Vocabulary and adolescent literacy for resa

Vocabulary and Adolescent Literacy
Strategies for All Middle and High School Learners
June 29, 2010

Welcome

Agenda

Shared Language Activity

What is Literacy?
The ability to communicate through a wide variety of media
Visual
Auditory
Oral
Interactive media
Written text

Caught in the Crossfire

Food for Thought

dominance hierarchy
dominant gene
dormancy
dorsal
double helix
double pan balance
drug
dry mount
dynamic equilibrium
ecology
ecosystem
ectoderm
ectotherm
egg
electron transport
chain
embryo
emigration
endangered species
endocrine gland
endocytosis
endoderm
endoplasmic reticulum
endoskeleton
endospore
endotherm
enzyme
epidemic
epidermis
epididymis
epiglottis
esophagus
estivation
estuary
ethylene
eukaryotic
evergreen
evolution
exocrine gland
exocytosis
exoskeleton
experiment
experimentation
exponential growth
external fertilization
extinction
facilitated diffusion
fallopian tube
family
feather
fertilization
field of view
filter paper
fin
first order consumer
flagella
flask
fluid mosaic model
follicle
food chain
food web
formulate
fossil
fossil fuel
frameshift mutation
free living
frond
fruit
fungus
gall bladder
gamete
gene
gene pool
gene splicing
gene therapy
generalize
genetic drift
genetic engineering
genetic recombination
genetics
genotype
genus
geographic isolation
hydrogen bond
hypertonic solution
hypha
hypothalamus
hypothesis
hypothesize
hypotonic solution
immunity
imprinting
inbreeding
incisors
incomplete
dominance
independent variable
inductive reasoning
infectious disease
infer
inference
innate behavior
insight learning
instinct
insulin
integrate
internal fertilization
interphase
interpret
interpretation
invalidate
invertebrate
investigate
involuntary muscle
ion
ionic bond
isomer
isotope
joint
karyotype
keratin
kidney
kingdom
labor
lactic acid
large intestine
larva
lateral line
Law of Independent
Assortment
law of segregation
lichen
ligament
light reactions
lipid
Loquacious
Loquacious
Loquacious
Loquacious
She is loquacious.

Misconceptions about Teaching Vocabulary

What does work?

How Many Terms?
Prioritize
Categorize
Choose Key Vocabulary or Key Terms

Marzano’s Five Step Process for Teaching Vocabulary

Five-Step Process for Teaching Vocabulary
Present students with a brief explanation or description of the new term or phrase

Present students with a non-linguistic representation of the new term or phrase.

Images

Ask students to generate their own explanations or descriptions of the term or phrase

4. Ask students to create their own nonlinguistic representation of the term or phrase.

5. Periodically ask students to review the accuracy of their explanations and representations

Goals of Marzano-Style Word Walls

Pre-Assessment and Activating Strategies
Brain Dump
Knowledge Rating
Alphabet Boxes
Word Walls
Stoplight Strategy/Previewing
Lesson Writer
Animoto

Brain Dump

Getting Started
Low-risk activity
Allows students to become imparters of knowledge
Takes little instructional time
Can be completed individually, with partners, or as whole group
Great bell ringer or transition activity

Knowledge Rating

As a Pre-Assessment

As a Review

Knowledge Rating

The Research Tells Us…

Stumpers
Designed to give students ownership over vocabulary instruction
Students become experts
Goal: Differentiate vocabulary instruction by allowing students to focus on words they find difficult.

How to Use Stumpers
Students choose 2-3 “stumper” words in their reading.
Students…
write the word in context
list context clues
guess the meaning
write a definition/part of speech
use the word in an original sentence**
share alternate meanings (if applicable)

Variations
Provide a picture/image of the word
Create a personal dictionary of stumpers throughout the semester
Stump your classmate
Use previous stumpers as…
Test items
Bell ringers
Extra credit questions
Ticket out the door

Alphabet Boxes
Another modification of word walls
Designed to provide students with ownership over their learning
Encourages students to use text, background knowledge, and other resources to understand vocabulary
Goal: To differentiate vocabulary instruction by individual student

Alphabet Boxes

Variations

Stoplight Strategy

Stoplight Strategy
Can serve as a preview of review of material

What teachers said…
“I used stoplight as an post-test activity. As soon as students handed in their tests, I had them go through and code each question. The next day, when tests were handed back, students were able to compare their stoplight material with the actual answers. It allowed for great feedback, and students were surprised in some cases to see how many responses they had coded as green were incorrect. I used this information to focus some re-teaching time the next day using a brain dump.”

Lesson Writer

Admit Slips

Admit Slips
Give students a short “challenge” as homework.
For example, students might receive a very short reading, an illustration, information from a book jacket, a typed list of the title, heading, and subheadings of a book or chapter.
Students are asked to predict, question, and analyze what they have read.

Admit Slips
Students work in small groups to discuss their predictions and questions, then compile everything into a class list.
Students then group this master list of questions based on commonalities and decide on the three to five most important questions that they believe will be answered in the day’s reading.

Admit Slips

Comprehension Strategies
Inner/Outer Circle
Admit Slips
Online Flashcards
QAR
Who would say it?
Break it down and solve it
Visuwords
Voice Threading
Connect Two
LINC-ing Strategy

Inner/Outer Circle

Study without logging in
Registration requires email
Print, export, image/audio cards require paid membership ($20)
Create own card sets or search

Study without logging in
Create login without email
Can export, share, print
Study and quiz
Create own card sets or search

Q(uestion) A(nswer) R(elationship)
Literacy strategy
Students categorize comprehension questions according to where they find information they need to answer each question
Great for moving from recall to true comprehension and making connections from the text

Types of Questions

What do you do?
Read the passage and answer the question
List everything you did to read and understand the passage
Share and compare with a neighbor

Metacognition Activity
Loitering with a vacant eye
Along the Grecian gallery,
And brooding on my heavy ill,
I met a statue standing still.
Still in marble stone stood he,
And steadfastly, he looked at me.
“Well met,” I thought the look would say.
“We both were fashioned far away;
We neither knew, when we were young,
These Londoners we live among.”
A.E. Housman, 1896
A. Why does the speaker feel the way he does at the beginning of the poem?
He is far from home and feels out of place.
He is in very poor health.
He feels oppressed by the crowds of people in London.
He has nothing to do?
He is saddened by the fact that the statue is unhappier than he is.

Adolescent Reading Model
Language Comprehension
Word Recognition
Executive Processes
• Background Knowledge
• Syntax
• Vocabulary
• Text Structures
• Phonological Awareness
• Decoding
• Sight Word Reading
• Fluency
• Cognitive Strategies
• Metacognitive Strategies
Integration
Reading Comprehension: Comprehension comes from
integrating prior knowledge with new information from the text. This new
knowledge facilitates deeper thinking about the text and can be applied to learn new information and solve problems.
KU-CRL Hock & Deshler, 2006

Metacognition Activity
Loitering with a vacant eye
Along the Grecian gallery,
And brooding on my heavy ill,
I met a statue standing still.
Still in marble stone stood he,
And steadfastly, he looked at me.
“Well met,” I thought the look would say.
“We both were fashioned far away;
We neither knew, when we were young,
These Londoners we live among.”
A.E. Housman, 1896
A. Why does the speaker feel the way he does at the beginning of the poem?
He is far from home and feels out of place.
He is in very poor health.
He feels oppressed by the crowds of people in London.
He has nothing to do?
He is saddened by the fact that the statue is unhappier than he is.

Some guiding questions….
What are some of the strategies you use to learn new information?
How did you learn these strategies?
What are some important learning strategies to teach?
How do we teach struggling learners to use learning strategies?

Content
Skills
Strategies
Knowledge of the world
Rules and procedures
Guidelines related
to selecting and applying skills

Content
Skills
Strategies

So….
How do we teach learning strategies to students?

Instructional MethodologyMODELING is a MUST!

Who would say it?

Who would say it?
Traditional Elements
Word
Dictionary Definition
Definition in Students Own Words
Sentence where the word is found
Non-traditional Elements
Student chooses three people who might say the word.
Students write a sentence the person might say if he/she used the word.
Students…
Extend knowledge
Connect content to self, world, other disciplines

Variations

Break it Down and Solve it
Math Strategy
Adapt for any content that uses math
Students
Connect new knowledge to what they already know
Create images
Continually evaluate
Periodically summarize

Variations
Work with a partner
Explain verbally to someone how the student solved the problem
Metacognition Questions
How did describing your thinking help you understand the problem?
Which step of the process was easiest/the most difficult? Why?
What clues did you use to determine what information you needed to solve the problem?

We are drowning in information but starved for knowledge.” – John NaisbittHow do you see this statement as a reality with your own students?

Animoto

WordAhead

Did you know?

The LINCS Vocabulary Strategy
Word
Reminding
Word
LINCing
Story
LINCing
Picture
Definition

1
3
4
5
2
The University of Kansas Center for Research on Learning
Example LINCS Tables
Term
LINCing story
Definition
LINCing picture
charitable
He gave lots
of food
for the table.
Giving, generous
Reminding word
table

Term
1
LINCing Picture
5
2
LINCing Story
Definition
4
3
Reminding Word
The LINCS Table
List the parts
Identify a reminding word
Note a LINCing story
Create a LINCing picture
Self-test

A Good REMINDING WORD always…
Sounds like part or all of the new word.
Is a real word.
Has a meaning that you already know.
Helps you remember what the new word means.

1
3
4
5
2
Term
LINCing story
Definition
LINCing picture
charitable
He gave lots
of food
for the table.
Giving, generous
Reminding word
table

A Good LINCing Story always….

1
3
4
5
2
Term
LINCing story
Definition
LINCing picture
charitable
He gave lots
of food
for the table.
Giving, generous
Reminding word
table

A Good LINCing Picture always...
Contains a part related to the Reminding Word
Contains parts related to the important ideas in the definition.
Helps you remember the new term’s definition.

1
3
4
5
2
Term
LINCing story
Definition
LINCing picture
charitable
He gave lots
of food
for the table.
Giving, generous
Reminding word
table

LINCS Strategy
Step 1: List the parts
Step 2: Identify a Reminding Word
Step 3: Note a LINCing Story
Step 4: Create a LINCing Picture
Step 5: Self-test
Transforms potentially weak linksbetween a wordand its definitioninto a chainof strong links

1
3
4
5
2
Term
LINCing story
Definition
LINCing picture
mortified
The mortician was scared to death when he saw the corpse.
Scared to death
Reminding word
mortician

1
3
4
5
2
Term
LINCing story
Definition
LINCing picture
tirade
The tire screamed as it went around the corner.
Screaming or yelling
Reminding word
tire

1
3
4
5
2
Term
LINCing story
Definition
LINCing picture
perpetual
The pet
constantly barks.
Constantly
Reminding word
pet

Let’s Practice

Creating LINCS Study Cards
Write the word to be learned on the top half of one side. Then circle it.
Write the parts of the definition you need to remember on the top of the other side.
Land given by king for fighting in army
fief

Creating LINCS Study Cards
Write the Reminding Word on the bottom half of the first side. Write the LINCing Story on the bottom half of the second side. Draw the LINCing Picture on the bottom half of the second side.
fief
Land given by king for fighting in army
Chief of his land
chief

The LINCing Routine
Transforms potentially weak linksbetween a wordand its definitioninto a chainof strong links

Break
Back to Theory

Metacognitive Questions

The Research Tells Us…

Did you know that…
Knowledge of vocabulary is one of the best predictors of success in all school subjects?
The percentage of English language learners (ELL’s) has grown 105% since 1991 while the overall school population has grown 12%?
A study found that as many as 80% of students from low-literacy homes could become grade-level readers if they are placed in literacy-rich classrooms?

Organizational Resources
Two-Column Charts
Adding Labels
Frayer Model
The Lotus
Affinity Diagram
Event Map
Web Resources

Lexipedia

Visuwords

Organizational Resources
Two-Column Charts
Adding Labels
Frayer Model
The Lotus
Affinity Diagram
Event Map
Web Resources

Model I
Students provide a definition, list characteristics, and provide examples and non-examples of the concept.

Model II
Includes a definition
Omits non-essential characteristics

Frayer Model
Students will:
develop understanding of key concepts and vocabulary
draw on prior knowledge to make connections among concepts
compare attributes and examples
think critically to find relationships between concepts and to develop deeper understanding
make visual connections and personal associations

Lotus Diagram
Analytical, organizational tool for breaking broad topics into components, which can then be further organized, analyzed or prioritized.
The issue or challenge is placed in the square in the middle of the diagram.
Students then brainstorm to define eight new, related ideas or issues (often characteristics or facts about a topic.)

Lotus Diagram
Keeps students from becoming overwhelmed
Provides an outline for students to expand their thinking
Defines the topic being studied
Fosters thinking skills
Organize ideas
Identify relationships

Graphic Organizers
More graphicorganizer links

Question for You
How did you learn the skill of note taking?
How did this skill contribute to your success (or lack thereof)?

Interactive Notes
Help students read and interpret informational or literary texts
Guide students through the reading process
Assist students as they develop their ideas and express them in academic language

Customizable Printables

Note Taking and Summarizing Strategies
GIST
Cornell Notes/Q-Notes
Wordle
FIT Sheet
What I Know Sentences

What happens when you ask students to provide a summary?
GIST: Sheltered Instructional Strategy
Summarizing
Develops literacy skills

GIST
Read the passage – “The Underground Railroad”
Highlight or Underline what you think are the ten most important words or concepts in this passage (3 minutes)
Define any confusing words
Combine lists at your table – top ten (3 minutes)
Write one to two summary statements using as many of the listed words as possible. (2 minutes)

GIST: Summarizing Strategy
Helps students separate main ideas from supporting details
Keeps summaries short and focused
Provides formative assessment
Lengthy passage – break into groups
Individual groups become the experts on their section
Create vocabulary list from Gist activity

Note Taking and Summarizing Strategies
GIST
Interactive Notes
Cornell Notes/Q-Notes
Wordle
FIT Sheet
What I Know Sentences

Why Cornell Notes?
Cornell note taking stimulates critical thinking skills.
Note taking helps students remember what is said in class.
A good set of notes can help students work on assignments and prepare for tests outside of the classroom.
Good notes allow students to help each other problem solve.
Good Notes help students organize and process data and information.
Helps student recall by getting them to process their notes three times.

First & Last Name
Class Title
Period
Date
Topic
Questions,
Subtitles,
Headings,
Etc.
Class Notes
(Notes, Examples,
Diagrams, Etc.)
2 1/2”
3 to 4 sentence summary across
the bottom of the last page of the day’s notes

Subject:
Why take Cornell notes?
Date: 1/2/09
P
R
O
C
E
S
S
M
a
i
n
I
d
e
a
s
(
i
n
p
u
t
)
P
R
O
C
E
S
S
M
a
i
n
I
d
e
a
s
(
i
n
p
u
t
)
(
o
u
t
p
u
t
)
(
o
u
t
p
u
t
)
Can
be used to provide an outline of chapter or lecture.
Organized by main ideas and details.
How can
Can be as detailed as necessary.
Cornell notes
Sequential
--
take notes as they are given by instructor or
help me
text in an orderly fashion.
organize my
After class, write a summary of what you learned to
ideas?
clarify and reinforce learning and to assist retention.
Can be used as study tool:
Which side for
1. Define terms or explain concepts listed on left side.
diagrams?
2. Identify the concept or term on the right side.
Can be used to provide a "big picture" of the chapter or
Why use
lecture.
concept maps?
Organized by main ideas and sub-topics
Limited in how much detail you can represent.
Simultaneous
-
you can use this method for instructors
who jump around from topic to topic.
After class, you can add questions to the left side
What are the
Can be used as a study tool
--
to get a quick overview
benefits to me?
and to determine whether you need more information or
need to concentrate your study on specific topics.

Summary is added at the end of ALL note pages on the subject
Summary added AFTER questions
are answered
Summary should respond to the problem or questions stated in the subject.

Economics

Example
(Diagram copied
during lecture)
(Questions about it )
How do the ticks find the cattle?
Why don’t the ticks usually kill their host?
How could tick infestations in cattle impact humans?

Anthropods
Ninth
Grade
Biology
Notes

Great things about Cornell Notes
Clearly incorporates Essential Questions
Students devise their own answers based on
Personal interaction with the content
Text or class materials
Learning style
Classroom experience
Supports good summarizing skills
Provides a study guide

Online Dictionaries

Wordle

Sonnet 116
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.

FIT Sheet
Three Steps to Better Comprehension
Fact
Interpretation
Tie-In
Instrument to assess reading comprehension, interpretive skills, and ability to tie reading selections into the real world.
Scored on a three-point scale.
One point for the F section
One for the I section
One for the T section
Students may receive partial credit for one or more sections.
The highest grade on a F-I-T Sheet is a 3

FIT Sheet
Facts - Be careful what you choose – it must be open to interpretation.
Interpretation – Difficult for students
Analyzing, evaluating, synthesizing, creating ideas and information –
Students generally lose points in this section.
They often restate the fact until they learn how to interpret and have an opinion
Lends itself to the teachable moment
Tie-In – Easy for students –
Personal responses
Learn about students’ values, beliefs, ideas, families, etc.

Closure Strategies
+ Δ ?
The Important Thing…
Ticket out the Door
3-2-1
Capture your Thoughts

Formative Assessment
Important part of designing lessons
Takes place constantly and consistently with great teachers
At the end of the class is a great time for formative assessment
Five strategies

+ Δ ?
Students have an opportunity to share what they …
+ – found clear, good, fun, interesting
Δ – found confusing, difficult, boring
? – have questions about
+ Δ ?
+ Δ ?

The Important Thing
Student Choice and/or Teacher Choice
If students cannot complete the response, gaps in their knowledge exist.
The Important Thing

Ticket out the Door
Flexible
Daily
General or Specific
Ticket out the Door

3-2-1
3 reasons for global warming
2 ways to improve the quality of our air in Hickory
1 thing you can do at home to improve help the environment
3-2-1

Capture Your Thoughts
A great culminating assignment
Conceptual
Allows for maximum student input
Capture your thoughts

Impact

Creating a Lesson Using Literacy and Vocabulary Strategies

Brain Dump

Previewing
Scan “The History of Chocolate” – are there words that need to be defined?

Vocabulary
Winnowing: The process of removing the shell of the bean. In chocolate making, this process is completed by a machine
“Nibs:” The husked and winnowed beans are called nibs.
Conching: a mixer that heats and evenly distributes cocoa butter within chocolate
Tempering: The process of slowly and steadily cooling the mixture – it prevents separation and ensures quality

Present students with a brief explanation or description of the new term or phrase
A conche is an agitator that evenly distributes cocoa butter in chocolate.

Present students with a non-linguistic representation of the new term or phrase.

Ask students to generate their own explanations or descriptions of the term or phrase.
A conche is a type of big mixer that mixes cocoa butter into chocolate.

4. Ask students to create their own nonlinguistic representation of the term or phrase.

5. Periodically ask students to review the accuracy of their explanations and representations.

Word Wall – Marzano Style

GIST Strategy
Highlight or Underline what you think are the seven to ten most important words in this passage (5 minutes)
Combine lists at your table – top ten (3 minutes)
Write one to two summary statements using as many of the listed words as possible. (3 minutes)
Online stopwatch

GIST and Chocolate
After being roasted, the shells of the cacao beansare removed by a winnowing machine, and the remaining “nibs” are combined to bring out the perfect chocolateflavor before butter, sugar, and other ingredients are combined to make the bitter paste sweet.
A rolling machine smoothes the gritty texture, and the all-important conchingprocess is used to heat and stir the aromatic mixture until it is placed in a tempering machine to slowly cool.

The Important Thing About…
Conchingis…
The most important thing about this making chocolate is…

From Cacao to Chocolate

GIST with Wordle
After being roasted, the shells of the cacao beansare removed by a winnowing machine, and the remaining “nibs” are combined to bring out the perfect chocolateflavor before butter, sugar, milk, and other ingredientsare combined to make the bitterpaste sweet.
A rolling machine smoothes the gritty texture, and the all-important conchingprocess is used to heat and stir the aromatic mixture until it is placed in a temperingmachine to slowly cool.

Comparing Sources

Review
Be selective
Teach content area vocabulary before initial reading
Define new words
Apply structural analysis
Use vocabulary strategies
Practice
Assess!

Other Online Literacy and Vocabulary Resources

Florida Center for Reading Research

ReadWriteThink
Crossword
Flip Book
Flip-a-Chip

Scholastic Vocab Tools

Text-To-Speech

Questions?
Please complete the evaluation before you leave.

Questions?

References
Allen, J.(2004). Tools for teaching content literacy. Portland, Maine: Stenhouse Publishers.
Beers, Sue (2008). Adolescent literacy. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Blachowicz, C., & Cobb, C. (2007). Teaching vocabulary across the content areas. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Bloom, Benjamin (2008). Mastery learning. Retrieved August 25, 2009, from Funderstanding Web site: http://www.funderstanding.com/content/mastery-learning
Brassard, M. (1989). The Memory Jogger Plus+, pp. 17-39. Methuen, MA: Goal/QPC.
Bouchard, Margaret (2005). Comprehension strategies for English language learners. New York, New York: Scholastic.
Bullock, P., & Maben A. (2005). Cornell Notes. AVID: Decades of college dreams. Retrieved December 10, 2008, from http://www.regionvavid.org/user_docs/Resource/Cornell%20Notes%20Student%20PPT.ppt
Burke, J. (n.d.). Jim Burke: English Companion. Jim Burke: English Companion. Retrieved November 3, 2009, from http://www.englishcompanion.com/index.shtml
Department of the Navy (November 1992). Fundamentals of Total Quality Leadership (Instructor Guide), pp. 6-64 – 6-67. San Diego, CA: Naval Personnel Research and Development Center.
Department of the Navy (June 1994). Methods for Managing Quality (Instructor Guide), Module 2, Lesson 4 pp. 48-57. Washington, DC: OUSN Total Quality Leadership Office.
Deschler, D. (2006, August 8). Using Learning Strategies to Improve How Students Learn and Perform . Oregon Department of Education - Home - Oregon Department of Education. Retrieved November 3, 2009, from http://www.ode.state.or.us/.../elarts/.../deshler_usinglearningstrategies.ppt
Frayer model. (2008). Retrieved October 16, 2008, from West Virginia department of education Web site: http://wvde.state.wv.us/strategybank/documents/BlankFrayerModel.doc
King, R. (1989). Hoshin Planning, The Developmental Approach, pp. 4-2 – 4-5. Methuen, MA: Goal/QPC.
Marzano, R., Norton, J., Paynter, D., Pickering, D., & Gaddy, B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriuclum Development.
McKeown, M., I Beck, G. Sinartra, and J. Loxterman, 1992. “The Contribution of Prior Knowledge and Coherent Text to Comprehension.” Reading Research Quarterly 27: 79-93.
Thompson, M., & Thompson, J. (1996). Learning-focused middle & high schools: A high achievement project. Boone: Learning Concepts, Inc.
Visuwords online graphical dictionary. (2008). Retrieved September 27, 2008, from Visuwords online graphical dictionary and thesaurus Web site: http://www.visuwords.com/
Voicethread. (2008). Retrieved September 27, 2008, from Voicethread Web site: http://www.voicethread.com/
(2008). [Weblog] Affinity diagram. Toolbox for IT. Retrieved October 20, 2008, from http://it.toolbox.com/wiki/index.php/Affinity_Diagram#Introduction
York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks: Corwin Press.

This work is licensed under a
Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
For more information, visit http://creativecommons.org .
Credit info: Heather Mullins, Hickory Public Schools
Curriculum Specialist
Donna Murray, Hickory Public Schools
Instructional Technology Specialist
mullinshe@hickoryschools.net
murraydo@hickoryschools.net

Vocabulary and adolescent literacy for resa

by Donna Murray on Jun 29, 2010

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Vocabulary and adolescent literacy for resa — Presentation Transcript