Literacy Integration Presentation
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Literacy Integration Presentation Literacy Integration Presentation Presentation Transcript

  • Word Up: Building a Rich Vocabulary for Academy Themes National Academy Foundation Leadership Summit Orlando, Florida November 16, 2006 Presenter: Andrew Rothstein, PhD NAF Curriculum Manager [email_address]
  • Focus & Essential Questions
    • What is the rationale for integrating literacy strategies into Academy themes?
    • What is literacy in the context of NAF Academies?
    • How can we provide students with a robust vocabulary?
  • How does one acquire a large vocabulary? Vocabulary
  • Criteria for Selecting Words to Teach Source: Bringing Words to Life: Robust Vocabulary Instruction (Beck, McKeown, Kucan)
    • Importance & Utility: Appear frequently across a variety of domains.
    • Instructional Potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and their connections to other words & concepts.
    • Conceptual Understanding: Words for which students understand the general concept but provide precision & specificity in describing the concept.
  • Key Components of Literacy Support Framework (Source: Adolescent Literacy Resources: Linking Research and Practice . Julie Meltzer, Nancy Cook Smith & Holly Clark. CRM)
    • Address Student Motivation to Read, Write, and Speak.
    • Implement Research-Based Literacy Strategies
    • Integrate Literacy Across the Curriculum
    • Ensure Support, Sustainability and Focus Through Organizational Structures and Leadership Capacity.
  • The Case and Guidance for Focusing on Vocabulary Vocabulary is the building block of discourse in all subjects. Research indicates that there is a strong relationship between academic success and vocabulary. A major source of the achievement gap is a lack of background vocabulary. The research supporting direct instruction in vocabulary is compelling.
  • Elements of Effective Vocabulary Instruction
    • Not relying on dictionary definitions.
    • Represent word knowledge linguistically & non-linguistically.
    • Gradually shape word meanings through multiple exposures.
    • Teaching word parts.
    • Vary instructional strategies.
    • Having students discuss terms and use word play.
    • Focus on terms that enhance academic success.
  • Three “INTERACTING DYNAMICS” for Moving Words From Working Memory to Permanent Memory
    • Number of times a student processes information about the word (around four times over a two period)
    • Depth of processing (adding detail to understanding)
    • Elaboration (increasing the variety of associations with a term).
  • How to Organize Words for Instruction The Story of Words Categorizing Taxonomies List-Group-Label Defining Defining Format History of Words Etymology Expanding Word Meaning Morphology Word Play
  • The Story of Words - Part 1 Categories
  • Creating Categories with List-Group-Label
    • Put the students in groups of about 4 students.
    • Distribute Post-It Notes or Index Cards to the students.
    • Ask them to place one word they associate with mathematics on each card.
    • Have them work in teams put the words that they think go together in groups.
    • Look at each group and give them labels.
    • These can now serve as categories for taxonomies.
  • Taxonomy About Money
    • A
    • B
    • C
    • D
    • E
    • F
    • G
    • H
    • I
    • J
    • K
    • L
    • M
    • N
    • O
    • P
    • Q
    • R
    • S
    • T
    • U
    • V
    • W
    • X
    • Y
    • Z
  • Words Are Free!
  • Taxonomies
    • Alphabetical Lists of Words On a Mathematical Topic
    • Continuously Expanded
    • Used for Writing
    • Double Page Spread
    • Skip Lines
    • Solo/Share/Cross Pollinate
  • Steps 1 in Building a Taxonomy
    • Each participant is to work alone or solo, and think of as many topics as possible that their classes will be studying this year.
    • Give an example, such as rain forests, holidays, or mathematicians.
    • Participants should enter each topic next to the initial letter.
    • Ask participants to work for three or four minutes without talking to anyone in the class.
  • Step 2 to Build a Taxonomy
    • Step 2: Collaboration
      • Have participants form subgroups of three or four in their “class”.
      • Tell the subgroups to collect each other’s words.
  • Step 3 to Build a Taxonomy
    • Cross-Pollination
      • Instruct the “class” to collect topics from other “classes”. This will help enlarge the individual taxonomies.
      • Ask one person from each “class’ to select a topic that she or he thinks is especially important or interesting.
      • Direct that person to say to the entire group, “I would like to contribute the topic of _____ to your Taxonomy.”
      • Encourage everyone to then add that topic to his or her Taxonomy.
  • Creating a Personal Thesaurus 10-11 Hotel chains November 20, 2006 8-9 Types of eateries November 14, 2006 6-7 Types of lodging November 1, 2006 Pages Topic Date
  • Story of Words – Part 2 Defining
  • Defining Format that 1 2 3 is money What is a dollar? A dollar Characteristics that 1 2 3 Category is Question What is money? Money
  • Morphology and Etymology
    • Morphology: Word comes Morpheus, the Greek god of sleep and dreams. (morpheme, amorphous, morphine, animorphs).
    • Describes how words change into various parts of speech, meanings, spelling, or pronunciations over time.
    • Etymology
    • Tells us where the words come from.
    • Mathematical words have many origins: Anglo-Saxon, Latin, Greek, Arabic
  • Story of Words – Part 3 History
  • Etymology
    • What does one’s salary have to do with the taste of food?
    • What do the following terms have in common?
      • Baud
      • Hayes command
      • Bartlett pear
      • bolivar
      • boniface
      • doily
      • jacuzzi
      • museum
      • sandwich
      • welch
  • What do the following information technology and hospitality & tourism terms have in common with a type of suitcase?
    • Information Technology
      • bit
      • intercom
      • Internet
      • netiquette
      • pixel
      • telecommuter
      • telsat
      • transistor
    • Hospitality & Tourism
      • autobus
      • farewell
      • gasohol
      • moped
      • motel
      • skyjack
      • taxicab
      • travelogue
  • A common type of suitcase is the portmanteau (literally, carrier of the coat). A portmanteau word is the result of two words folded into each other to make one new word.
      • bit = binary + digit
      • intercom = internal + communication
      • Internet = international + network
      • netiquette = network + etiquette
      • pixel = picture + element
      • telecommuter = telecommunication + commuter
      • telsat = telecommunications + satellite
      • transistor = transfer + resister
      • autobus = automobile + bus
      • farewell = fare + ye + well
      • gasohol = gasoline + alcohol
      • moped = motor + pedal
      • motel = motor + hotel
      • skyjack = sky + hijack
      • taxicab = taximeter + cabriolet
      • travelogue = travel + monologue
  • Story of Words – Part 4 Morphology
  • Why does the word mint have two meanings?
  • The Answer Lies in Morphology
    • The word for the mint we eat comes from the Greek myth of Proserpine, who transformed a nymph into an herb (minthe)
    • The word for the mint that makes the money comes from a Latin word for money (moneta)
    • Over time the pronunciations of the two words morphed independently until they became the same in sound and spelling.
  • Morphology Chart digitally digital digitize digitized digitizes digitizing digit digits digitizer Adverbs Adjectives Verbs Nouns
  • Story of Words – Part 5 Word Play
  • Rebuses Travel cccccc tr world ip sgeg
  • Rebuses
    • Travel overseas
    • Trip around the world
    • Scrambled eggs
    Travel cccccc tr world ip sgeg
  • Academy Oxymorons
    • Microsoft works
    • Advanced BASICS
    • Virtual reality
    • Constant variable
    • Working holiday
    • Free trade
  • Computer Word Play
    • Dr. Seuss Comes to Your Computer
      • Bits. Bytes. Chips. Clocks. Bits in bytes on chips in box. Bytes with bits and chips with clocks. Chips in box on ether-docks.
      • Chips with bits come. Chips with bytes come. Chips with bits and bytes and clocks come
      • Look, sir. Look, sir. Read the book, sir. Let's do tricks with bits and bytes sir. Let's do tricks with chips and clocks, sir.
  • Costello Buys A Computer from Abbott