6 step process to building academic vocabulary terri's presi

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Draft of Vocabulary Instruction

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  • Learning Cycle—where would this fit in?
  • 6 step process to building academic vocabulary terri's presi

    1. 1. todaysmeet.com/sjsdscience928 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
    2. 2. Links to Documents <ul><li>Core Document for Learning C ycle Planning </li></ul><ul><li>Science Look- fors </li></ul><ul><li>Today ’ s Agenda </li></ul><ul><li>Diigo </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    3. 3. 6 Step Process to Building Academic Vocabulary September 28, 2011 Terri Johnson Instructional Coach/Science Saint Joseph School District based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    4. 4. Goal of “Mini-lesson”: <ul><li>Develop a systematic instructional approach for important academic terms. </li></ul><ul><li>Use the 6 Step Process to Building Academic Vocabulary within the Learning Cycle Developed through the Lesson Study. </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    5. 5. Why teach vocabulary? <ul><li>&quot;Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school.&quot; - page 1 </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    6. 6. Why? <ul><li>Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. </li></ul><ul><li>The same student, after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile . </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    7. 7. Consider This <ul><li>Background knowledge is more important to the understanding of reading than IQ. </li></ul><ul><li>Vocabulary instruction in specific content-area terms builds up student ’s background knowledge in content area. </li></ul><ul><li>Students who understand content for example, in a state mathematics standards document regarding data analysis and statistics have understanding of terms such as mean, median, mode, range, standard deviation, and central tendency </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    8. 8. Did you know… <ul><li>With the person behind you, decide if following statements are true or false . </li></ul><ul><li>1. Reading 14 minutes a day means reading over 1,000,000 words a year. </li></ul><ul><li>2. Preschool or children ’s books expose you to more challenging vocabulary than do prime-time adult TV shows. </li></ul><ul><li>3. Vocabulary can be learned through reading and talking. </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    9. 9. Example: <ul><li>&quot; Carving is appropriate for most green and blue 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.&quot; </li></ul><ul><li>(highlight words you don't know) </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    10. 10. “ Academically Advantaged ” versus “ Academically Disadvantaged ” <ul><li>Experiences that give students background knowledge: </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    11. 11. Before you start - <ul><li>All subjects have a list of vocabulary terms. </li></ul><ul><li>Become selective. </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    12. 12. What the Research Tells Us <ul><li>Fidelity to a Structure </li></ul><ul><li>Model, Model, Model! </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    13. 13. Step 1 – Initial Information: Introduce New Term <ul><li>Provide a description, explanation, or example of the new term. </li></ul><ul><li>Find out what they know or think they know </li></ul><ul><li>Clarify misconceptions, build on accurate information </li></ul><ul><li>Help build an understanding of the term </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    14. 14. Note: <ul><li>This does not involve presenting a definition or asking them to look up a definition!!!! </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    15. 15. Step 2 – Students Restate Term “ Informal Information ” <ul><li>Ask students to restate description, explanation or example in their own words. </li></ul><ul><li>Provide for a more natural starting point – connect prior experiences and knowledge. </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    16. 16. Provide A Basis for Understanding <ul><li>An engineering student designed a wooden part to a project that required a hole drilled like this: </li></ul><ul><li>When questioned as to how that could be done, replied “ use a right angle drill. ” </li></ul><ul><li>What understanding was missing? </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    17. 17. Assignment: <ul><li>With a small group, discuss how your assigned strategy can be used to provide “ informal understanding ” (use corners) </li></ul><ul><li>Report back to the workshop participants </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    18. 18. Strategies <ul><li>Clock Buddies </li></ul><ul><li>Academic Notebook </li></ul><ul><li>Frayer Model </li></ul><ul><li>Inspiration </li></ul><ul><li>Corners </li></ul><ul><li>Mirror Lines </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    19. 19. Step 3 – Non-linguistic Representation <ul><li>Ask students to construct a picture, symbol or graphic representation </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    20. 20. What if students have trouble depicting the term? based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    21. 21. Draw actual object based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering Blue Prints
    22. 22. Draw an Example based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering Single Parent Family
    23. 23. Represent with Graphics based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering Problem-Solving Process
    24. 24. Dramatize with cartoons and speech balloons based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering I have a new and different idea! Innovation
    25. 25. Does not always have to be freehand. Use: <ul><li>Clip Art </li></ul><ul><li>Tracings </li></ul><ul><li>Cut-out pictures </li></ul><ul><li>Other ideas? </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    26. 26. Step 4 – Student/Term Interaction <ul><li>Engage students periodically in activities that help them add to their knowledge of the terms. </li></ul><ul><li>Allow them to work in their vocabulary notebooks . </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    27. 27. Revise and Add to Notebook Entries <ul><li>Highlight prefix or suffix </li></ul><ul><li>Identify synonyms or antonyms </li></ul><ul><li>Create additional pictures or graphics </li></ul><ul><li>List related words </li></ul><ul><li>Add cautions or reminders of common confusions </li></ul><ul><li>Translate in native language (ESL students) </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    28. 28. Possible Activities (Step 4 – interaction) <ul><li>Free Association </li></ul><ul><li>Sentence Stems </li></ul><ul><li>Venn Diagrams </li></ul><ul><li>Double Bubble </li></ul><ul><li>Matrix </li></ul><ul><li>Classify Terms </li></ul><ul><li>Solving and Analogy Problems </li></ul><ul><li>Creating metaphors </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering * Note: These activities align with the 9 Marzano strategies.
    29. 29. Step 5 – Discuss Terms with Others <ul><li>Periodically ask students to discuss terms with one another </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    30. 30. Note: <ul><li>Make time and encourage revisions in notebooks </li></ul><ul><li>Question? How can this be implemented and not significantly impact class time? </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    31. 31. Step 6 – Review and Games <ul><li>Involve student periodically in games that allows them to play with the terms. </li></ul><ul><li>The goal is to keep new terms in forefront of student thinking and allow them to reexamine their understanding of the terms. </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    32. 32. Possible Review Games - Assignment <ul><li>Read about the assigned activity or game. </li></ul><ul><li>Create a double line, or double circles. Share strategy with partner in line across from you. </li></ul><ul><li>Rotate, sharing with each additional partner. </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering
    33. 33. Review Game Activities (Step 6 - Review) <ul><li>What is the Question? </li></ul><ul><li>Vocabulary Charades </li></ul><ul><li>Name That Category </li></ul><ul><li>Draw Me </li></ul><ul><li>Talk a Mile a Minute </li></ul>based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering Use at beginning or end of class period Use when students are lethargic or need energized Use for review
    34. 34. Q and A; Comments based on &quot;Building Academic Vocabulary; Teacher's Manual&quot; by Robert J. Marzano and Debra J. Pickering

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