Academic Vocabulary Assessments
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This document discusses a lesson plan focused on teaching academic vocabulary words to elementary students. It lists vocabulary words like plot, setting, character, and problem. It then provides suggestions for reviewing vocabulary words in class through sentence writing, flashcards, and partner work. Formative and summative assessments are mentioned to check student understanding, such as a reflective writing piece and end of unit test. Ways to determine if students understand and can use the vocabulary words include having them use words in sentences, apply words to stories, and pronounce words correctly.
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6 academic vocabulary
The document discusses vocabulary instruction standards and choosing words to teach. It explains that there are three tiers of words: Tier 1 are basic words, Tier 2 are more sophisticated words used across disciplines, and Tier 3 are domain-specific. Participants will learn to identify Tier 2 words and determine which to teach using criteria like how often students will see the word and if its meaning can be inferred from context. The goal is for students to deeply understand words and use them independently in various contexts.
Academic Vocabulary
I have a word from our word wall. Here are 5 clues:
1. It's a type of cell.
2. It's found in plants and animals.
3. It's the basic unit of life.
4. It contains DNA and organelles.
5. It's the smallest unit capable of independent functioning.
Students: Cell!
Academic vocabulary
This document outlines Marzano's six-step plan for direct vocabulary instruction. The six steps include: 1) providing a description of the term, 2) having students describe it in their own words, 3) creating a nonlinguistic representation, 4) doing activities to reinforce knowledge of the term, 5) discussing terms with peers, and 6) playing games involving the terms. Research shows that direct vocabulary instruction can increase student comprehension percentiles by over 30 points. The document also discusses selecting terms, example activities for each step, and tracking student progress in learning terms.
Academic vocabulary
Academic vocabulary refers to words that are traditionally used in academic texts and discussions but not necessarily in everyday conversation. Developing students' academic vocabulary is important for comprehension and success. The document recommends implementing a systematic approach using Robert Marzano's six steps: having students define words, represent them nonlinguistically, discuss them, and review them through games. Schools should teach 2-4 academic words per week across grade levels, posting and sharing the words to involve parents as well. Student engagement with academic vocabulary can occur through social media, posters, discussions, and writing.
Vocabulary skills In Linguistics!!
These slides deals with Teaching Vocabulary in Linguistics.. These slides also deals with How to teach meanings, Material demonstration technique..
Essential strategies for teaching vocabulary
This document provides techniques for teaching vocabulary words to students. It suggests presenting new words using visual images, gestures, context clues, and prediction. Some specific techniques mentioned include using comics, games, activities, and graphic organizers to help students learn and remember the meanings of words. Review games like word searches, bingo, and puzzles are also recommended. The document stresses the importance of actively engaging students with the words through questions, examples, acting out meanings, and having students make their own representations of word meanings. It advocates learning vocabulary with friends or family through activities like making word games or testing each other.
Effective vocabulary instruction for all levels
I’m not sure
I know this
X
Family:
X
House:
X
Friend:
X
3. Students check their work by discussing the words with a partner. They move words to different
columns as needed.
4. The teacher reviews the words, providing definitions, examples, and clarification as needed.
Students update their charts.
5. Students can use this chart to track their progress as they review words over time. They move
words to the right as their knowledge grows.
Stand For Your Word
Students stand up to demonstrate their understanding of a word. This kinesthetic activity reviews
vocabulary in a
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This document provides information from an information morning for parents at Panaga School about supporting students' mother tongues and English as an additional language acquisition. It discusses the benefits of being bilingual, developing literacy in the first language before acquiring a second language, and how mother tongue can be lost if not supported. It also offers tips for how parents can support their child's language development at home, including using their mother tongue and resources in both languages.
Recommended
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The document discusses vocabulary instruction standards and choosing words to teach. It explains that there are three tiers of words: Tier 1 are basic words, Tier 2 are more sophisticated words used across disciplines, and Tier 3 are domain-specific. Participants will learn to identify Tier 2 words and determine which to teach using criteria like how often students will see the word and if its meaning can be inferred from context. The goal is for students to deeply understand words and use them independently in various contexts.
Academic Vocabulary
I have a word from our word wall. Here are 5 clues:
1. It's a type of cell.
2. It's found in plants and animals.
3. It's the basic unit of life.
4. It contains DNA and organelles.
5. It's the smallest unit capable of independent functioning.
Students: Cell!
Academic vocabulary
This document outlines Marzano's six-step plan for direct vocabulary instruction. The six steps include: 1) providing a description of the term, 2) having students describe it in their own words, 3) creating a nonlinguistic representation, 4) doing activities to reinforce knowledge of the term, 5) discussing terms with peers, and 6) playing games involving the terms. Research shows that direct vocabulary instruction can increase student comprehension percentiles by over 30 points. The document also discusses selecting terms, example activities for each step, and tracking student progress in learning terms.
Academic vocabulary
Academic vocabulary refers to words that are traditionally used in academic texts and discussions but not necessarily in everyday conversation. Developing students' academic vocabulary is important for comprehension and success. The document recommends implementing a systematic approach using Robert Marzano's six steps: having students define words, represent them nonlinguistically, discuss them, and review them through games. Schools should teach 2-4 academic words per week across grade levels, posting and sharing the words to involve parents as well. Student engagement with academic vocabulary can occur through social media, posters, discussions, and writing.
Vocabulary skills In Linguistics!!
These slides deals with Teaching Vocabulary in Linguistics.. These slides also deals with How to teach meanings, Material demonstration technique..
Essential strategies for teaching vocabulary
This document provides techniques for teaching vocabulary words to students. It suggests presenting new words using visual images, gestures, context clues, and prediction. Some specific techniques mentioned include using comics, games, activities, and graphic organizers to help students learn and remember the meanings of words. Review games like word searches, bingo, and puzzles are also recommended. The document stresses the importance of actively engaging students with the words through questions, examples, acting out meanings, and having students make their own representations of word meanings. It advocates learning vocabulary with friends or family through activities like making word games or testing each other.
Effective vocabulary instruction for all levels
I’m not sure
I know this
X
Family:
X
House:
X
Friend:
X
3. Students check their work by discussing the words with a partner. They move words to different
columns as needed.
4. The teacher reviews the words, providing definitions, examples, and clarification as needed.
Students update their charts.
5. Students can use this chart to track their progress as they review words over time. They move
words to the right as their knowledge grows.
Stand For Your Word
Students stand up to demonstrate their understanding of a word. This kinesthetic activity reviews
vocabulary in a
Panaga eal mt presentation 2014
This document provides information from an information morning for parents at Panaga School about supporting students' mother tongues and English as an additional language acquisition. It discusses the benefits of being bilingual, developing literacy in the first language before acquiring a second language, and how mother tongue can be lost if not supported. It also offers tips for how parents can support their child's language development at home, including using their mother tongue and resources in both languages.
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The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
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The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
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Vocab instruction
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
Reading Strategies Vocabulary
This document discusses strategies for developing student vocabulary. It explains that vocabulary affects literacy development and comprehension. There are different types of vocabulary like receptive and productive vocabulary. It recommends creating a language-rich environment by reading aloud, discussing words, and displaying words on walls. Teachers should explicitly teach both general vocabulary and content-specific terms. Students should be taught strategies for learning new words like using context and morphology. Assessment is important to check if vocabulary instruction is effective.
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This document provides strategies for making content comprehensible for English language learners, including:
1) Having students do an "I Wonder" brainstorm about a topic, book, or theme in the form of questions before reading.
2) Using a preview and predict strategy where students preview text and make predictions either individually or in partners.
3) Doing a GIST summarizing strategy where students underline important words after reading and write 1-2 summary statements.
4) Referring back to initial predictions and questions after reading to confirm or modify understanding.
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- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
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This document outlines 12 strategies for learning vocabulary: concept definition mapping, contextual redefinition, dictionary game, Frayer model, list/group/label, rivet, semantic feature analysis, semantic webbing, SVES, student vocabulary strategy, word analogies, and word sort. It provides a brief description of each strategy, emphasizing that learning vocabulary is key to language learning and building vocabulary is important. The strategies encourage using context clues, dictionaries, grouping words, and relating new words to prior knowledge.
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3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
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2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
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This document discusses strategies for developing student vocabulary. It explains that vocabulary affects literacy development and comprehension. There are different types of vocabulary like receptive and productive vocabulary. It recommends creating a language-rich environment by reading aloud, discussing words, and displaying words on walls. Teachers should explicitly teach both general vocabulary and content-specific terms. Students should be taught strategies for learning new words like using context and morphology. Assessment is important to check if vocabulary instruction is effective.
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This document provides strategies for making content comprehensible for English language learners, including:
1) Having students do an "I Wonder" brainstorm about a topic, book, or theme in the form of questions before reading.
2) Using a preview and predict strategy where students preview text and make predictions either individually or in partners.
3) Doing a GIST summarizing strategy where students underline important words after reading and write 1-2 summary statements.
4) Referring back to initial predictions and questions after reading to confirm or modify understanding.
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This document provides strategies for supporting English language learners in various classroom contexts. It begins by recommending seating ELL students next to sympathetic peers who speak their first language and providing visual supports. It also emphasizes speaking clearly, using students' names, and incorporating group work and first language use. Subsequent sections provide reading, writing, speaking and listening, and summarizing strategies. Key recommendations include activating prior knowledge, using visuals and hands-on activities, explicitly teaching genres and vocabulary, incorporating partner and small group work, and focusing on meaning over accuracy.
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- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
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This document provides teachers with strategies for making English class more interactive and engaging for students. It discusses using activities that incorporate movement, auditory, and visual elements to appeal to different learning styles. Suggested activities include Simon Says to review vocabulary, group games like Land and Water that motivate students through competition. The document stresses the importance of activities allowing all students to participate and practice multiple skills like speaking, listening, and writing. A checklist is provided to help teachers design lessons that meet these criteria. Examples of additional interactive games are also outlined, such as vocabulary racing and sentence building activities at the board.
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Features
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Principlesof teaching2
The teacher clearly communicates expectations and goals for learning. Directions and procedures are explained in a way that anticipates misunderstanding. Explanations of content are scaffolded, clear, accurate, and connect to students' prior knowledge and interests. Oral and written language is correct and uses vocabulary appropriate for students.
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This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
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Academic Vocabulary Assessments
- 1. ACADEMIC VOCABULARY ASSESSMENTS ALEXANDRA NEAL SEI 300 SEPTEMBER 22, 2014 EVELYN ASTWOOD
- 2. LESSON: DRAGON COMPREHENDS KEY IDEAS & DETAILS • Grade Level: 1-3 • Content Area: Language Arts • A description of the lesson • The content objective that this lesson will focus on
- 3. VOCABULARY WORDS • Plot • Setting • Character(s) • Problem(s) • Choice(s) • Solution • Adjective • Comprehension • Title • Describe
- 4. WAYS TO REVIEW VOCABULARY WORDS • I would have the students use the word in a sentence and have them correctly define the word in a class discussion. • I would have the students make vocabulary flash cards with the word written on one side and the definition written on the other. • I would have students pair up and have them take turns sharing their sentences and write them down to share with the class, if they wish.
- 5. FORMATIVE ASSESSMENT • Writing a reflective piece
- 6. SUMMATIVE ASSESSMENT • The end of unit test
- 7. DETERMINING IF STUDENTS UNDERSTAND AND CAN USE KEY VOCABULARY WORDS • See if they can use the words properly in a sentence. • See if the students can apply the words to the story and can tell which part it falls under. • See if the students can correctly pronounce the words.
- 8. REFERENCES • Reading comprehension: Dragon comprehends key ideas & Details. (2014). Retrieved from http://lessonplanspage.com/reading-comprehension-dragon- comprehends-keys-ideas-details/
Editor's Notes
- The lesson: Dragon Comprehends Key Ideas & Concepts helps students learn about reading comprehension as it relates to the different parts of the story (characters, settings, plot, etc.), as well as key ideas and details from the picture book Old McDonald had a Dragon as well as learning about how adjectives are useful. Students will also have the reading comprehension handouts/forms that go along with this lesson. Content Objective: At the end of the activity, students will be able to identify the main idea(s) and details from the story by utilizing their reading comprehension skills and learning how adjectives can better help readers “see” the story.
- The formative assessment for this activity would be having the students write a reflective piece which includes: what they thought about the story, what they learned/understood, what confused them, and what they thought the main idea(s) was/were for the story.
- At the end of the unit, I will administer a test that assesses the students knowledge of: The vocabulary words, characters, main idea(s) and details, the setting, etc. These will include the following types of questions: Fill in the blank, multiple choice, matching, and possibly short answer.