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SJSD Vocabulary Professional Development
 

SJSD Vocabulary Professional Development

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Professional Development slides from January 4, 2013 PD on the Common Core State Standards' emphasis on vocabulary.

Professional Development slides from January 4, 2013 PD on the Common Core State Standards' emphasis on vocabulary.

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    SJSD Vocabulary Professional Development SJSD Vocabulary Professional Development Presentation Transcript

    • SJSD Vocabulary:The Six Step Process
    • Breaking the Ice by MarcelGermain
    • A Rainbow of Fruity Flavor by *Micky I am inspired An adventure by... that you have had in What was your education favorite thing you did over the winter break? If you were stranded on an island, what three objects would you take with you? I am passionate about...
    • http://www.flickr.com/photos/27238916@N04/3662940105/ 2nd QuarterClose Reading Share
    • Common  Core  
    • FictionStories, drama, THEN...poetry, realisticfiction, historicalfiction Nonfiction Follows an expository text structure rather than a narrative form; often includes print features, captions, tables of contents, indices, diagrams, glossaries, and tables. Biographies are NOT informational text.
    • Literary TextStories, drama, NOW...poetry, realisticfiction, historicalfiction Informational Text Follows an expository text structure rather than a narrative form; often includes print features, captions, tables of contents, indices, diagrams, glossaries, and tables. Biographies are NOT informational text.
    • True or False1. 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.
    • Why teach Vocabulary? Research shows a student with no direct vocabulary instruction, scores in the 50th percentile ranking.Well Forsake Our Ages and Pretend We Are Children by Brandon Christoper Warrenon Flickr
    • The same student…… after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.
    • Early vocabulary knowledge is a predictor ofcomprehension in later years. (p. 2- Creating Robust Vocabulary) Classic Strobist Shot by B & K Weaver on flickr
    • Background knowledge is more important to the understanding of reading than IQ. Read by sabeth718 on flickr
    • Baca Buku by xiangxi on Flickr 1st graders from highSocioEconomicStatus know 2X the words of kids from low SES. (Bringing Word to Life p.1)
    • Did you know?In 1st and 2nd grade,children need to learn800+ words per year,about 2 per day. For the love of books by Chocolate Geek onIn 3rd grade, childrenneed to learn between2000-3000 new wordseach year, about 6-8 perday. flickr
    • ? by atomicity on flickrDid you know? There is a strong correlation between vocabulary knowledge and comprehension.
    • Words…People’sknowledge of any One day this will seem like youth by Greg Gladman on Flickrtopic isencapsulated inthe terms theyknow that arerelevant to thetopic.(Building Academic Vocabulary p.1)
    • “Carving is appropriate for most green andblue 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.” based on “Building Vocabulary: Teacher’s Manual” by Robert J. Marzano and Debra J. Pickering.
    • Why Teach Vocabulary? "Teaching specific terms in specific ways is the strongest action a teacher can take to ensure academic background." •  (Building Academic Vocabulary p.1) http://www.photographyblogger.net/12-interesting-question- mark-pictures/
    • What Words to TeachAmor de Palabra Word Love by Javier Volcan
    • Is there a list of grade- specific words teachers should be teaching?Vocabulary by Akira ASKR
    • Common Core State Standards Identify Three Tiers of Words Domain Specific Words - specific to content area - key to understanding new concept 3 within a text - common in informational texts General Academic Wordsmore likely to appear in writtentext - subtle or precise ways to 2 say simple things - highly generalizable Everyday Speech Words learned in the early grades 1 - not a challenge to native speakers - not the focus of discussion
    • Tier 1•  Words of everyday speech•  Usually learned in the early grades•  Not considered a challenge to the average native speaker
    • Tier 2•  Tier Two (general academic words) are far more likely to appear in written texts than in speech.•  They appear in all sorts of texts.
    • Tier 2 Represent subtle or precise ways to say relatively simple things -- saunter instead of walkHanging On by Steve-h
    • Tier 3Tier Three wordsare specific to adomain or field ofstudy. lava, piano,carburetor, legislature, circumference, aorta Junior Year by flickr./com/photos/amanda_munozIsabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
    • Tier 3Tier Three words are... o  key to understanding a new concept. o  far more common in informational texts than in literary texts. Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
    • Tier 3 Often explicitly defined by the author of a text, repeatedly used, and heavily scaffolded ie: made a part of a glossary. New Section - Food Glossary! by LexnGerIsabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
    • Restroom Break Bare Necessity by *clarity*
    • From CCSS Apendix A
    • Magnetic Fridge Poetry by Steve A. Johonson
    • Tier 2http://www.flickr.com/photos/mdales/6602332085/
    • Tier 2•  Tier 2 words are referred to in the Common Core StateStandards as “general academic” words.•  Could be words that describe more specifically or thatelevate tone, like writing mention instead of tell, orfortune instead of luck.•  They are the words that are used to discuss, persuade,and explain across disciplines, words like argument,significance, characteristic, and question.
    • Tier 2 Take Aways•  Kids do not learn the same words at the same rate•  There are no grade specific word lists•  Choosing words can be quite arbitrary Anchor by Leo Reynolds
    • More Tier 2 Take Aways•  Chosen words need to be used in a variety of ways•  What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford
    • Circle, Square, TriangleReflect:   Circle: What question is still circling in your mind?   Square: What are two things that square with your beliefs about vocabulary?   Triangle: What are three points you learned today? http://www.flickr.com/photos/ 9729909@N07/4586773090/
    • How will wevocabulary? http://www.flickr.com/photos/32127264@N08/4530185934/
    • Blooms Taxonomy and SJSD Vocabulary Acquisition
    • Lets practice! Purpose: Identify Tier 2 words in Bruce Neels"What a Glorious Nation We Live In"
    • Our Word List for the Day is taken from the essay,"What a Glorious Nation We Live In" Author: Bruce Neel
    • How Well Do I Know These Words? instill gobble reparations trampling accommodate impassioned plea stabilizing compensation contributions from Words, Words, Words by Janet Allen
    • A Picture Walklomo fisheye 2 at Chester Cathedral by Adam Foster l Codefore
    • http://www.flickr.com/photos/47422005@N04/6267365095/
    • http://www.flickr.com/photos/
    • http://www.flickr.com/photos/99879598@N00/578252290/
    • compensation
    • Step 1: Typical Classroom Activities • "How Well Do I Know These Words?" • Picture Walk o  compensation • Use Context Clues to Describe the Word o  accommodate • Root Word and Affix o  impassioned
    • oomph.com
    • Define MeFor each word, compare and contrastthe examples with the counterexamplesand write a definition.
    • TramplingExamples: Counterexamples:crush, pulverize, surrender, lose,annihilate, ambush, give-up, aid, helpoverpowerDefinition:when something ruins something else
    • PRACTICE! StabilizingExamples: Counterexamples:steady, balance, equalize, change, vary, shake,support, secure weaken, wobbleDefinition:
    • Step 2: Typical Classroom Activities•  Students repeat the word.•  Teacher can define it or question students about the meaning of the word.•  Define Me!•  Teacher describes the word in context, student writes own definition.•  Add to a Vocabulary Notebook•  Concept Circles
    • oomph.com
    • Find orcreate acartoon todepict theword.
    • to eat hurriedly and cram, devour,noisily gorge, gulp, scarf, stuff gobbleHurry up and gobble nibbleup the cookies before peckyour mom comes pickhome!When I am hungry Itend to gobble up myfood.
    • Remember...Model... Model... Model!!!
    • Step 3: Typical Classroom Activities • Find or create comic/drawing • Frayer Model • Dramatize the term • Graphic organizers
    • oomph.com
    • InstillingSimiles and Metaphors Simile: Instilling a love for reading is like building a foundation in sand. Metaphor:
    • Google Docs VocabularyStudents can use digital media to assemble a list ofword meanings and examples in context.
    • Step 4: Typical Classroom Activities•  Create similes and metaphors•  Google doc definitions•  Visuwords•  Visual Thesaurus Vocab Grabber
    • oomph.com
    • Games m mazon.co w ww.a
    • Side A• gobble• reparations• trampling• accommodate• instill
    • Side B• impassioned• plea• stabilizing• compensation• contributions
    • Motivational Posters http://www.flickr.com/photos/44345361@N06/4282241642/
    • Step 5: Typical Classroom Activities• Student Interaction and Discussion about words o Think-Pair-Share o Clock Partners o One Minute Review• Games o Pictionary o Charades o Jeopardy o $25,000 Pyramid• Other o nGram Viewer o Extreme Vocabulary o Motivational Posters o ninjawords
    • oomph.com
    • Blooms Taxonomy and SJSD Vocabulary Acquisition
    • Step 6 - Typical Classroom Activities Silent Chalk Talk What are some ways students can independently apply their knowledge of words? http://oceancopy.co.uk/wp-content/uploads/2011/08/1083257_44995937.jpg