You said what?Breaking down the academic vocabulary Vocabulary Instruction Presentation CCSS Conference March 2012
Objectives:• Participants will have an understanding and working knowledge of: – Basic Research on Vocabulary – Difference Between Academic “Toolkit” and Academic Vocabulary – 6 Components & Steps of Academic Instruction – Strategies to Facilitate Vocabulary Instruction
Reasons for Vocabulary Instruction• Increase intelligence• Ability to comprehend new info• Different SES and experiences – High Desert demographics have and continue to change… awareness and need to adapt to students
Ruby Payne• Fewer middleclass culture students- more poverty culture• More students need concepts, skills, and content• CREATE RELATIONSHIPS WITH STUDENTS… they NEED role models
Impact of DirectVocabulary Instruction
• “Students’ knowledge of any topic is encapsulated in terms they know that are relevant to the topic” – Marzano, 2004
Essential Vocabulary• Few specific terms• Can ensure all are exposed to info to help master important academic content
• “Vocabulary knowledge is the single best predictor of academic achievement across subject matter domains” –Kate Kinsella
Don’t:• Call on students to teach the word first- teacher defines word first and call on students for examples• Avoid dictionary definitions- many are explanations with the root word
Academic Toolkit -Kinsella• Averil Coxhead identified 570 high frequency words across subjects• Ranked into groups 1- 10, 1 being the MOST frequently words used
Level 1• analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method occur percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary
Word Families -Kinsella• Teach word families is critical• Teach accurate –Don’t forget accuracy• Teach significant –Don’t forget signify and significance
Academic Vocabulary• Terms/vocabulary to be taught in specific courses – Art: line – English: haiku – History: lobbyist – Math: slope – PE: dribble – Science: cell – Technology: server
6 Components of Successful Instruction - Kinsella• Advanced organizer• Consistent instructional process• Well organized presentation• More time dedicated to important academic words• Visuals• Student written record
6 Steps of Vocabulary Instruction -Marzano• Description, explanation, example• Learner repeats in own words• Illustration• Activity• Discuss• Game
1-The teacher will give a description, explanation, or example of the new term.• CFU, clear up student misconceptions• Ask learners to share what they already know to use this knowledge as a foundation for more learning• Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary
2- The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words• Remind students to use their own words, CFU• Re-teach if necessary• Request that students record these in their Academic Notebook. These notebooks can travel with the learner as he/she moves through each grade level and become a compilation of vocabulary terms mastered
3- The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term• Provides learners a nonlinguistic method of vocabulary mastery• Share examples of other learners drawings or allow students to work in teams to help those who complain that cannot draw• Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged
4-The learner will participate in activities that provide more knowledge of the words in their vocabulary notebook• Remind learners to not copy, but use their own words• Academic Vocabulary Worksheet to assist learners in organizing their vocabulary terms• If ELL, provide an opportunity to translate the word into their native language (BabelFish).
5- The learner will discuss the term with other learners• Pair-Share Strategy• Inner-Outer Circle/Line Up• Walk around• Time-clock Appointments
6- The learner will participate in games that provide more reinforcement of the new term• Bingo, Twister, Fly Swat, Board Games, Roll the Dice• Walk around the room and check their work when learners are working on their Academic Vocabulary Worksheet and check for accuracy• Listen for misconceptions when learners are playing games/activities• Provide an opportunity for learners to work together
Strategy Ring• Quick reference guide• Research backed• Online
Vocabulary Notebook• Notebook or section devoted to vocabulary• Establish format• Be consistent• Student friendly def, pictures, some application with word
Concept Circles• Students are given a circle; each quarter contains a word or phrase.• Students must then describe or name the concept to which all sections relate.
Bingo• After having taught vocabulary go to the link to create multiple BINGO game sheets and print out a class set.• http://www.teach- nology.com/web_tools/materials/bingo/5/• On narrow strips of paper, write the words used in generating the BINGO cards with their definition separately.• Fold the term strips and place into a container to mix and pull from.• Pass out the BINGO game sheets and “chips” to the students (have them work in pairs at first and then on their own).• Pull a strip out and read the definition.
List-Group-Label• Select a key concept.• Have a whole group discussion about “concept,” show pictures illustrating concept, read a poem, play a song or read a historical document.• Ask students to list all the words they can think of in connection with the concept.• Divide the students into groups of 3 or 4.• Ask them to combine their lists of words.• Ask them to group all of the words into categories and decide on labels for the categories.
T.H.I.E.V.E.S.• T- Title: What is the title? What do I already know? What does it have to do with the proceeding chapter? Does it express a point of view? What do I think I will be reading about?• H-Headings: What does the heading let me know? What is the topic? How can I turn this heading into a question?• I-Introductions: is there an opening, perhaps italicized? Does the first chapter introduce the chapter? Do I know anything about this already?• E-Every First Sentence: Read the first sentence of every paragraph.• V- Visuals and Vocabulary: Are there photos, drawings, maps, charts, or graphs? What can I learn from them? How do the captions help me understand the meaning? Is there a list of key vocabulary terms? Are there important words in bold? Do I know what they mean?• E- End-of-Chapter-Questions: What do the questions ask? What information is important? What information do I learn from the question?• S- Summary: Read the entire summary at the end of the chapter if
Advance Organizer• Have students write the title of the reading.• Have students write a question for each title/subtitle using detail key words BEFORE they read, leaving room to answer the question. – Detail Key Words: Who?, What?, When?, Where?, Why?, Which?, How?, How long?, How much?, How many?• ** Students must use each word above once before they may use it again• Have them answer the questions AS they read.
Separate Colonist/ from July 4 T. England 1776 JeffersonDeclaration of Independence Continental Congress/ UK Philly/ abuse Write legal their nat. 13 Colonies document rights
Links• Tennessee’s Vocabulary Initiative• Cherry Creek School District Technology in Marzano Strategies Guide• Marzano Laboratory
Thanks For Coming! Anita Tucker Bonnie Vigil Elizabeth Ramos