Embed Size (px)
Citation preview
Focusing on Literacy Links
Academic Vocabulary
Development
Chapter 3Pages 131 - 141
You Have Applied Thinking Maps to
Literacy Skills
Your students are beginning to use Thinking
Maps to deepen their understanding of academic
vocabulary.
You have modeled the use of Thinking Maps for writing
across the curriculum.
You have integrated the use of Thinking Maps with your
students’ note taking strategies.
Your students are beginning to use Thinking Maps as
strategies to improve their reading comprehension.
Page 127
CHAPTER 3
LITERACY LINKS
Objective:
•To apply Thinking Maps to strategies for Academic Vocabulary development.
Focusing on Academic Vocabulary
Planning time for
classroom applications.
Direct Vocabulary Instruction ideas using
Thinking Maps
Vocabulary Research
Connections
Welcome and
Agenda
Closure and expectations for sharing
student work
A Language for Learning
Chapter 3
Pages 131-141
What is being described?
Beck, McKeown, Kucan. Bringing Words to Life: Robust Vocabulary Instruction. 2002.
Page 131
Scientifically-based research about
vocabulary Instruction.Put Reading First
Page 131
Page 132
INDIRECT VOCABULARY
DEVELOPMENT
When students create Thinking Maps as they read a piece of text, they are indirectly learning vocabulary because they are using academic vocabulary words in context as they develop their maps.
Page 132
INDIRECT VOCABULARY
DEVELOPMENT
Page 133
Read the article.Work with a
partner to “map” the information from the article.
Circle the academic
vocabulary in your map.
INDIRECT VOCABULARY DEVELOPMENT ACTIVITY
Did you learn about and use the vocabulary of the content as you made your map(s)?
Look at the maps you made from the Red Alert article on
Day One.
Are there any academic
vocabulary words in the maps?
Scientifically-based research about
vocabulary Instruction.Put Reading First
Page 134
JULY 2003
Reading is NOT a
natural, automatic
process for the brain.
“How the Brain Reads Words”
Sally Shaywitz, MD
1 3
2
“Overcoming Dyslexia” Time July 28, 2003
Phonemic Awareness, Phonics, Fluency, Vocabulary Development, Text Comprehension
This section of the brain helps a person vocalize words – silently or out loud. It also starts to
analyze phonemes. This section is especially
active in the brains of beginning readers.
“Overcoming Dyslexia” Time July 28, 2003
This section of the brain does a more complete
analysis of written words. Here they are pulled apart into their constituent syllables and phonemes, and
letters are linked to the appropriate sounds.
“Overcoming Dyslexia” Time July 28, 2003
The job of this part of the brain is to automate the process of recognizing words. The more
the automatic detector is activated, the better it
functions. Skilled readers can breeze through print with assembly-line-like speed.
“Overcoming Dyslexia” Time July 28, 2003
Acocdrnig to an elgnsih unviesitry sutdy
the oredr of letetrs in a word dosen’t
mttaer, the olny thing that’s iopmrantt is
that the frsit and lsat ltteer of eery word
is in the crcreot ptoision. The rset can
be jmbueld and one is stlil able to raed
the txet wiohtut dciftfuiiy.
Background knowledge of
vocabulary is essential to
developing fluency and
comprehension.
1 32
Systematic vocabulary instruction is one of the most important instructional interventions that
teachers can use, particularly with low-achieving students.
Research Says…
Marzano, 2004
RESEARCH CONNECTIONS
• Students need to be exposed to a word at least six times in context to learn the meaning of the word.
• Even superficial instruction of new words enhances learning those words in context.
• One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.
Page 134
RESEARCH CONNECTIONS
• Direct vocabulary instruction works.
• Direct instruction on words that are critical to new content produces the most powerful learning.
Page 134
When students read new information and
comprehension is assessed:
If there is some regular vocabulary instruction:
If the direct instruction is for words that are critical to academic content:
12%ilegain
33%ilegain
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano
Page 135
These two steps should be done orally with the teacher leading the discussion. The activities to be discussed in
this follow-up should be completed only after these
first two steps.
Create a Tree Map to identify words that are critical to academic content for several units
you will be teaching this year.
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
What strategies do you use to determine the meaning of a word?
Page 137
Examples Illustration
Definition Page 137
Migration
• movement• journey• voyage
• move away• shifting• fly south
In the fall, there is a migration of birds flying south
Migration isthe movementof people, animals, andthings
Essential Characteristics Nonessential Characteristics
Examples
AbolitionistAbolitionist
Essential Characteristics Nonessential Characteristics
Examples
A personseeking the
legal endto slaveryin the US
Northerner
Race
John Brown
Frederick Douglass
HarrietBeecherStoweHarriet Tubman
What is it? (Category) What is it like? (Properties)
Illustrations (What are some examples?)
polygon
What is it? (Category) What is it like? (Properties)
Illustrations (What are some examples?)
Mathematicalshape
Geometricshape
closed
Planefigure
Straightsides
Two-dimensional
pentagonhexagon
rhombus
Word Parts
Synonyms
Illustration
Context clues
one desk
• Look over your vocabulary list.
• Create a Circle Map similar to one of the previous maps with one of your vocabulary words.
NOW IT IS YOUR TURN
Choose one word from your
list.
Add a Frame of Reference
Choose the 3 or 4 best ways to
define your word and write each in one area of the
frame.
Illustration
Personal associations
Essential characteristics
or examples
Essential Characteristics
Non-essential Characteristics
What is it? (Category)
What is it like? (Properties)
What are some examples?
Definitions
Visual Representations
Personal Association or Characteristics
Paraphrase or Define in your
own wordsWord parts
Related words
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Page 138WORD
PARTS
“Teaching word parts enhances students’
understanding of terms.”
Robert Marzano
Color code the different parts of the word.
Add the meaning of each part in parentheses.
Use the meaning of each part to write the definition of the whole word.
Page 138
• Look over your vocabulary list.
• Create a Brace Map similar to one of the previous maps with one of your vocabulary words.
NOW IT IS YOUR TURN
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Comparing Terms
Classifying Terms
Solving Analogy Problems
Marzano, 2004
Notice the color coding.
Page 139
Comparing Enhances Meaning
A monarchy and a dictatorship are similar because they both ________________. ________________. ________________.
A monarchy and a dictatorship are different because
a monarchy___, but a dictatorship____.
a monarchy___, but a dictatorship____.
a monarchy___, but a dictatorship____.
• Look over your vocabulary list.• Do you have two words on your
vocabulary list that are students could compare and contrast in order to better understand each word?
• Choose two words and create a Double Bubble Map.
NOW IT IS YOUR TURN
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Comparing Terms
Classifying Terms
Solving Analogy Problems
Marzano, 2004
Step 1
Select one or two academic vocabulary words that have an identifiable relationship.
Create the beginning of a Bridge Map and write the relating factor.
Page 140
Page 140Step 2
Identify two words that students would know that have a similar relationship and complete the Bridge Map.
Challenge students to continue to add related pairs of words.
This second relationship will “anchor” the first pair of words.
asbook
backpack
document
portfolio…is carried in
…relating factor
ascompound
elements
batter
ingredients
…is a new substance made up of
…relating factor
Solving Analogy Problems
The anchor pair
The generation of these
Nonlinguistic Representations has caused the
learner to elaborate on his
knowledge.
RF: Provide(s) a plan for building
mitochondria
Power Plant
Dispelling misconceptions about atomic structure
• Look over your vocabulary list.
• Do you have one or two words on your list that students could use to create a Bridge Map?
• Create a Bridge Map with an “anchor” pair and one or two words from your vocabulary list.
NOW IT IS YOUR TURN
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Vocabulary Demonstration!
or . . .
A Game
Close your textbooks.
Things associated with EDUCATION
SchoolsProfessional Development
AdministrationState Standards
AssessmentStudentsSuccess
Let’s Practice
Things associated with FOOD
Grocery Store
Farm
Animals
Aluminum Can
Cardboard Box
Restaurant
Fruit
Dieting
What is the point?
Partner A:• What strategies did you
use to get your partner to identify the words?
• Did your strategies change during the game?
Partner B:• What strategies did you
use to identify the words?
Things associated with Children
Playground
Schoolwork
Adolescence
Disney World
Crib
Kindergarten
Toys ‘R Us
Maternity Ward
Things associated with Topography
PlateauMountain
BayDesert
GrasslandElevationSea level
Valley
After the game, students should record the clues, illustrations, examples that helped
them guess each vocabulary word.
Page 141
CLOSURE
• Look over the vocabulary maps you have created. Think about how you might use these activities in your classroom.
• In the next few weeks, try these ideas in your classroom.
Save your students’ work and be prepared to share their examples at our next follow-up session.
