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Academic Vocabulary. Cindy Bak Henry Romero Annabel Dannemann Danielle Caro. Please sit b y grade level. CHAD 2013. OVERVIEW. Introduction. CCSS. 3 Tiers. Purpose & History of A.V. Shift to Common Core State Standards. Marzano’s Six-Step Process. - PowerPoint PPT Presentation
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Academic Vocabulary
Cindy BakHenry RomeroAnnabel DannemannDanielle Caro
CHAD 2013
Please sit by grade level.
OVERVIEW
Purpose & History of A.V.
Shift to Common Core State Standards
Marzano’s Six-Step ProcessExpectations, reflection, commitments, and recommended readings
Introduction
CCSS
Closure
3 Tiers
Academic Vocabulary
A closer look at vocabulary words
CHAD 2013
• Increase the understanding of vocabulary instruction in relation to the Common Core State Standards.
• Increase understanding of the different tiers of vocabulary.
• Identify Marzano’s 6 Step Process.
• Learn various vocabulary strategies to use in the classroom.
PURPOSE
CHAD 2013
• Teachers noticed that RUSD students were experiencing difficulties with vocabulary across content areas.
• Teacher input from data dialogue conversations called out a need for resources to support academic vocabulary instruction in their classrooms.
HISTORY
CHAD 2013
Created by• Sylvia Cadena• Amy Grigsby• Celia Mungia
Under the supervision of Dr. Jeanette Chien
HOW:
CHAD 2013
Cross-referenced vocabulary lists from a variety of school districts.
Lists provided are grade level academic vocabulary lists that include both Tier 2 and Tier 3 words.
Aligned to Common Core anchor standards.
• Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982).
• Vocabulary instruction needs to be long-term and comprehensive (Nagy,
2005) for ELLs (Carlo, August, & Snow, 2005;
Calderón et al., 2005).
RESEARCH & DATA
CHAD 2013
Academic Vocabulary words…
• …are far more likely to appear in written texts than in speech.
• … often represent subtle or precise ways to say relatively simple things.
• …require deliberate effort to learn, unlike Tier 1.
• … are critical to understanding academic texts.
CHAD 2013
Common Core State Standards, Appendix A, page 33
RESEARCH & DATA
COMMON CORE STATE STANDARDS
CHAD 2013
COMMON CORE STATE STANDARDS
CHAD 2013
COMMON CORE STATE STANDARDS
CHAD 2013
Shift your thinking.
COMMON CORE STATE STANDARDS
CHAD 2013
3 Major Shifts in ELA1.) Building knowledge through content-rich nonfiction.
2.) Reading, writing, and speaking, grounded inevidence from the text, both literary and Informational.
3.) Regular practice with complex text and its academic language.
CHAD 2013
3 Tiers of Academic Vocabulary
Tier 1 Tier 2 Tier 3
Description
Basic words that most children know before entering school
Words that appear frequently in texts and students may already have conceptual understanding
Uncommon words that are typically associated with a specific domain
Examples
clock, baby, happy
range, concept, dimension, summary
diphthong, peninsula, isotope,
3 Tiers of Academic Vocabulary
How do I determine that a word is TIER 2?Word Is this a
generally useful word?
Does the word relate to other words and ideas that students know or have been learning?
Is the word useful in helping students understand text?
If you answer yes to all three questions, it is a Tier 2 word. If not, it is probably a Tier 3 word.
assume
yes
5th
grade
yes yes
perimeter
no yes sometimes
Tier 2
Tier 3
3 Tiers of Academic Vocabulary
• Tier 2 and Tier 3 words are not all clear-cut in their tier classification.
• There is more than one way to select words.
• Word knowledge is subject to personal experience.
3 Tiers of Academic Vocabulary
• Read the excerpt from Volcanoes on the following slide (grade 4/5).
• With a partner, determine the Tier 2 and Tier 3 words.
Time to Practice
In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works.
Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.
Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.17
In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works.
Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.
Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.18
Tier 2
In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works.
Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.
Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.19
Tier 2Tier 3
Marzano’s Six-Step Process
CHAD 2013
See page 2
Time to Practice!
CHAD 2013
• Step 1: TK & K• Step 2: 1st • Step 3: 2nd & 3rd • Step 4: 4th • Step 5: 5th • Step 6: 6th
Find your assigned Step section.
Read through the strategies and select one to share.
Use chart paper, index cards, or any other materials available to model the strategy for the group.
Time to Practice!
CHAD 2013
• Step 1 (p.4-5) : TK & K•Step 2 (p.6-7): 1st •Step 3 (p.8-10): 2nd & 3rd •Step 4 (p.11-16): 4th •Step 5 (p.17-19): 5th •Step 6 (p.20-22): 6th
Please label your chart with:
Grade levelStep #
Strategy Name
• ELD is its own content area and needs to be explicitly taught everyday.
• Students need access to Tier 2 and Tier 3 Academic Vocabulary words throughout the day.
EXPECTATIONS
CHAD 2013
Increase the understanding of vocabulary instruction in relation to the Common Core State Standards.
Increase understanding of the different tiers of vocabulary.
Identify Marzano’s 6 Step Process.Learn various vocabulary strategies to use in the classroom.
CLOSURE
CHAD 2013
Reflection:What are the implications
on your practice?
CLOSURE
CHAD 2013
Commitments:What will you commit
to trying?
READINGS:
Developing Academic Vocabulary by Beverlee Jobrack
Common Core Shifts for Mathematics (handout)From achievethecore.org
CHAD 2013
Contact Info:
Cindy [email protected]
Henry Romero [email protected]
Annabel [email protected]
Danielle [email protected]
CHAD 2013
