6 step process to building academic vocabulary terris presi

todaysmeet.com/sjsdscience928

based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

Links to Documents

Core Document for Learning Cycle Planning

Science Look-fors

Today’s Agenda Diigo


https://docs.google.com/document/d/1w89CIyMNVw0j0gKlUXNZz7zO1iOU2RU2bY8nJlyf840/edit?hl=en_US



https://docs.google.com/document/d/1h5y4vJ602-tKyP2LRlsaxUsHtcaDsa9DfrBAZaXccIE/edit?hl=en_US

https://docs.google.com/document/d/1h5y4vJ602-tKyP2LRlsaxUsHtcaDsa9DfrBAZaXccIE/edit?hl=en_US

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B-rWoI2H99nTMDcwYTVkZjItYTU4Yi00OWRjLTk1ZTQtMzAxMDNhYjdjZjBl&hl=en



http://groups.diigo.com/group/sjsdmiddlescience

6 Step Process to Building Academic Vocabulary

September 28, 2011

Terri Johnson

Instructional Coach/Science

Saint Joseph School District


Goal of “Mini-lesson”:

Develop a systematic instructional approach for important academic terms.

Use the 6 Step Process to Building Academic Vocabulary within the Learning Cycle Developed through the Lesson Study.


Why teach vocabulary?

"Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school." - page 1


Why?

Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking.

The same student, after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.


Consider This

Background knowledge is more important to the understanding of reading than IQ.

Vocabulary instruction in specific content-area terms builds up student’s background knowledge in content area.

Students who understand content for example, in a state mathematics standards document regarding data analysis and statistics have understanding of terms such as mean, median, mode, range, standard deviation, and central tendency


Did you know…

With the person behind you, decide if following statements are true or false.

1. Reading 14 minutes a day means reading over 1,000,000 words a year.

2. Preschool or children’s books expose you to more challenging vocabulary than do prime-time adult TV shows.

3. Vocabulary can be learned through reading and talking.


Example:

" Carving is appropriate for most green and blue slopes, and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you're going to face-plant."

(highlight words you don't know)


“Academically Advantaged” versus “Academically Disadvantaged”

Experiences that give students background knowledge:


Before you start -

All subjects have a list of vocabulary terms.

Become selective.


What the Research Tells Us

Fidelity to a Structure

Model, Model, Model!


Step 1 – Initial Information: Introduce New Term

Provide a description, explanation, or example of the new term.

Find out what they know or think they know

Clarify misconceptions, build on accurate information

Help build an understanding of the term


Note:

This does not involve presenting a definition or asking them to look up a definition!!!!


Step 2 – Students Restate Term “Informal Information”

Ask students to restate description, explanation or example in their own words.

Provide for a more natural starting point – connect prior experiences and knowledge.


Provide A Basis for Understanding

An engineering student designed a wooden part to a project that required a hole drilled like this:

When questioned as to how that could be done, replied “use a right angle drill.”

What understanding was missing?


Assignment:

With a small group, discuss how your assigned strategy can be used to provide “informal understanding” (use corners)

Report back to the workshop participants


Strategies

Clock Buddies

Academic Notebook

Frayer Model

Inspiration

Corners

Mirror Lines


Step 3 – Non-linguistic Representation

Ask students to construct a picture, symbol or graphic representation


What if students have trouble depicting the term?


Draw actual object


Blue Prints

Draw an Example


Single Parent Family

Represent with Graphics


Problem-Solving Process

Dramatize with cartoons and speech balloons


I have a new and different

idea!

Innovation

Does not always have to be freehand. Use:

Clip Art

Tracings

Cut-out pictures

Other ideas?


Step 4 – Student/Term Interaction

Engage students periodically in activities that help them add to their knowledge of the terms.

Allow them to work in their vocabulary notebooks.


Revise and Add to Notebook Entries

Highlight prefix or suffix

Identify synonyms or antonyms

Create additional pictures or graphics

List related words

Add cautions or reminders of common confusions

Translate in native language (ESL students)


Possible Activities (Step 4 – interaction)

Free Association

Sentence Stems

Venn Diagrams

Double Bubble

Matrix

Classify Terms

Solving and Analogy Problems

Creating metaphors


* Note: These activities align with the 9 Marzano strategies.

Step 5 – Discuss Terms with Others

Periodically ask students to discuss terms with one another


Note:

Make time and encourage revisions in notebooks

Question? How can this be implemented and not significantly impact class time?


Step 6 – Review and Games

Involve student periodically in games that allows them to play with the terms.

The goal is to keep new terms in forefront of student thinking and allow them to reexamine their understanding of the terms.


Possible Review Games - Assignment

Read about the assigned activity or game.

Create a double line, or double circles. Share strategy with partner in line across from you.

Rotate, sharing with each additional partner.


Review Game Activities (Step 6 - Review)

What is the Question?

Vocabulary Charades

Name That Category

Draw Me

Talk a Mile a Minute


Use at beginning or end of class period

Use when students are lethargic or need energized

Use for review

Q and A; Comments


Education

6 step process to building academic vocabulary terris presi