Academic Vocabulary

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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

Text of Academic Vocabulary

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Academic VocabularyCindy BakHenry RomeroAnnabel DannemannDanielle Caro

CHAD 2013Please sit by grade level.1OVERVIEWPurpose & History of A.V.

Shift to Common Core State Standards

Marzanos Six-Step ProcessExpectations, reflection, commitments, and recommended readingsIntroductionCCSSClosure3 TiersAcademic VocabularyA closer look at vocabulary wordsCHAD 20132Increase the understanding of vocabulary instruction in relation to the Common Core State Standards.Increase understanding of the different tiers of vocabulary.Identify Marzanos 6 Step Process.Learn various vocabulary strategies to use in the classroom.PURPOSE

CHAD 20133Teachers 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 2013Data dialogue conversations include, teachers notice that students experience difficulties with vocabulary.Explain WHY we are doing this4Created bySylvia CadenaAmy GrigsbyCelia Mungia

Under the supervision of Dr. Jeanette Chien

HOW:CHAD 2013Cross-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.

Explain that there is an ELA list and a Math list for each grade level.Each list scaffolds to the next grades level, so it is important that you use this list over the course of the school year to prepare your students for the next years word lists.

**Some words do carry over and repeat in the following year.Teach them at your grade level, while spiraling in to grade levelsDesigned intentionally to be used during ELD. It can be used in ELA, but was not created for ELA instruction, which is why there is not a Spanish version for SLA support.5Teaching 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; Caldern et al., 2005).

RESEARCH & DATA

CHAD 2013Data dialogue conversations include, teachers notice that students experience difficulties with vocabulary.

6Academic Vocabulary wordsare 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 2013Common Core State Standards, Appendix A, page 33RESEARCH & DATA7COMMON CORE STATE STANDARDSCHAD 2013

Point out how Academic Vocabulary supports success with Common Core SS8COMMON CORE STATE STANDARDSCHAD 2013

9COMMON CORE STATE STANDARDSCHAD 2013

Shift your thinking.10COMMON CORE STATE STANDARDSCHAD 20133 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.11CHAD 2013

3 Tiers of Academic Vocabulary

Explain the WHAT- what is academic vocabulary specifically? Explain the 3 tiers in detail

Refer to Tier 2 List in their handbooks.12Tier 1Tier 2Tier 3DescriptionBasic words that most children know before entering schoolWords that appear frequently in texts and students may already have conceptual understandingUncommon words that are typically associated with a specific domainExamplesclock, baby, happyrange, concept, dimension, summarydiphthong, peninsula, isotope, 3 Tiers of Academic Vocabulary13How do I determine that a word is TIER 2?

WordIs 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.assumeyes5thgradeyesyesperimeternoyessometimesTier 2Tier 33 Tiers of Academic Vocabulary14Tier 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

15Read the excerpt from Volcanoes on the following slide (grade 4/5).

With a partner, determine the Tier 2 and Tier 3 words.

Time to PracticePractice identifying the DIFFERENCE between Tier 2 and Tier 316In 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 dont 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 Earths crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.1717In 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 dont 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 Earths crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.18Tier 218In 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 dont 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 Earths crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.19Tier 2Tier 319Marzanos Six-Step ProcessCHAD 2013

See page 2Yellow handout for posting verbs.. ENCOURAGE teachers to take notes in their handbook on page 2Provide time to tab the sections and explore the Handbook.(5 minutes)

20Time to Practice!CHAD 2013Step 1: TK & KStep 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.21Time to Practice!CHAD 2013Step 1 (p.4-5) : TK & KStep 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 Name22ELD 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 2013Address the fact that ELD is a content area and the minutes are non-negotiable.Needs to be explicitly taught everyday.45 minutes every day daily (part of the new framework), also because we are a PI district.

(2-3 minutes)

23Increase the understanding of vocabulary instruction in relation to the Common Core State Standards.Increase understanding of the different tiers of vocabulary.Identify Marzanos 6 Step Process.Learn various vocabulary strategies to use in the classroom.CLOSURE

CHAD 201324Reflection:What are the implications on your practice?CLOSURECHAD 2013

Commitments:What will you commit to trying?Pose question, think/journal time (Use back of handout)

5 minutes think time DO NOT share out just yet25

READINGS:Developing Academic Vocabulary by Beverlee Jobrack

Common Core Shifts for Mathematics (handout)From achievethecore.org

CHAD 2013Share articles(2 minutes)26

Contact Info:Cindy Bakcbak@rowland.k12.ca.us

Henry Romero hromero@rowland.k12.ca.us

Annabel Dannemannadannemann@rowland.k12.ca.us

Danielle Carodcaro@rowland.k12.ca.us

CHAD 2013Share articles(2 minutes)27