include readers’ theaters that engage students in accessible scenarios where the controversies are introduced • units include historical background and fictional dialogues and scenarios that reveal multiple perspectives on historical controversies • students prepare for a debate where they must take into consideration multiple perspectives as they defend their position • units conclude with students writing a persuasive essay on a contemporary topic that is related to the historical controversy
Video 4 of 6: Middle School Word Generation Science Content Literacy Focus
In this video, Catherine Snow shares:
becoming literate in science - reading science - is an important part of being successful in science classes • science is a domain which has vocabulary that is specific to science with its own specific vocabulary
Susannah Gordon-Messer adds:
focus words for each week • launch passage is a dialogue in readers' theater format • the launch passage is an entry point to the science focus (in this case using models) • following launch passage, there are questions that check comprehension, and a prompt that starts discussion on the theme of the week • the "sharpening your science thinking tools" section is an activity that offers a practice opportunity related to the theme of the week • each week has a lab component • data from the lab experience is used for the weekly discussion called "meeting of the minds" • finally, there is a related writing prompt that provides students an opportunity to write and justify claims
Video 5 of 6: What do we mean by Word Generation
In this video, Catherine Snow explains:
series of week-long units launched by a passage about a dilemma • text presents arguments on both sides of the dilemma • each week has five vocabulary words embedded in the materials • math teacher also leads an activity related to the the week's dilemma • in science class, students do a thought experiment and examine data • social studies teachers organize a class debate or discussion • finally, there is a writing task in which the students write a "taking a stand" essay
Video 6 or 6: Program Structure for Middle School: Traditional and Enhanced Units
In this video, Jennifer Winsor explains:
students will receive 12 Word Generation “Traditional” units, 6 enhanced Social Studies units, and 6 enhanced Science units • traditional units were chosen that aligned with content of new material • up to teachers, coaches, and administrators to figure out exact order or when it will be taught
This site was originally prepared for districts and teachers who partnered with us throughout the project. While we have updated the text, many of the videos included on this site were prepared during the launch of the study. Although the project has come to a close, we are keeping the site and related videos available for those who are interested to learn more about the project.
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100026 to the Strategic Education Research Partnership as part of the Reading for Understanding Research Initiative. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
CCDD TEAMStrategic Education Research Partnership • 1100 Connecticut Avenue NW, Suite 1310 • Washington, DC 20036
serpinstitute.org • info@serpinstitute.org • (202) 223-8555