Framing Vocabulary smart visual tools

Framing Vocabulary™ © 2013 Edwin Ellis [email protected] phone (205) 394-5512 fax (855) 394-5514

NOTE: Immediate download of FRAMING VOCABULARY eBook software is available for SIM professional development at 25% off ($15 per teacher) catalog price of $20 at www.MakesSenseStrategies.com Enter the Coupon Code: IS-1-SIM

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Framing Vocabulary™

smart visual tools™

Edwin Ellis International SIM Conference Session Friday, July 12 from 8:30-9:45 AM

Framing Vocabulary™ features a series of 17 visual tools specifically designed for teaching two types of vocabulary (terms with CONCISE definitions and terms with ELABORATED definitions). The program includes a vocabulary lesson planner, instructional planning guidelines and a series of instructional routines. SIM Professional Development resources will be available at SIMville. Seven of the Vocabulary Frames™ are designed for teaching terms with CONCISE DEFINITIONS.

Ten of the Vocabulary Frames™ are designed for teaching terms with ELABORATED DEFINITIONS

Framing Vocabulary™ eBook software

The Framing Vocabulary™ eBook software consists of 34 digital (17 color,17 black-line) interactive Vocabulary Frames™, samples of how teachers have used each of them, instructional guides, as well as the interactive Framing Vocabulary™ Lesson Planner.

Because the Vocabulary Frames™ are digital files, teachers or students can use a keyboard to type information directly into the text boxes on the Vocabulary Frame™. Likewise, you can email copies of the Vocabulary Frames™ to students so they can use them when completing assignments outside of the classroom, and students can submit the completed work electronically.

When you develop a Vocabulary Frame™ for specific instructional units, you can save your completed (or partially completed) Vocabulary Frame™ to a folder that contains other related unit information and files. The color versions are ideal for use with White Boards, Promethium Boards, and LCD projectors when displaying a Vocabulary Frame™ to a class and developing the information on it during a class activity. The black-line versions are more appropriate for printing hard copies to share with your students. Teachers can access the interactive Framing Vocabulary™ Lesson Planner to quickly make decisions about which vocabulary to target and plan lessons using the Framing Vocabulary Instructional Routines. The eBook includes “Quick-start” guides for specific instructional routines.

The Framing Vocabulary™ software license is for a single–user (teacher). The licensed user may make and distribute copies of Vocabulary Frames™ to students for whom they are responsible for teaching, but they may not be shared with non-licensed teachers or students not on the licensed teacher’s role. Network (multi-user) licenses are available. The Framing Vocabulary™ software is available for immediate download at www.MakesSenseStratgies.com.

The Framing Vocabulary™ hardcopy book provides the identical information as that provided in the eBook version and is accompanied with blackline masters of each of the 17 Vocabulary Frames™.

Features * Context

Related Words Web

Essential Understandings

EU Matrix

EU Venn

Features * Connections

Related Words Frame

4 Elaborated Ideas

2 Elaborated Ideas

3 Elaborated Ideas

6 Elaborated Ideas

8 Elaborated Ideas

Vocabulary ASN

Before & After

Predict Check

Vocabulary Q&A

Essential Questions



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Big Ideas about Framing Vocabulary™ BIG IDEA #1 Vocabulary rules! Student’s knowledge of vocabulary is one of the best predictors of reading comprehension, writing fluency and clarity, and ease in learning new content-area subjects like history, science, math, or literature. Thus, on-going systematic instruction in vocabulary is very important! BIG IDEA #2 How well you teach vocabulary = how much vocabulary students learn, use, and remember.

Although performance on weekly quizzes and unit tests may suggest that students have learned important vocabulary, these data may be misleading. Many students learn vocabulary well enough to retain the knowledge in order to perform on tests, but then quickly forget it as they turn to meeting the expectations of the next quiz… and of course, many other students fail to learn the vocabulary well enough to even score well on these tests. The real measure of vocabulary learning is long-term retention of the knowledge. If students fail to retain the knowledge, all of your efforts to teach vocabulary were for naught even if students score satisfactorily on quizzes and tests. To be blunt, some instructional activities many teachers use (e.g., having students look up and write definitions; having students match terms from a list with definitions from another list) as well as vocabulary learning strategies students use (e.g., using flash cards to memorize definitions) sometimes work well to promote temporary learning, but too often fail to ensure long-term retention. The instructional tools and routines that you use to teach vocabulary make a significant difference. Some are far more powerful than others. BIG IDEA #3 Vocabulary Frames™ promote elaboration of essential understandings and use of powerful metacognitive learning strategies.

The more students elaborate definitions and use the terms in meaningful contexts, the more likely they will remember them. The more precise their elaborations, the more precise their knowledge of the terms will become. Many of the Vocabulary Frames™ employ prompts that cue specific areas of information that students need to address when elaborating definitions. Likewise, some of the Vocabulary Frames™ prompt students to engage in powerful comprehension-enhancing metacognitive learning strategies such as forming predictions, summarizing, imaging, asking and answering questions, and self-monitoring. The Vocabulary Frames™ are grouped into two major types: TYPE 1: Vocabulary Frames™ for terms with CONCISE DEFINITIONS collectively focus on identifying the class,

distinctive features, connections, and applications of specific terms as well as connections to related terms (see pages 5-11 for examples of Vocabulary Frames™ for Concise Definitions).

TYPE 2: Vocabulary Frames™ for concepts with ELABORATED DEFINITIONS address broader concepts than terms with

precise definitions. While a single sentence might effectively define terms with concise definitions, broader concepts have multiple subtopics or main ideas, each of which often requires multiple sentences to define see pages 12-19 for examples of Vocabulary Frames™ for Elaborated Definitions).).



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BIG IDEA #4 Effective vocabulary instruction is INTENTIONAL, ACTIVE and ENGAGING and occurs BEFORE, DURING, & AFTER lessons.

Although emersion may be a good way to learn a foreign language, it’s not a good way to learn technical terms like “exploitation,” “exponent,” or “nucleotide.” Technical vocabulary is best learned when it is intentionally taught, and definitions are explicitly explained in language that students understand. However, it’s not about being a sage-on-the-stage as lectures are provided about definitions of terms while students dutifully take notes. Effective vocabulary instruction actively involves the student in multiple ways and on multiple levels. Vocabulary Frames™ and their associated instructional routines should be viewed as part of an arsenal of tools and strategies for teaching vocabulary. This program features high-engagement instructional routines you can employ while using the Vocabulary Frames™ These routines are organized around the three levels of scaffolded assistance (Teacher-assisted, Peer-assisted, and Self-directed) that can be applied during the three phases of a lesson ( BEFORE the lesson, DURING the heart of the lesson, and/or AFTER the lesson). The table below illustrates the specific instructional routines we recommend. This guidebook provides step-by-step instructions for implementing each of these routines.

Framing Vocabulary™ Instructional Routines

Teacher-assisted Peer-assisted Review Core Vocabulary Before & After Preview New Core Vocabulary Best Guess Encounters Direct Explanation + Directed Note Taking Vocabulary Wiki Guided Note Taking: Co-constructing Definitions Rotated Frames Guided Note Taking: Pause / Pair / Share Defining Research: Jigsaw Vocabulary Comparisons Defining Research: Pair – Share

Rank & Share

Opportunities for Using Framing Vocabulary™ Instructional Routines

BEFORE the lesson

Use Vocabulary Frames™ when…

Assessing students’ knowledge of the targeted vocabulary to determine both how familiar students already are with specific terms and to ascertain any erroneous understandings they may have about them; and /or…

Reviewing critical previously learned vocabulary that is particularly pertinent to the new information to be addressed during the lesson; and /or…

Pre-teaching or introducing new vocabulary that will be used during the heart of the lesson; and/or…

Having students activate background knowledge to form definition predictions (that will be subsequently checked, verified, or modified as appropriate), and/or…

Using peer-supported (collaborative learning) activities

DURING the lesson

Use Vocabulary Frames™ when…

Providing explicit, intentional instruction about the meanings of new terms; and/or…

Guiding the development of students’ relational understanding of the terms and/or…

Using peer-supported (collaborative learning) activities

AFTER the lesson Use Vocabulary Frames™ when…

Anchoring or reviewing meanings of new terms addressed during the lesson; and/or…

Having students engage in research about the meanings of new terms, and/or…

Using peer-supported (collaborative learning) and self-directed learning activities



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Tips on Teaching Vocabulary

Do...

Do define new words by beginning with information about the class of the word, followed by information about the word’s critical features (e.g., FREIGHTER = type of ship that carries goods and supplies to far away places).

Do focus on the critical elements of the definition – ensure that students realize the definition has different parts. For example… • Have students separate each distinctive feature of the definition either by (a) using separate underlines to separate each distinctive element or by

(b) listing each element on a different line.

FREIGHTER = type of ship that carries goods and supplies to far away places FREIGHTER = type of ship

that carries goods and supplies to far away places

Do define new words using student-friendly language o Easily understood phrasing (avoid stilted dictionary definitions). o Definitions do not contain words that also require defining. o Brief and concise. o Relate the term to a synonym, idea, or experience with which students will already be familiar when explaining the new term’s

meaning.

Do pre-teach (preview or introduce) definitions of new terms at the beginning of the lesson even if you plan to use a Vocabulary Frame™ later in the lesson to provide more in depth instruction about the same terms.

For each individual term (one at a time)... o Write the term on the board in large easy-to-read letters (or project it using an LCD projector, Promethium Board, etc.). o Say the term aloud, and then cue students to say the terms aloud to ensure they can pronounce them. o Using student-friendly language, define each term. o Briefly explain the context in which the term will be appearing in the up-coming lesson.

For example… TEACHER: This term is “EXPLOITATION.” What’s this term? CLASS: Exploitation TEACHER: Exploitation is a Exploitation is an act that occurs when people with power purposefully take advantage of

people with less power.

We’ll be learning more about exploitation today when we talk about how factory owners took advantage of workers who were desperate for jobs.

As the new term is subsequently re-encountered within the context of reading the passage or teaching the content-area lesson, make very brief (e.g., 2–5 seconds) references to the previous instruction when the term was introduced at the beginning of the lesson.

For example… TEACHER: Here’s that word again…. EXPLOITATION.... Remember, it means…

Do teach new words within a meaningful context (e.g., when reading literature or teaching social studies, science, or math).

Do maximize opportunities for students to frequently use the word in their verbal language.

Do maximize opportunities for students to frequently use the word in their written language. For example… • Have students use the new terms when writing about a topic. • Have students take notes about the meaning of the term on Vocabulary Frames™.



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Do maximize opportunities for students to elaborate on the meanings of new words. For example…

• Explain the meaning of new terms. • Explain background knowledge connections (what the new term reminds the student of). • Explain how the new term is similar to or different from a related familiar term. • Explain the connections between terms. • Identify related terms and explain how they are related.

Do create multiple formats for students to elaborate on the meanings of new terms. For example…

• Verbalizing about the term’s meaning, about knowledge connections, about relationships to other words, etc. • Writing about the term’s meaning, about knowledge connections, about relationships to other words, etc. • Role-playing the meaning of the new term. • Drawing pictures that illustrate the critical features of the term.

Do provide more in-depth instruction on fewer terms (rather than providing superficial instruction on an extensive number of terms).

Do provide students with examples, similes, and/or synonyms of the term that are grounded in their own background knowledge and experience. For example…

SIMILE: Lament is like when you are very sad about something. SYNONYM: Lament means the same as cry. EXAMPLE: When you are lamenting, you are crying. If you cried when your favorite pet died, you were lamenting.

Do provide students with practice discriminating between examples and non-examples of applications of the new term. For example… TEACHER: Billy was weeping when no one remembered his birthday. Was Billy lamenting? STUDENT: Yes. TEACHER: Billy was so happy to get a bicycle. Was Billy lamenting? STUDENT: No.

Do ask students to provide examples of the new term. For example…

TEACHER: Mary, tell me about a time when you were lamenting about something. Finish this sentence, “I lamented when…”

STUDENT: I lamented when my dad got in a car wreck.

***************** Don’t… Don’t teach lists of words outside of a meaningful context.

For example… • Don’t have students look up words in the dictionary and write the definitions as your primary approach to teaching

vocabulary. • Don’t have students learn lists of unrelated words. • Don’t emphasize memorization of definitions.

Don’t define new terms using words that also need defining.

Don’t include unnecessary and/or extraneous information in the definition.

Don’t define new terms using stilted dictionary definitions (non-student-friendly language).

Don’t teach too many new terms at once (no more than seven in a lesson).



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BIG IDEA #5 Effective vocabulary instruction is strategic, so be selective about the vocabulary terms you teach.

Regardless of the subject you teach, there will always be far more vocabulary that could be taught than should be taught. While on-going systematic instruction in vocabulary is very important, you can over-do it. We firmly believe that thoroughly teaching fewer vocabulary terms (e.g., maximum of seven new terms per lesson) is preferable to superficially teaching a great many vocabulary terms. Thus, we recommend that you be selective in the words you choose to teach so that you have time to teach them well and students have time to learn them in a manner that results in them remembering them. Ultimately, the terms you target should be those that have the greatest impact on students’ future success rather than their immediate success in your class. When planning lessons that include vocabulary instruction, we suggest that you target three sets of terms: Set 1: Terms to review: Previously taught terms that reflect prerequisite, highly germane knowledge that is critical to

know in order to understand the new information to be taught in the up-coming lesson. These are terms that you anticipate will be used frequently during the lesson, and if students do not know the meaning of these terms, they are likely struggle mightily trying to comprehension the new information.

Set 2: Core terms that all students will learn: A limited number (e.g., approximately 7) of critical-to-learn terms that

success of all of your students in future learning of your subject will depend upon. Set 3: Alternative terms that advanced students will learn: Many advanced students may already possess sufficient

knowledge of your targeted Core terms and thus should be developing more specialized knowledge than would be expected of typical-achieving learners.

Tips on Selecting Vocabulary to Teach Do... Do target vocabulary terms listed in state course-of-study curriculum guides for each grade level.

Do target selected vocabulary terms used in literature or informational text being read; these terms should be central to the message and necessary to know in order to fully comprehend the text.

Do target fewer vocabulary terms, but teach them in a manner that results in deep understanding of each term (less is more!).

Do target terms that address core ideas, or essential understandings. While a text chapter may contain 15–20 vocabulary terms, there may be only 4 or 5 that address critical concepts in the chapter (sometimes only 1 or 2).

Do target terms that will be used repeatedly throughout the semester.

Do differentiate between terms that ALL students will learn and additional terms that advanced students will learn.

***************** Don’t… Don’t target terms from textbooks just because they are highlighted in some way (italicized, boldface print, etc.) in the text

chapter.

Don’t target terms just because they appear in a list at the end of a text chapter.

Don’t target terms that will have little utility once students have passed the test.

Don’t target long lists of words.

Don’t target terms that students will rarely encounter again.



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BIG IDEA #6 Effective use of a Vocabulary Frame™ is an acquired skill.

The first time you sat down and started to develop information for one of the Vocabulary Frames™, you may have been to surprised to find that it was more difficult and required more time and energy than you anticipated. Developing concise/precise definitions that contain information about both the class and distinctive features often requires one to grapple with the information and think deeply about it. This is especially true when trying the define technical terms using student-friendly language free of words that also need defining. Likewise, terms with elaborated definitions often are about a great deal of information, so learning how to filter and condense all of that information to its core essence is also an acquired skill that is developed over time. The first Vocabulary Frames™ you develop will not likely be nearly as good, nor take nearly as long to develop, as the ones you create after you’ve become more experienced using them, so be comforted by the fact that these skills become much easier and require a lot less time and energy with experience. Very important to understand is, like yourself, many your students will be developing the same skills as they are learning how to develop the Vocabulary Frames™, but starting at a much more basic level. Most will require guided instruction in how to both define terms themselves and how to formulate meaningful, thought-FULL responses as they note content- and personal-connections. Thus, anytime you introduce a new Vocabulary Frame™ that students have not seen before, it is very important to model and guide students so that they become skillful at using the device. A mistake to avoid would be distributing frames that are unfamiliar to students and then requiring them to use them independently (e.g., as a homework assignment). Tips on using Vocabulary Frames™ Do... Do prepare lessons that will employ a Vocabulary Frame™ by constructing, in advance, a completed version of the frame to be

used during the lesson as your guide and model how to take notes on it. This assures that the modeling takes place seamlessly and that the ideas noted on your Vocabulary Frame™ are very concise.

Do employ “gradual release” scaffolded instructional tactics as you gradually fade your modeling and prompts as students gain ability to complete the Vocabulary Frames™ independently.

For example… Phase 1: Employ Teacher-assisted Instructional Routines to support student learning by modeling and prompting as

Vocabulary Frames™ are co-constructed with your class.

Phase 2: Employ a variety of Peer-assisted Instructional Routines so that students support each other as the develop the Vocabulary Frames™.

Phase 3: Provide self-directed assignments that require students to independently construct the Vocabulary Frames™.

Do employ “think-aloud” tactics as you model and provide guided-assistances in the process of forming connections.

• Use think-aloud tactics to model the formation of content-connections (relationships between the term and other terms or the lesson topic) and the formation of personal connections (relationships between the term one’s own person experiences to background knowledge).

• Guide students’ responses as they formulate and articulate content- and personal-connections.

Do differentiate the Vocabulary Frames™ used in a lesson as well as for assignments because they differ in complexity.

For example… • The Features * Connections frame is less complex version of the Essential Understandings frame. • The Q&A frame focuses on less complex questions than the Essential Questions frame. • The EU Matrix focuses on less cognitively demanding comparisons than the EU Venn. • The Related Words Web focuses on less cognitively demanding connections than the Related Words Frame.

The implication is that some students in your class will respond better to the more basic version of a V Vocabulary Frame™, whereas other students in the same class may be more challenged by the more advanced version.



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As a general rule, for specific groups of students, select the Vocabulary Frame™ to use during class activities that poses challenge and may require some assistance from you or students’ peers. For independent assignments (e.g., homework), select Vocabulary Frames™ that students are already familiar and competent using and thus be relatively easy for them to complete.

Do create assignments that require students to make decisions about which Vocabulary Frame™ in their repertoire they

should use to complete the assignment. After students have chosen and completed the Vocabulary Frame™, have students explain their choices.

Do create assignments that require students to convert notes on Vocabulary Frames™ into their own written prose.

• Initially, provide students with copies of Vocabulary Frames™ that you completed and then have them use the information on it as a guide as they explain in writing what the term is about.

• Later, have students collaborate in pairs or teams of four to develop the information on the Vocabulary Frame™, and then individually explain in paragraph form the information.

• Still later, have students independently develop the information on Vocabulary Frames™, and then independently use their notes as a guide as they explain the information in paragraph form.

Do frequently facilitate class discussions that focus on the utility and generalization of specific Vocabulary Frames™.

Sample questions…. • How does this Vocabulary Frame™ help you learn new terms?

• In what ways are using a Vocabulary Frame™ different from assignments that require you to look up and write the definitions of terms and then write a sentence using the term? In what ways are they similar?

• If you were to re-design this Vocabulary Frame™ to make it better, how would you change it? Why?

• What is the most important part of this Vocabulary Frame™? What makes it so important?

• What are some situations or places where you could use this Vocabulary Frame™ outside of my class?

• When choosing between Vocabulary Frames™ to complete an assignment, what things do you consider in order to make the best choice?

Do integrate into assessments (e.g., quizzes, unit tests) Vocabulary Frames™ students complete.

• You can often tell a great deal more about what a student understands (and misunderstands!) about key terms by reviewing the information they note on a Vocabulary Frame™.

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Don’t… Don’t commit assumicide (assuming students will be able to effectively use Vocabulary Frames™ without first being provided

scaffolded instruction by you).

Don’t make assignments that require students to complete Vocabulary Frames™ with which they are unfamiliar.

Don’t model or guide students’ note taking via the Vocabulary Frames™ if you have not, prior to the lesson, thoughtfully developed a completed version to be



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a young Jewish girl’s life in Amsterdam, Holland as she and her family hide from the Nazis during World War II.

DISTINCTIVE FEATURES RELATIONSHIP CONNECTIONS TO TOPIC

emotion

Many Jews were so distraught about what the Nazis were doing to Jews that they couldn’t think of ways to save themselves .

…unpleasant, irritable, sour - some act sullen on purpose as a way to punish people they are mad at or to get what they want

behavior

Dussel was acting very sullen – he didn’t speak to Ann for two days and avoided her whenever he could.

incorrigible

behavior

immigrate

action

…so bad that others think the person will never learn to behave

Nazis viewed all Jews as incorrigible people who were dirty and dishonest and would pollute their “master race.”

…move from one country to a new country and settle there permanently

Many Jews tried to immigrate to other countries, but most of the countries would not let them come. They had nowhere to go.

..extremely emotionally upset to the point of being disabled or unable to act

sullen

distraught

Is about….

TERM

TERM

TERM

TERM

CLASS

CLASS

CLASS

CLASS

TIPS

• The Features & Relationships Connections frame can be used at the BEGINNING of a lesson to pre-teach or review key vocabulary. It can also be used as a guided-note taking tool DURING a lesson, as well as used at the END of the lesson to review and anchor key terms and their relationships taught during the lesson.

• The Features & Relationships Connections frame is a good choice for first-time users of Vocabulary Frames. After students have become adept at using this tool, you can switch to the more advanced version (The Essential Understandings Vocabulary Frame).

• Experience suggests that the most difficult part of using this frame is identifying the CLASS of word because definitions found in dictionaries and texts often omit this component of the definition. You may be tempted to skip this part, but we encourage you not to. The class of a term serves as an very important distinctive attribute that helps learners organize terms in memory.

• Ideally, each CRITICAL FEATURE should be noted on a separate line, assuming space allows (this makes each separate feature more obvious)

EXAMPLE: Immigrant = person who… moves from one country to a new country and settles there

RELATIONSHIPS / CONNECTIONS TO TOPIC addresses the meaningful relationships between a new term and the topic of study, other terms, examples, concepts, phenomena, relevance or background knowledge.

FEATURES * CONNECTIONS Concise Definitions Vocabulary Frame

The Diary of Anne Frank



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How the US government started supporting the development of manufacturing industry in US

DISTINCTIVE FEATURES CONTEXT (how author used term)

Adjective describing

Congress also acted to promote the burgeoning manufacturing section of America's economy that the war had stimulated.

People in Congress who wanted to protect US industry from foreign competition

Group of people

Protectionists in Congress passed a tariff law in response to this that limited competition abroad on a wide range of items (including, most importantly, cotton cloth).

Tariff

Kind of tax

Enabled

Verb about a technique

Fee (also called ‘duty’) assessed on imported goods to make them more expensive in order to help local producers sell similar goods at a fair price Paid by importer to Custom Officials

While local producers (farmers, manufacturers) liked tariffs, importers were angry about tariffs because it cut into their profits

Created ability to do something

Steamboats stimulated the agricultural economy of the West and South, as they enabled eastern manufacturers to send finished goods to these places much more easily.

Something that is quickly developing

Protectionists

Burgeoning

Is about….

TERM

TERM

TERM

TERM

CLASS

CLASS

CLASS

CLASS

CONTEXT (how author used) Using the term, students compose their own sentence that addresses the same topic and context in which the author use the term (may be a paraphrase of the author’s sentence).

FEATURES & CONTEXT Concise Definitions Vocabulary Frame

American History, Chapter 8

TIPS

• The Features & Context frame is best used DURING an in-class text-to-notes reading activity. It can also be an effective tool to use at the END of the lesson to review and anchor key terms and their relationships taught during the lesson.

• The Features & Context frame is also a good choice for first-time users of Vocabulary Frames.

• When having students compose CONTEXT responses, it is preferable for them to compose original sentences about the context in which the term was used rather than merely copying the sentence from the text. Composing their own sentences about the context serves as a powerful information processing tactic because doing so makes students think more carefully about both the term’s meaning and how it was used.

• A number of the National Common Core State Standards (NCCS) for Language Arts require learners to provide text evidence supporting a summary, analysis, or conclusion. This Vocabulary Frame is particularly useful when addressing



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TERM

CLASS

In cell nucleus Contain hereditary info essential for life

Cells Nucleus Nucleic acids

Provide information for regulating body functions like digestive system

NUCLEIC ACIDS

Type of molecule

A coding system that is passed from parents to offspring that provides detailed instructions about not just traits but also how organs are developed and how everything in the body works

Is about … Genetic fundamentals

TOPIC

TERM

CLASS

Makes up a nucleic acid- 3 parts: * 5-carbon sugar * nitrogen-containing base, * phosphate

Cells Nucleus Nucleic acids Nucleotides

“Code” in a nucleic acid that creates a blueprint of instructions in DNA & RNA

NUCLEOTIDE

TERM

CLASS

Contains sugar deoxyribose 2 strands of nucleotides Spiral staircase shaped Contains these bases: adenine, quinine, cytosine, thymine

Cells Nucleus Nucleic acids Nucleotides DNA

Carries instructions controls cell activities DNA inherited =instructions passed to offspring DNA molecules duplicate

DNA deoxyribonucleic acid)

Type of nucleic acid

TERM

CLASS

Contains sugar ribose Single-stranded nucleic acid molecule Contains these bases: adenine, quinine, cytosine, uracil

Messenger RNA caries coded instructions for protein synthesis from DNA to ribosome order

Transfer RNA brings amino acids to ribosome in correct order to be built into protein Ribosomal RNA make up structure of a ribosome

RNA ribonucleic acid

Type of nucleic acid

Type of monomer - molecule that acts as building block for larger molecules)

CRITICAL FEATURES CONNECTIONS APPLICATIONS

The CLASS is the category of

the word.

CRITICAL FEATURES are the distinctive details about the term that separate it from other similar concepts. While terms within the same class may share some critical features, each individual concept will also have features that are exclusive to the term itself

CONNECTIONS address the meaningful relationships

between a new term and the topic of study, other terms,

examples, concepts, phenomena, relevance or

background knowledge.

APPLICATIONS concern ways the term is used when communicating about the idea, importance, and/or examples of how the term manifests in real-life.

ESSENTIAL UNDERSTANDINGS FRAME Concise Definitions Vocabulary Frame

TIPS

• To add pictures to the frames, select “Insert” from the Menu bar (at top of the screen), select “Text Box” and then “click & drag” on the spot in the document you wish the picture to appear. Click on the box to ensure it is highlighted (dots will appear at each corner) and then again select “Insert” from the menu bar, and then select “Picture.” You will be prompted to select the picture you wish to use for a file.

• It is very important to provide scaffolded assistance as students learn to use this Vocabulary Frame. For at least two terms, you should MODEL by providing critical information that corresponds to the prompts on the frame and showing students how to note the ideas precisely. THEN…

For at least two more terms, GUIDE students note-taking responses as you and the class together formulate and note responses on the frame. Students should NOT be expected to complete this frame independently (e.g., as a home work assignment) until you are confident they understand the prompts and can formulate them correctly.



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ESSENTIAL UNDERSTANDINGS MATRIX

Concise Definitions Vocabulary Frame

Relationships

Applications

Class

Distinctive Features

Platelets

White Blood Cells

Red Blood Cells

Blood cells Three types of cells found in mammal’s blood, their roles, and what happens when there are problems

Pieces of cells found in blood

Type of cell found in blood

Surface contains proteins that allow them to stick to breaks in blood vessel wall & stick to each other. Contain granules that secrete proteins - creates firm plug to seal blood vessel breaks

Found both blood & lymphatic system Most produced in bone marrow Live 3-4 days 1% of the total blood volume Change according to situation

Rich in hemoglobin, an iron-containing molecule that binds oxygen (why they are red) All produced in bone marrow Live 100-120 days About 25% of cells in human body

If # of platelets is TOO LOW, excessive bleeding can occur. If # too high, blood clots can form obstruct blood vessels stroke, heart attack or the blockage of blood vessels

# of white blood cells in the blood can indicate disease. Leukemia (type of cancer) can result when they do not form correctly & their numbers increase too quickly

Sickle cell anemia = deformed red blood cells shaped like crescents…. hard for them to get through the blood vessels, & do not carry oxygen well.

2 roles… (1) Platelets form blood clots by clumping together and sticking to the edges of the cut, which helps stop bleeding. (2) Affect growth + repair of connective tissue

2 roles in the immune system… (1) Fight bacterial, fungal &

parasitic infections (2) Deal with allergic and antigen

(immune) responses

Absorb oxygen in the lungs & release it while squeezing through the body's capillaries. Lack a nucleus & most organelles, in order to allow maximum space for hemoglobin.

Type of cell found in blood

TIPS

• Making side-by-side comparisons using a matrix is less cognitively demanding and requires less depth of knowledge than examining similarities and differences (e.g., use of Venn diagrams). Thus, if the subject matter you are teaching is very complex and difficult for students to understand, we prefer the Essential Understanding (EU) Matrix to the EU Venn.

• The best time to use the EU Matrix is… At the BEGINNING of a lesson when reviewing previously taught vocabulary and/or As a note-taking guide DURING of the lesson and/or At the END of the lesson to ‘anchor’ the essential understandings of new vocabulary taught during the lesson.



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ESSENTIAL UNDERSTANDINGS VENN Concise Definitions Vocabulary Frame

Relationships

Applications

Class

Distinctive Features

Democracy

Theocracy

System of government where…

System of government where…

Laws, policies, & regulations based on desires of the majority of voting citizens. Supreme government power is in possession of the people (or their elected representatives)

Both may use constitutions or other documents (Bible, Koran) as their system of laws. Ultimately, both forms of government serve at the will of the people.

Effectiveness of a Democracy based on degree of citizen’s involvement, education & knowledge of true current events and news. Gov. leaders are changed when new ones are voted in. Representative Democracy (US) - citizens vote for representatives who in turn vote on new laws & policies True Democracy All citizens vote on every new law or policy

Some democratic government constitutions incorporate religious principles (US Constitution incorporates Christian & Jewish principles).

Some leaders attempt to create illusion of democracy by rigging elections (e.g., Iran, 2013) Some democratic countries elect religious leaders to be their government head of state

God is the ‘head of state’ Laws, policies, & regulations based on religious beliefs & doctrine. Gov. leaders believed to have a direct connection to God. & interpret His will accordingly.

Gov. leaders are changed when they die, deposed (over-thrown) by dissatisfied revolutionaries or competitors, or are selected by a group of religious leaders.

Iran in 1980s – ruled by Ayatollah Khomeini. The Vatican City is technically a country ruled by the Catholic Pope

TIPS

• Venns (comparing similarities and differences) require more depth of knowledge and more complex thinking skills than making side-by-side comparisons, and thus while they can be used effectively during a lesson, we prefer to use them at the END of a lesson to either anchor or review key knowledge developed during the lesson.

• Terms compared on a Venn must be from the same category of information.

EXAMPLE: Comparing DEMORCRACY with THEOCRACY (both are a form of government) NON-EXAMPLE: Comparing PRESIDENT (a type of leader) with THEOCRACY (a form of government)

• Terms being compared on a Venn should share more than one similarity. If the targeted terms do not have any shared features or if they just share just a single feature, then other frames like the EU matrix may be more appropriate.

• Make sure that the information noted on the frame is relevant and important to understand and remember. Be aware that many students have a tendency to note trivial information on Venns, especially for the similarities, just so something will appear in the space.



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TIPS

• The Related Words Web is best used at the END of the lesson to review and anchor key terms and their relationships. It can also be used at the BEGINNING of a lesson to review key ideas previously addressed.

• The Related Words Web is slightly easier to learn to use than the Related Words Frame. Thus, you may wish to develop students’ skillful use of this one before using the latter.

• The Related Words Web is best used via a two-phase process. During Phase 1, students work in pairs or teams of four as they collaborate to complete the frame. During Phase 2, they practice explaining to each other (a) the definition of the target term (class & critical features), (b) why/how the words they noted as ‘related words’ are related to the targeted term. Note that it is important for you to model for students how to both complete the Related Words Web AND how to use it as a guide as the relationships between the terms are explained.

RELATED WORDS WEB Concise Definitions Vocabulary Frame

TERM

When people / groups with power take advantage of others with less power to get what they want

Examples… Powerful countries exploit weaker countries to get their natural resources…Management exploits workers to get cheap labor… racists exploit minorities, men exploit women…

Type of treatment of people

Muckrakers

Labor Unions

Term

Term

Term

Term

Term

Term

Is related to this idea because… Progressive Era 1890-1920 Period when many tried to stop

widespread exploitation in US. …believed that social problems (poverty, violence, greed, racism, class warfare) could best be addressed by providing good education & safe environment

Is related to this idea because… TR Roosevelt

He was a president who supported anti-monopoly legislation to open up competition – results would be higher quality products at lower prices. Also supported use of arbitration b/w unions & management during labor disputes

Is related to this idea because… Immigration

Many immigrants were exploited by businesses (very low pay, long hours, unsafe conditions, etc.). Relief societies tried to help by getting immigrant children in school, access to hospitals, better living conditions, etc.

Is related to this idea because…

Suffrage Movement Organizations supporting women’s

suffrage (right to vote) became much more powerful – resulted in 19th Amendment (prohibits any US citizen from being denied the right to vote on the basis of sex).

exploitation

Is related to this idea because…

Social-reform journalists /reporters reported facts about problems, abuses, etc. to get the public to support changes …Published articles corporate greed, abusive child-labor practices, political corruption, encouraged citizens to vote to force politicians to pass better laws

Is related to this idea because… Individual workers have little power so they are easily exploited, but when they organize in unions, they create the power to confront & force management to improve working conditions. New industrial unions aggressively advocated radical economic and social reform to reduce worker exploitation.

Class

Critical Features



15

RELATED WORDS FRAME Concise Definitions Vocabulary Frame

Irate

Feeling anger about something unfair

Verdure Indignant

Sallied

Part of a plant

Foliage

Lush

Flourishing Vegetation

The Amazon jungle or an island in the Caribbean

An emotion

Mad

Infuriated

Injustice

My sister taking my clothes, wearing them and returning them dirty

An action

Embark

Eruption

Attack

Outburst

A group of kids that find the courage and then step up to a

bully

To rush out or say something suddenly (sometimes to attack)

All of these words could be used when talking about this topic…

All of these words could be used when talking about this topic…

All of these words could be used when talking about this topic …

Related Words

Related Words

Related Words

Word

Word

Word

Class

Class

Class

new leaves on plants that have fresh green color

definition definition definition

TIPS

• The Related Words Frame is best used at the END of the lesson to review and anchor key terms and their relationships. It can also be used at the BEGINNING of a lesson to review key ideas previously addressed.

• The Related Words frame is best used via a two-phase process. During Phase 1, students work in pairs or teams of four as they collaborate to complete the frame. During Phase 2, they practice explaining to each other (a) the definition of the target term (class & critical features), (b) why/how the words they noted as ‘related words’ are related to the targeted term, and (c) why/how they can be used when discussing the topic. Note that it is important for you to model for students how to both complete the Related Words frame AND how to use it as a guide as the relationships between the terms are explained.



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TIPS

• Vocabulary Frames for concepts with ELABORATED DEFINITIONS address broader concepts than terms with precise definitions. While a single sentence might effectively define terms with concise definitions, broader concepts have multiple subtopics or main ideas, each of which often require multiple sentences to define.

• When using the Elaborated Ideas Frames when teaching complex information that is unfamiliar to students, it is best for you to pre-determine the subtopics or main ideas that will be addressed and reveal them to students at the BEGINNING of the lesson as part of your Advance Organizer. This means you will also need to decide which of the Elaborated Ideas Frames to use (e.g., those with 2, 3, 4, 6, or 8 main ideas).

• When Using the Elaborated Ideas Frames, it is especially important to provide sufficient guided practice using the TEACHER-ASSISTED instructional routines before attempting to use PEER-ASSISTED or SELF-DIRECTED routines.

• Likewise, it is also very important not to rely solely on TEACHER-ASSISTED instructional routines. Students need to learn how to ascertain for themselves the main ideas (as opposed to you telling them what they are). Thus, be sure to include use of PEER-ASSISTED routines when developing these skills.

So what? What is important to understand about this? (students note summaries, big ideas related to concept, draw conclusions, etc.

Order (students note sequence or debate & note numbers indicating opinions (e.g., order of importance).

ELABORATED IDEAS Elaborated Definitions Vocabulary Frame

Elaborated Details (specific details about the main idea that are essential to know)

Concept

So what? What is important to understand about this?

Although it is a single ecosystem, the fact that the tropical rain forest has so many environments within itself, creates a phenomenal amount of diversity.

Order Main Idea Elaborated Details

Is about …

…the four layers of plants and animals that all together form a tropical rain forest.

The Structure of the Tropical Rain Forest

The majority of the trees—which are between 60- 150 ft. tall—are found here. They grow so close that their leaves form a canopy, and rain can only reach the rest of the forest by traveling down their trunks. Air plants, called epiphytes, are common here. Animal species include howler monkeys, hummingbirds, bats, and tree frogs.

Below the emergent layer, lies the rain forest’s…

canopy

3

Small trees with woody vines called “lianas” wrapped around them, ferns, and palms all exist in this level. Because the canopy traps most of the heat and moisture, it is very hot and humid here. Since so little light reaches this level, leaves are very large to absorb as much light as possible. Common animals are spider monkeys, kinkajous, and many types of insects.

The layer below the canopy is the

understory

2

Only about one percent of sunlight ever reaches the forest floor. Because of this, many of the

plants are parasitic—they feed off other plants. It is covered with leaf litter. This, combined with the fact that dead plants and animals rot quickly, creates a nutrient rich soil. Common animals are leaf-cutter ants, anteaters, and tarantulas.

The lowest layer of the rain forest is the

forest floor

1

Tallest trees in the rain forest live here. They can reach heights of 300 ft. (as tall as some sky scrapers) and are scattered throughout the forest. Trees have long thin trunks & tops shaped like umbrellas. They get most of the sunlight, but also strong winds. Harpy Eagles, parrots and other birds and many kinds of butterflies and insects live there.

The highest layer of the rain forest is the…

emergent layer

4

Main Idea (summary of each of the main

ideas about the concept )



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So what? What is important to understand about this? Both regular and irregular polygons are closed-sided figures (no openings). The number of sides and angles vary.


Is about …

Connected shapes and figures with a definite amount of vertices & sides but no curves

POLYGONS

Pentagon -- An enclosed figure with equal sides and angles Square -- Enclosed figure of four equal sides and angles Octagon --Eight equal sides and angled shape

Regular Polygons

Closed figure that have the same sides & equal measured angles

1

Trapezoid -- A quadrilateral that has a pair of equal but parallel sides and 2 to 4 different angles Isosceles triangle -- 2 sides equal lenght + 1 side different lenght AND 2 anges equal + 1 unequal Hexagon – Shape with irregular 6 sides and 6 angles shape

Irregular Polygons

Closed figure where all sides are not equal and all angles are not equal

2

So what? What is important to understand about this? Different types of volcanic eruptions cause different kinds of damage. All are VERY dangerous. Strombolian volcanoes cause the most damage due to lava flows AND ash clouds


Is about …

Volcano vents in the earth's crust through which lava, steam, gases, and/or ashes, etc. are expelled. There are three basic types.

Types of Volcanic Eruptions

Occur along fissure vents in earth crust – usually start as crack in ground. Lava steadily comes out of the main vent as well as from boccas on the sides of the volcano. Eruptive column is very low. Don’t contain a lot of gasses, so not explosive.. Lava can flow for miles and destroys everything in its path. Example: the active volcano on the ‘big island’ of Hawaii.

Hawaiian Type

1

Inside, gas bubbles grow, rise through the magma column – decrease in pressure near top causes them to burst out throwing magma into the air. Heavy rock thrown out by eruptions causes volcano to have steeper sides + heavy lava flows. Ash may be blown several miles away from volcano. Can be very long lasting (e.g., Mexico’s Paricutin volcano erupted continuously for 9 years)

Strombolian

2

Eruptions very violent & powerful. They have columns of gas & volcanic ash that extend to stratosphere - over 12 miles high. No lava, but fine minerals and ash may fall to the ground over 600 miles away from volcano. The eruptive column can collapse to form a red-hot cloud of ash and gas that can be very destructive. (e.g., Mount Vesuvius that destroyed Pompeii)

Plinian 3



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Edges of each layer have "pauses" where the greatest changes in thermal (heat) characteristics, chemical composition, movement, and density occur.


Is about …

Very stable part of the atmosphere so many airplanes fly here… temperature increases with height… contains ozone molecules that absorb some of the sun's harmful UV rays

Stratosphere

2

Bottom layer… where we live… much denser than the layers above it… temperatures decrease as you go higher… all of the earth’s weather takes place in the troposphere.

Troposphere

1

All atmosphere is above earth’s surface

Earth’s surface

0

Outer layer of the earth’s atmosphere… last layer before space…. very high up where the atmosphere is very thin… where atoms and molecules escape into space.

Exosphere 5

Makes up only a small part of the atmosphere’s mass… temperatures are very high because gas particles are absorbing solar radiation.

Thermosphere

4

Temperatures decrease with height until the atmosphere reaches its coldest temperature of -90˚C (-130˚F)… The layer where many meteors burn up while entering the earth's atmosphere.

Mesosphere

3

Layers of the Atmosphere Different layers of air above earth’s surface are like “envelopes” of gas (everything else is inside it). Contains various gases like O2 & CO2 & dust from earth surface & space


Is about …

The application of biological science to practical problems (e.g., understanding & preventing birth defects, improving crops,

developing new breeds of animals)

Hybridization

Genetic engineering

Recombinant DNA

Selective breeding

Inbreeding

Recessive allele

Vector plasmid

Eugenics

Type of breeding - distantly related organisms mated to combine their good qualities (e.g., horse + donkey = mule) Can cause problems (e.g., aggressive / dangerous honey bees)

Specialized field of work where genes are identified, studied, and modified – e.g., changing genes of someone who has a specific cancer-causing gene).

Biochemical technique where DNA from different organisms are combined (e.g., transferring human genes into bacteria that then produce proteins useful to humans)

The purposeful breeding of animals and plants to produce certain desired traits in the next generation of offspring.

Type of breeding - parents that have similar genotypes intentionally mated in order to maintain specific traits in offspring (e.g., Golden Retrievers; Silver Queen Corn)

Type of gene that produces harmful traits or defects when homozygous (have similar characteristics because they are inherited from a common ancestor)

A carrier of genetic material (small circular pieces of DNA) that can move DNA into cells

A practice that seeks to change human heredity by controlling mating (e.g., Nazis tried to create a ‘super race’ via selective breeding of humans


Biotechnology is the new frontier for the human race – some applications can be highly beneficial (e.g., improving hardiness of crops, medical break-throughs, but it can be very dangerous as well

Biotechnology (Chp 8)



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ASN

Elaborated Definitions Vocabulary Frame

The Thief Lord by Cornelia Funke

definition

definition

definition

definition

definition

Mockery

Contemptuous

Venerable

Punctual

Mosaics

Way of talking or acting that scorns or ridicules something

A feeling you have about something you hate or look down on

someone that you admire or respect a great deal

An action that involves always being on time

Type of art made by arranging many small pieces of things into a large picture

* A comedian making fun of a politician

* My brother imitating me to make me mad

* How I treat my little brother

* Your parents

* Bullies * Racists & bigots * People who dis others * Terrorists

* Some kids in my class * How some teachers treat

students

* My rabbi

* My dad * LeBron James

* A politician

* A criminal

* The school bell * Due dates for taxes! * Stores opening & closing

* Me * The students coming to

class * My school bus

* My sister- She is never on time!

* Granny

* Stain glass windows in a

church or synagogue

* Pictures made of thousands of tiny photos * Bathroom floors

* A large piece of stone

Could ALWAYS Could SOMETIMES Would NEVER use when discussing… use when discussing… use when discussing

Could ALWAYS use when discussing…

Students identify contexts when use of the term would always be applicable (these tend to be very specific contexts)

Could SOMETIMES use when discussing…

Students identify contexts when use of the term could, under certain circumstances, be appropriate (these tend to be more general content or open contexts

Would NEVER use when discussing…

Students identify contexts when use of the term would inappropriate or incorrect

TIPS

• The ASN Frame can be used at the BEGINNING of the lesson to pre-teach important vocabulary students will encounter during the lesson. It can also be used at the end of the lesson to review and anchor vocabulary addressed during the lesson.

o When used at the beginning of the lesson. It is best to use the TEACHER-ASSISTED instructional routines.

o When used at the end of the lesson, the TEACHER-ASSISTED or PEER-ASSISTED routines work well.

o Students should be very familiar with how to respond effectively to the ASN prompts before make SELF-DIRECTED (e.g., homework) assignments.



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Before & After Elaborated Definitions Vocabulary Frame

AFTER (the lesson)

Based on what they learned about the term during the lesson, students note additional clarifications, corrections, or more precise information.

BEFORE (the lesson)

Students note what they believe to be (a) the definition, (b) context for when the term would be used, and (c) develop a

question that includes the term in the question.

Used when discussing…

Means…

Used in questions…


Means…


exasperated

Being mad at somebody Angry Pesky little brothers & sisters What caused you to be so exasperated with your little sister?

Mad because you’re frustrated or annoyed with someone OR something that happened Pesky little brothers & sisters Slow speed limits on 4-lane highways Do you ever get exasperated with your homework?

quagmire Something that you could get stuck in

Going in your 4 wheeler in the woods

Is quicksand a quagmire?

The land is very low and stays wet so that it sinks. Swamps and other low-lying places

Did you see lots of quagmires when you visited the Okefenokee Swamp in Georgia?


Means…


epiphany Concert?

Classical music, violins, opera Did you go to the epiphany last night?

Sudden and powerful insight An “I GET IT!” moment Math problems, why things happen a certain way, When noticing something highly unusual Figuring out how to get away from my little brother was an epiphany for me.

BEFORE What we learned from each other

AFTER What we know now

TIPS

• The Before and After Vocabulary Frame is particularly useful at the beginning of lessons (e.g., students interview each other to form predictions about the meaning of the targeted terms) and then again at the end of lessons (e.g., students check their original predictions about the definitions and then revise them as needed based on the new information provided about the terms during the lesson).

• Questions student formulate that include the term in the question should address a topic or context and not be about the meaning of the term.

EXAMPLE: Did your truck get stuck in the quagmire after that heavy rain? NON-EXAMPLE: What does quagmire mean?

• Encourage students to be as precise as possible when writing their definitions and to avoid using words in their definitions of which that they do not know the meaning.



21

TIPS

• The Predict Check Vocabulary Frame is an excellent tool for use at the beginning of a lesson to activate background knowledge and then again at the END of the lesson to review and anchor the definitions of terms.

• Be sure to you use think-aloud techniques to model how to form predictions about the definitions of words; it is VERY IMPORTANT to model how to evaluate and refine definitions during the “CHECK” phase of using this frame.

Predict Check Elaborated Definitions Vocabulary Frame

Is about…

WORD PREDICT the definition CHECK to see if your prediction was correct

Robin meets up with two guys that want him to go with them in their car. He gets in it, but realizes it was a mistake so he escapes when the car slows down to miss a deer.

X

Elude

I think it means someone that is crude or crazy.

To baffle or escape being found out or getting caught

X

X

Dilemma

I think a dilemma is a tough choice between 2 bad choices.

X

Shard

I think it is something sharp A shard is an on-purpose broken piece or fragment of something so it would be sharp.

X Paranoia

When you think everyone is out to get you & you don’t trust anyone.

X

Brusque

This is a kind of meat that my parents like to eat.

Brusque means you are being very rude or short with people.

X

Credulity

It means people can believe what you say.

It means that you believe things too easily- kind of like being naïve or gullible.

X

Hybrid

This is a type of car.

Hybrid is a mixture of 2 different things resulting in something with a little bit of both.

Definition is EXACTLY correct Definition needs changing to…







PREDICT the definition

Before the lesson, either independently (or after interviewing peers about what they think the term

means), students predict what the definition of the term is

CHECK to see of the definition was correct Either … following the lesson that include information about the term OR following investigations about the meaning of the term, students verify that original prediction was correct or modify the definition so that it is more precise and/or correct

Chapter 4: The Long Walk Home



22

Traits are characteristics that are passed from parents to offspring via genes.

DEFINITION Make up a WHO, WHY, WHEN WHERE or HOW question ANSWER

to your question TERM

CLASS

Alleles

Type of gene

Different versions of a gene for the same trait

WHY are alleles important?

Alleles are genes that control what the observable traits in a person will be.

TERM

CLASS

Phenotype

Type of trait

Traits in an organism that can be observed. Both alleles can be the same (TT or tt) or one can be is dominant (Tt),

Identify a phenotype trait of yourself and WHY do you think so?

I have red hair (you can see it) , and my mom has red hair – I inherited the trait from her.

TERM

CLASS

Law of Segregation

natural biological law

The separation of each pair of alleles during meiosis – half from each pair go to form a new gamete

WHAT would happen if pairs of alleles didn’t separate to form new gametes?

The new organism would be a clone of one parent b/c it would have that parent’s original alleles.

TERM

CLASS

Law of Dominance

natural biological law

When two aelles in a gene pair are different, one allele can control the trait (dominant) & other can be hidden (recessive). When alleles are same (TT or tt), the trait will be observable.

WHEN might a hidden trait of your sister’s become a dominant trait and thus become observable?

She has dark brown hair, but she may have a red hair hidden trait, so her children may have red hair.

Genetic Traits

Q&A Elaborated Definitions Vocabulary Frame

Make up a WHO, WHY, WHEN, WHERE or HOW question Students think about the relevance of the term or relationships between the term and other terms and then formulate a question about the term ANSWER

to your question

TIPS

• Self-generation of questions and then responding to them is an important information processing learning strategy that promotes deeper thinking about the meaning of the term.

• The best time to use the Q&A Vocabulary Frame is at the END of a lesson when reviewing or anchoring the definitions of terms.

• Be sure to you use think-aloud techniques to model how to form meaningful questions and responses to them.

• Encourage students to vary the types of questions posed (generate a WHY question, then generate a HOW question, etc.)

• Encourage students to generate questions that focus on examples or applications of the term.

EXAMPLE: WHEN might a hidden trait of your sister’s become a dominant trait and thus become observable? NON-EXAMPLE: WHAT is the Law of Dominance?



23

Essential Questions

Elaborated Definitions Vocabulary Frame

TIPS

• Self-generation of questions and then responding to them is an important information processing learning strategy that promotes deeper thinking about the meaning of the term.

• The best time to use the Essential Questions Vocabulary Frame is at the END of a lesson when reviewing or anchoring the definitions of terms.

• This Vocabulary Frame tends to require a LOT of guided assistance, especially when responding ‘So What?’ prompt. We suggest a 3-phase process:

o PHASE 1: Use Teacher-assisted routines to model and guide responses; be sure to use talk-aloud techniques.

o PHASE 2: Have students collaborate to generate an Essential Questions, but then guide students as they develop ‘So What?’ responses.

o PHASE 3: Have students collaborate as they both generate Essential Questions and formulate ‘So What?’ responses. Have h i t h d l i ith th l h t th t d

ESSENTIAL QUESTION What is THE most important question that could be asked about this term?

Students collaborate to identify, discuss and evaluate what they believe is the central question associated with the term.

So WHAT? Why is the question important? Students do NOT answer the question, but rather provide information about the importance or significance of the information one would need to understand in order to answer the question

Nullification a theory that…

States may reject, or nullify, federal laws that the States believe are beyond the fed. gov's constitutional powers (rejected by Supreme Court)

Why was the theory of nullification so central to the issue of slavery in US?

Cuts to the core of whether slave states or free states could ignore slavery-related laws they didn’t like & whether states had right to succeed from US

4

Popular Sovereignty a law that…

Allowed states to vote yes or no for slavery (Kansas Nebraska Act) – boosted expansion of slavery & led to Bleeding Kansas

How did popular sovereignty increase the likelihood of a civil war?

If you know how PS caused each side to begin using violence to solve political problems, you can see how this made notion of a civil war more acceptable

1

Bleeding Kansas A sequence of violent events

Pro- and anti-slavery elements moved into Kansas with the intention of voting slavery up or down, leading to a raging ‘mini’ civil war

How did individual people’s reaction to Kansas Nebraska Act lead to Bleeding Kansas?

Understanding role of pot-stirrers -- Outspoken advocates of violence on both sides organized & motivated supporters into action

2

John Brown An abolitionist who...

Believed armed insurrection only way to end slavery - led Harpers Ferry raid on federal armory in effort to arm slaves & start nation-wide slave rebellion

How did John Brown’s raid at Harpers Ferry increase the likelihood of a civil war?

About understanding how HF Raid = HUGE threat to slave owners & made slavery issue even more personal safety issue

3

How attempts to use political solutions to the “slavery question” led to increased emphasis on violent solutions

RANK TERM DEFINITION (in understandable words)

ESSENTIAL QUESTION What is THE most important question that could be asked about this term?

SO WHAT? Why is this question so important?

TOPIC Is about... Politics of slavery & violence



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Instructional Routines Quick-start Guide

Teacher-assisted Vocabulary-learning Routines Review Core Vocabulary OPTION 1: Write the definition on the board (or project it on a screen) and have students write it. Then, with your class, analyze the

definition to determine and then underline the class and critical elements. OPTION 2 : After defining the definition for students, provide students with choices of examples and non-examples and then verify or

correct their choices. Preview New Core Vocabulary Regardless of whether you plan to use Vocabulary Frames™ at some point in your lesson, it is a very effective practice to always introduce new vocabulary and their definitions at the beginning of the lesson. Write the targeted terms on the board. Pronounce each term, have students practice pronouncing it, and then briefly explain the term’s meaning using student-friendly language. Direct Explanation + Directed Note Taking Phase 1: The teacher directly explains the meaning of the term and guides note taking of the definition on the Vocabulary Frame.

Phase 2: Instruction designed to facilitate student personalization of the new terms is provided by focusing on the various prompts that target student connections and elaborations (e.g., picture drawing, listing background knowledge connections, etc.).

Phase 3: Students are asked to share with the class the (a) definition of the term, (b) explanation of the picture they drew about the term, and (c) explanation of connections they noted about the term.

Guided Note Taking – Co-constructing Definitions Phase 1: New terms are briefly introduced at the beginning of a lesson and briefly defined.

Phase 2: Information about specific new terms is addressed using micro-lessons provided within the context of reading a story.

Phase 3: The teacher provides guided note taking as the meanings of the new terms are “anchored” on Vocabulary Frames. In this routine, information noted on the Vocabulary Frames™ is co-constructed with the class. The teacher and the class together formulate the language used and subsequently noted on the Frames.

Phase 4: Instruction designed to facilitate student personalization of the new terms is provided by focusing on the remaining prompts that target student connections and elaborations (e.g., picture drawing, listing background knowledge connections, etc.).

Phase 5: Students are asked to share with the class the (a) definition of the term, (b) explanation of the picture they drew about the term, and (c) explanation of connections they noted about the term.

Guided Note Taking – Pause / Pair / Share Phase 1: New terms are briefly introduced at the beginning of a lesson and briefl defined.

Phase 2: Information about specific new terms is addressed using micro-lessons provided within context of reading literature; immediately after each micro-lesson, instruction is paused, and pairs of students discuss the term and its definition, and note information about its definition on the Vocabulary Frame.

Phase 3:Toward the end of the lesson, the student-pairs review their notes on their Vocabulary Frame and complete portions of it not previously addressed (e.g., background knowledge connections, drawing pictures, etc.).

Phase 4: The student-pairs are asked to share with the class the (a) definition of the term, (b) explanation of information related to the information they noted for the other prompts on the Frame. The teacher ensures that the definitions are accurate, include each of the definition’s critical elements, reflect student-friendly language, and do not include words that also need defining, and guides revisions in the notes as needed.

Vocabulary Comparisons OPTION A: The teacher initially provides explicit instruction in the meaning of the new term. Afterward, the teacher, with the class,

provides guided note taking on the Comparison Vocabulary Frame as a word already familiar to students is compared with the new term that students have been learning. Option A is an adaptation of the Direct Explanation Personalization routine.



25

OPTION B: Student teams collaborate to research the meaning of the new term and then compare it with a familiar term (specified by the teacher) as they complete the Comparison Vocabulary Frame and then share with the class their responses. The teacher ensures that the definitions are accurate, include each of the definition’s critical elements, reflect student-friendly language, and do not include words that also need defining, and guides revisions in the notes as needed. Option B can be implemented by adapting many other routines, including: • The Vocabulary Wiki routine The Before and After routine

• Defining Research – Pair * Share, Pair * Square, Numbered Heads Together, Jigsaw routines



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Peer-assisted Vocabulary-learning Routines Before & After Student teams discuss a new term to identify and list “BEFORE” knowledge (what they think the term is about, contexts in which the term might be used, questions that might be asked about the term); then teams interview peers to find out what they can from them about the term and list this additional information as AFTER (the interviews) knowledge. Best-Guess Encounters Student pairs find targeted vocabulary terms used in assigned texts, examine the context in which the terms are used, and then substitute alternative words that have similar meanings. Vocabulary Wiki Multiple copies of the Vocabulary Frame are used during this routine. Student pairs are provided one of the Frames, and then, for the targeted term listed on the Frame, discuss what they believe are (i) related words, (ii) components of the definition, and/or (iii) examples of the term. The team lists one item of information they identified, and then passes their Frame to the next team. This team then reviews what the previous team listed, discusses additional information that might be added to the Frame, lists one item of information about the targeted term on the Frame, and then passes it on to the next team. The team also has the option of modifying something a previous team wrote to make the information more precise or accurate. Thus, multiple Frames are being passed from team to team, who must add something new to each of them and then pass them on. The cycling of the Frames is continued until all textboxes contain information. Rotated Vocabulary Frames Similar to the Vocabulary Wiki Routine but less structured, two- or four-student teams note an idea about one of the terms on a Vocabulary Frame and then pass it to a different team. This team reviews what was previously noted on the Frame, adds one additional (different) item of information to it, then passes it to a different team. Several different Frames (each addressing different terms) may be simultaneously circulating throughout the class during the activity. The Frames continue to circulate until they have been completely filled out and no one can think of additional information to add. Defining Research – Pair / Share Student pairs are assigned the same vocabulary terms, and then each pair collaborates to research to identify and note information for the various prompts on the Frame. Afterward, as each pair shares with the class the ideas listed on their Vocabulary Frame, the teacher ensures that the definitions are accurate, include each of the definition’s critical elements, reflect student-friendly language, and do not include words that also need defining, and guides revisions in the notes as needed. Defining Research – Pair / Square Phase 1: Each pair of students is assigned the same vocabulary term, and then the pair works together to research to identify (but not

record on the Vocabulary Frame at this point) the potential information that might be listed for the various prompts on the Frame.

Phase 2: The student-pairs are reorganized so that new pairs are formed composed of one member from each of the original pairs. Responses about potential ideas to note for the various Vocabulary Frame prompts are shared and refined, but nothing is noted on the Frame yet.

Phase 3: The student-pairs merge to form a single team of four students who makes final decisions for what should be listed on the Vocabulary Frame. Each member then completes a personal copy of the Frame based on the recommendations from the team. The teacher guides revisions in notes as needed to ensure that the definitions are accurate, include each of the definition’s critical elements, reflect student-friendly language, and do not include words that also need defining, and guides revisions in the notes as needed.

NOTE: You have the option of repeating the Pair * Square routine for each separate vocabulary term (recommended for younger, less sophisticated learners) or targeting several terms simultaneously at the same time (recommended for older, more sophisticated learners).



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Defining Research – Numbered Heads Together Phase 1: Teams of students are formed; each member of the team is assigned a number. Each team is assigned a single vocabulary term

different from the terms assigned to other teams. Each team member is provided a personal copy of a Vocabulary Frame designed for noting information about multiple terms. Each team then conducts research to learn about the term and records their notes on the Frame.

Phase 2: Teams are reorganized into new teams composed of students who were assigned the same number; each member of the new team then shares the information about the term developed by their original team. The new team takes notes on their personal Vocabulary Frame based on the information provided by their new team members. The teacher guides revisions in notes as needed to ensure that the definitions are accurate, include each of the definition’s critical elements, reflect student-friendly language, and do not include words that also need defining, and guides revisions in the notes as needed.

Defining Research – Jigsaw Teams of two or four students are assigned different vocabulary terms. Members of the team collaborate to research, plan, and note responses to prompts on their Vocabulary Frame. Later, each team shares with the class their responses as they explain the meaning of their assigned terms. The teacher guides revisions in notes as needed to ensure that the definitions are accurate, include each of the definition’s critical elements, reflect student-friendly language, and do not include words that also need defining, and guides revisions in the notes as needed. Rank & Share Teams of students evaluate terms on the Vocabulary Frame and assign numbers to each term that reflect their rankings of them. Then each team shares with the class their rankings and explains why they ranked them the way they did. Rankings can be based on students’ perceptions of…

* Favorites * Easiest to remember * Most commonly used * Etc.

For example… This Frame shows how students ranked terms based of which they perceived to have the greatest influence on increasing violence preceding the outbreak of the Civil War. After debating the terms and noting how they ranked them, the team then explained their conclusions to the class. As other teams share their explanations fort their own rankings, a class-wide debate emerges.



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APPENDIX 1 Recommendations for Using Selected Instructional Routines

BEFORE LESSON When pre-teaching meanings of NEW terms

BEFORE LESSON to review PREVIOUSLY TAUGHT terms

DURING LESSON when exploring meaning of NEW terms in context of subject-matter lesson

AFTER LESSON when reviewing & anchoring meanings of NEW terms

TEACHER-ASSISTED ROUTINES

Review Core Vocabulary

Preview New Vocabulary

Direct Explanation + Directed Notes

Guided Note Taking: Co-constructing definitions

Guided Note Taking: Pause Pair Share

Vocabulary Comparisons

PEER-ASSISTED ROUTINES

Before & After

Best Guess Encounters

Vocabulary Wiki

Rotated Vocabulary Frames

Defining Research: Pair -Share

Defining Research: Pair -Square

Defining Research: Numbered Heads

Defining Research: Jig-saw

Rank & Share



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APPENDIX 2 Recommendations for Using Selected Vocabulary Frames

BEFORE LESSON When pre-teaching meanings of NEW terms

BEFORE LESSON to review PREVIOUSLY TAUGHT terms

DURING LESSON when exploring meaning of NEW terms in context of subject-matter lesson

AFTER LESSON when reviewing & anchoring meanings of NEW terms

CONCISE DEFINITIONS FRAMES

Features * Connections

Essential Understandings

EU Matrix

EU VENN

Features * Context

Related Words Web

Related Words Frame

ELABORATED DEFINITIONS FRAMES

2 Main Idea Elaborations





Before & After

Predict Check

Vocabulary ASN

Vocabulary Q&A

Essential Questions

Documents

Framing Vocabulary smart visual tools