Academic Vocabulary

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  • 1. Building Academic VocabularyBuncombe County Schools Middle and High School Teachers November 29, 2012

2. Norms Apply the information to your teaching situation. Be open to the ideas of every person. Be respectful to presenters and learners andgive your full attention to the topics by: silencingphones, keeping sidebar conversations to aminimum, and not working on other things. 3. Prior Knowledge Place Mat At your table, draw a circlemap. In the middle, writeacademic vocabulary. Divide the circle into piepieces equal to the numberof participants at your table. Choose the closest pie piece& record anything you knowabout academic vocabulary,including strategies you useor have seen. Use words, pictures, andsymbols. Discuss your knowledge withyour tablemates. 4. How do our students feel?When the lights suddenly went out, Ipurchased the nearest thing: anechinated vine! Such was my distressthat I immediately defenestrated theplant. 1. What object was echinated? 2. What happened to the plant? 5. Academic Vocabulary: A Two- Headed Monster! Content Vocabulary = words or concepts specific to a single discipline Academic Language =process or test words common to multiple disciplines 6. Vocabulary in my ContentUsing a text fromyour content area,make a list ofimportant vocabularyfor an upcoming unit. 7. Whose job is it to teach thisvocabulary to yourstudents? 8. So how do we goabout teaching theseconcepts to ourstudents? What does theresearch say? 9. Research SaysSystematic vocabulary instruction is one of the most important instructionalinterventions that teachers can use,particularly with low-achieving students. Marzano, 2004 10. Page 134 RESEARCH CONNECTIONS Students need to be exposed to a wordat least six times in context to learn themeaning of the word. Subject-specific terms are the besttarget for direct vocabulary instruction. 11. A Six-Step Process for Teaching New TermsAsk students to Ask students to Provide a restate the construct adescription,description,picture, symbol, explanation, orexplanation, or or graphic example of theexample in theirrepresenting the new term.own words. term or phrase. Engage studentsInvolve studentsin activities that Periodically askperiodically in help them add tostudents togames that allowtheir knowledge ofdiscuss the termsthem to play with the terms in their with one another.terms. notebooks. Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135 12. Turn & TalkCan you name all of Marzanos six stepsto teachingvocabulary? 13. How do I decide which vocabulary is important to teach directly? CCSS/ESS EOCs/EOGs/Common Exams Marzanos Building Academic Vocabulary National organizations PLCs/Content Teams 14. Dividing and Conquering content vocabulary wordsneed to knowgood to know nice to know content vocabulary wordsI know that, and I could teach it myself Im pretty sure I know it Huh? 15. Content VocabularyCreate a tree map at your table,categorizing essential vocabulary from aunit in your content area. content vocabulary wordsneed to know good to know nice to know 16. Strategies for Student Self-Assessment STRESSS Test/So Thats a Word?(knowledge rating charts) 4 Corners Say What??? 17. Say What??? Read the excerpt from ahigh school science text. As you read, jot down anywords a student might havedifficulty with (one word persticky note). At your table, see if you caneliminate some of the stickynotes by defining words forone another. Post remaining words on theSay What poster. 18. Stop and JotTake a minute to recordhow you might adaptthese vocabulary self-assessment strategies inyour classroom: 4 corners STRESS Test/ Thats aWord Say What??? 19. A Six-Step Process for Teaching New TermsAsk students to Ask students to Provide a restate the construct adescription,description,picture, symbol, explanation, orexplanation, or or graphic example of theexample in theirrepresenting the new term.own words. term or phrase. Engage studentsInvolve studentsin activities that Periodically askperiodically in help them add tostudents togames that allowtheir knowledge ofdiscuss the termsthem to play with the terms in their with one another.terms. notebooks. Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135 20. Step 1: What are some strategies forintroducing the vocabulary? Assess prior knowledge Show a picture, video, or digital image Tell a story integrating the term Use a contextual sentence Use current events familiar to students SEEP/ 3 column vocab/Dinner Party 21. S. E. E. P.StemExamplesExplanationsPicture(prefix, root, or (from students) (whole class or (individual studentsuffix) small group)association)Mal--Draco Malfoy(Harry Potter)Bad-Malificent(Sleeping Beauty)-Malpractice-Malevolent 22. Now You Try It Create a SEEPStem Examples Explanation Picturefoldable using a rootor affix from yourcontent area. 23. Dinner PartyDirections: Find the guests who have place cards similar to yours. Sit down at atable for your dinner party. Discuss what you have in common. 24. Stop and JotTake a minute to record howyou might adapt these step 1(introduction) strategies inyour classroom: Assess prior knowledge Show a picture, video, or digital image Tell a story integrating the term Use a contextual sentence Use current events familiar to students SEEP/ 3 column vocab/Dinner Party 25. A Six-Step Process for Teaching New TermsAsk students to Ask students to Provide a restate the construct adescription,description,picture, symbol, explanation, orexplanation, or or graphic example of theexample in theirrepresenting the new term.own words. term or phrase. Engage studentsInvolve studentsin activities that Periodically askperiodically in help them add tostudents togames that allowtheir knowledge ofdiscuss the termsthem to play with the terms in their with one another.terms. notebooks. Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135 26. Steps 2 & 3: What are some strategies forre-stating and illustrating the vocabulary? SEEP/ 3 Column Vocabulary Circle Map Frayer Model Cartoons Charades 27. Circle Map 28. harsh orinhumanmad, frustrated, rumors,When I broke up nastywith him, shestarted viciousrumors about me. Angryviciouspeople and bullies often say vicious remarksfrom about the ones theyConfessions cruelwant to hurt.Bully synonym 29. Frayer Model definition in picturestudents own words vocabulary conceptexamplesother info/new thinking 30. Frayer Model in Math 31. How have you adaptedthe Frayer Model in your content? Foldables Examples/Non-Examples Characteristics/Non-Characteristics Use in a Sentence Synonyms/Antonyms Part of Speech Inference/ I Think Statement Other? 32. Now You Try. . . Choose a content vocabulary word fromyour earlier list. Create either a circle map or FrayerModel illustrating the concept. Make sure to include a visualrepresentation. 33. Stop and JotTake a minute to record how youmight adapt these step 2 & 3(re-state & illustrate) strategiesin your classroom: SEEP/ 3 Column Vocabulary Frayer Model Circle Map Cartoons Charades 34. A Six-Step Process for Teaching New TermsAsk students to Ask students to Provide a restate the construct adescription,description,picture, symbol, explanation, orexplanation, or or graphic example of theexample in theirrepresenting the new term.own words. term or phrase. Engage studentsInvolve studentsin activities that Periodically askperiodically in help them add tostudents togames that allowtheir knowledge ofdiscuss the termsthem to play with the terms in their with one another.terms. notebooks. Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135 35. Step 4: What are some activities to add to student knowledge about the vocabulary? Dump & Clump Tagxedo.com,Wordle.net Thinking Maps 3 X 3 Vocabulary Grid 36. Dump and ClumpThe DumpsterThe Clumpster 37. Tagxedo.com 38. Wordle.net 39. Double-Bubble Map 40. Use themeaning ofeach part towrite thedefinition ofthe wholeword.Brace Map 41. Add themeaning ofeach part inparentheses. 42. Page 138 WORD PARTSTeaching word partsenhances studentsunderstanding of terms.Robert MarzanoBrace Map with manipulatives 43. Power PlantmitochondriaBridge Map 44. Bridge Map 45. Bridge Map 46. 3X3 Vocabulary Gridvirusinfluenzapandemic vaccine replicate immunityimmune systemantibodiesinfectious In order to recover from influenza, your body must replicate antibodies to fight the virus. 47. Now You Try It. . . Using some of the words you choseearlier from your content text, create aThinking Map or 3 X 3 Vocabulary Grid. Make sure to include a summarysentence. 48. Stop and JotTake a minute torecord how youmight adapt thesestep 4 (activities)in your classroom: Word Splash Dump & Clump Wordle Thinking Maps 3 X 3 Vocabulary Grid 49. A Six-Step Process for Teaching New TermsAsk students to Ask students to Provide a restate the construct adescription,description,picture, symbol, explanation, orexplanation, or or graphic example of theexample in theirrepresenting the new term.own words. term or phrase. Engage studentsInvolve studentsin activities that Periodically askperiodically in help them add tostudents togames that allowtheir knowledge ofdiscuss the termsthem to play with the terms in their with one another.terms. notebooks. Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135 50. Step 5: What are some strategies forstudent discussion about the vocabulary? Turn and Talk Sentence Frames AB Dyad Vo-back-ulary 51. Sentence Frames A ________ is different than a_________ because . . . mean/median simile/metaphor proton/neutron socialist/communist I am like a ________ because I . . . parabola oxymoron river basin legislative branch 52. AB Dyad Student A defines, describes,analyzes, etc. thevocabulary word. Student B summariz