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Building Academic Vocabulary
Buncombe County Schools
Middle and High School Teachers
November 29, 2012
Norms
• Apply the information to your teaching situation.
• Be open to the ideas of every person.
• Be respectful to presenters and learners and give your full attention to the topics by: silencing phones, keeping sidebar conversations to a minimum, and not working on other things.
Prior Knowledge Place Mat• At your table, draw a circle
map.• In the middle, write
“academic vocabulary.”• Divide the circle into “pie
pieces” equal to the number of participants at your table.
• Choose the closest pie piece & record anything you know about academic vocabulary, including strategies you use or have seen.
• Use words, pictures, and symbols.
• Discuss your knowledge with your tablemates.
How do our students feel?
When the lights suddenly went out, I purchased the nearest thing: an echinated vine! Such was my distress that I immediately defenestrated the plant.
1. What object was echinated?
2. What happened to the plant?
Academic Vocabulary: A Two-Headed Monster!
• Content Vocabulary = words or conceptsspecific to a single
discipline
• Academic Language = process or test words common to
multiple disciplines
Vocabulary in my Content
Using a text from your content area, make a list of important vocabulary for an upcoming unit.
Whose job is it to teach
this vocabulary
to your students?
• So how do we go about teaching these concepts to our students?
• What does the research say?
Systematic vocabulary instruction is one of the most important instructional interventions that
teachers can use, particularly with low-achieving students.
Research Says…
Marzano, 2004
RESEARCH CONNECTIONS
• Students need to be exposed to a word at least six times in context to learn the meaning of the word.
• Subject-specific terms are the best target for direct vocabulary instruction.
Page 134
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Turn & Talk
Can you name all of
Marzano’s six steps
to teaching vocabulary?
How do I decide which vocabulary is important to teach
directly?
– CCSS/ESS– EOCs/EOGs/Common Exams– Marzano’s Building Academic Vocabulary– National organizations– PLCs/Content Teams
Dividing and Conquering
content vocabulary words
need to know good to know nice to know
content vocabulary words
“I know that, and I could teach it myself” “I’m pretty sure I know it” “Huh?”
Content Vocabulary
Create a tree map at your table, categorizing essential vocabulary from a unit in your content area.
content vocabulary words
need to know good to know nice to know
Strategies for Student Self-Assessment
• STRESSS Test/So That’s a Word?(knowledge rating charts)
• 4 Corners• Say What???
“Say What???”
• Read the excerpt from a high school science text.
• As you read, jot down any words a student might have difficulty with (one word per sticky note).
• At your table, see if you can eliminate some of the sticky notes by defining words for one another.
• Post remaining words on the “Say What” poster.
Stop and Jot
Take a minute to record how you might adapt these vocabulary self-assessment strategies in your classroom:
• 4 corners• STRESS Test/ “That’s a
Word”• Say What???
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Step 1: What are some strategies for introducing the vocabulary?
• Assess prior knowledge• Show a picture, video, or digital image• Tell a story integrating the term• Use a contextual sentence• Use current events familiar to students• SEEP/ 3 column vocab/Dinner Party
S. E. E. P.Stem
(prefix, root, or suffix)
Examples
(from students)
Explanations
(whole class or small group)
Picture
(individual student association)
Mal- -Draco Malfoy (Harry Potter)
-Malificent
(Sleeping Beauty)
-Malpractice
-Malevolent
Bad
Now You Try It
• Create a SEEP foldable using a root or affix from your content area.
Stem Examples Explanation
Picture
Dinner Party
Directions: Find the “guests” who have place cards similar to yours. Sit down at a table for your “dinner party.” Discuss what you have in common.
Stop and Jot
Take a minute to record how you might adapt these step 1 (introduction) strategies in your classroom:
• Assess prior knowledge• Show a picture, video, or digital image• Tell a story integrating the term• Use a contextual sentence• Use current events familiar to students• SEEP/ 3 column vocab/Dinner Party
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Steps 2 & 3: What are some strategies for re-stating and illustrating the
vocabulary?
• SEEP/ 3 Column Vocabulary• Circle Map• Frayer Model• Cartoons• Charades
Circle Map
vicious
“When I broke up with him, she started vicious rumors about me.”
cruel
synonym
harsh or
inhuman
Angry people and bullies often say vicious remarks about the ones they want to hurt.
mad, frustrated,
rumors, nasty
from “Confessions
…Bully”
Frayer Model
vocabulary concept
definition in
student’s own wordspicture
examples other info/new thinking
Frayer Model in Math
How have you adapted the Frayer Model in your content?
• Foldables• Examples/Non-Examples• Characteristics/Non-Characteristics• Use in a Sentence• Synonyms/Antonyms• Part of Speech• Inference/ “I Think” Statement• Other?
Now You Try. . .
• Choose a content vocabulary word from your earlier list.
• Create either a circle map or Frayer Model illustrating the concept.
• Make sure to include a visual representation.
Stop and Jot
Take a minute to record how you might adapt these step 2 & 3 (re-state & illustrate) strategies in your classroom:
• SEEP/ 3 Column Vocabulary
• Frayer Model
• Circle Map
• Cartoons
• Charades
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Step 4: What are some activities to add to student knowledge about the
vocabulary?
• Dump & Clump• Tagxedo.com,Wordle.net• Thinking Maps• 3 X 3 Vocabulary Grid
Dump and ClumpThe Dumpster
The Clumpster
Tagxedo.com
Wordle.net
Double-Bubble Map
Use the meaning of each part to write the definition of the whole word.
Brace Map
Add the meaning of each part in parentheses.
Page 138WORD
PARTS
“Teaching word parts enhances students’
understanding of terms.”
Robert Marzano
Brace Map with manipulatives
mitochondria
Power Plant
Bridge Map
Bridge Map
Bridge Map
3X3 Vocabulary Grid
virus influenza pandemic
vaccine replicate immunity
immune system antibodies infectious
“In order to recover from influenza, your body must replicate antibodies to fight the virus.”
Now You Try It. . .
• Using some of the words you chose earlier from your content text, create a Thinking Map or 3 X 3 Vocabulary Grid.
• Make sure to include a summary sentence.
Stop and Jot
Take a minute to record how you might adapt these step 4 (activities) in your classroom:
• Word Splash• Dump & Clump• Wordle• Thinking Maps• 3 X 3 Vocabulary Grid
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Step 5: What are some strategies for student discussion about the
vocabulary?
• Turn and Talk• Sentence Frames• AB Dyad• Vo-back-ulary
Sentence Frames
• A ________ is different than a _________ because . . .”
• mean/median• simile/metaphor• proton/neutron• socialist/communist
• I am like a ________ because I . . .”• parabola• oxymoron• river basin• legislative branch
AB Dyad
• Student “A” defines, describes, analyzes, etc. the vocabulary word.
• Student “B” summarizes, adds to, corrects, etc.
whatever was said by Student “A”
Vo-back-ulary
• Pick a need-to-know word from your content area.
• Write the word on a post-it note and place it on someone’s back (not at your table).
• As the music plays, move around the room.
• When the music stops, find a partner and provide each other clues to identify the words.
• When word is identified, you may sit down.
• Continue switching partners until word is identified or time is up.
Stop and Jot
Take a minute to record how you might adapt these step 5 (discussion) strategies in your classroom:
• Turn and Talk• Sentence Frames• AB Dyad• Vocabulary
Provide a description,
explanation, or example of the
new term.
Ask students to restate the
description, explanation, or example in their
own words.
Ask students to construct a
picture, symbol, or graphic
representing the term or phrase.
Engage students in activities that help them add to
their knowledge of the terms in their
notebooks.
Periodically ask students to
discuss the terms with one another.
Involve students periodically in
games that allow them to play with
terms.
A Six-Step Process for Teaching New Terms
Building Background Knowledge for Academic AchievementDebra Pickering and Robert Marzano Page 135
Step 6: What are some games that allow students to play with the vocabulary?
• White Boards• Pictionary• Jeopardy• Twister• Definition Fishing• Looping (“I Have. . . Who Has?”)• Mile-a-Minute/Pyramid Game
After the game, students should record the clues, illustrations, examples that helped
them guess each vocabulary word.
Page 141
Now You Try. . . .
(Let’s play the pyramid game)
Vocabulary Instruction
Sentenceframes
FrayerModel
Circle Map Say What??? Dump & Clump
Vo-Back-ularyAB Dyad
Tagxedo.com
Stop and Jot
Take a minute to record how you might adapt these step 6 (games) in your classroom:
• White Boards• Pictionary• Jeopardy• Definition Fishing• Looping (“I Have. . . Who Has?”)• Mile-a-Minute/Pyramid Game
How can we help our students retain vocabulary concepts even after moving on to a
new unit?
• Word Walls
• Concept Charts
Word Walls
Word Wall = an ongoing, organized display of key words that provides visual reference for students throughout a unit of study or a term. These words are used continually by teachers and students during a variety of activities.
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/ThinkLitWordWalls.pdf
Concept Charts
Concept Chart = in vocabulary, a labeled display of key words organized in a conceptual arrangement.
Current Content Vocabulary
Moving Current Vocabulary to Conceptual Word Wall
Concept Chart
Concept Chart
Concept Chart
Structural AnalysisConcept Chart
Prefix
trans
re
Base Word
port
port
port
Suffix
ation
able
Vocabulary Games with Word Walls & Concept Charts
Vocabulary Games with Word Walls & Concept Charts
• 20 Questions• Charades• 30 seconds• Mile-a-Minute• Mind-Reader
Mind-Reader
• Choose a word from the word wall.• Moving from general to specific,
create five clues about the word.• Ask students to number 1-5.• After each clue, students write a
guess.
Who am I?
?U.S. president
Published author
Brother killed
Civil rights advocate
“Ask not what your country . . . “
Turn and Talk
• As the music plays, move around the room.
• When the music stops, find a partner (not from your table).
• Talk to each other about how you might use concept charts/word walls in your classroom.
Stop and Jot
Take a minute to record how you might adapt concept charts/concept word walls in your classroom.
Academic Language: “Bricks & Mortar”
Bricks = Technical words specific to a discipline
Mortar= General but sophisticated words used to communicate complex thoughts (process or test words & phrases, idioms)
Content Area Bricks (Content Words)
Mortar (Academic Language)
English Language Arts
Imagery, alliteration, theme, metaphor
That is, implied, contains, leads us to believe
History/Social Studies
Revolution, monarchy, emancipation
Therefore, as a result, consequently, consist of
Math Reciprocal, hypotenuse, matrix, obtuse
If…then, end up with, derive, take care of
Science Mitosis, gravity, sublimation, force
Hypothesize, variable, infer, results in
Professional Article
• Use the anticipation guide to record your beliefs about academic language.
• Read “Narrow the Academic Language Gap to Reduce the Achievement Gap” looking for evidence to support or argue against your beliefs.
• Revise your thinking on the guide.
Connect to your Content Area
What are some “mortar” words in your content text?
3 Tiers of Vocabulary
Academic Vocabulary
Tier 1 Tier 2 Tier 3
Everyday Words High Frequency Content Specific
Multiple Meaning
All Contents
What are some strategies for teaching these “mortar” words?
•Diagnose the words students need to know. (Use Say What?, etc.) Turn & Talk at tables.
•Implement instruction based on Marzano’s six steps. Turn & Talk at tables.
•Increase Student Output. (Ask students to talk and write using the academic language).
How Do We Increase Student Output?
•Use “mortar” words in learning targets and ask students to use and discuss them.
•Use sentence starters or sentence frames that incorporate the “mortar words.” Students can use the frames in discussions or writing.
•Ask students to annotate thinking as a formative assessment tool.
Use “mortar” words in learning targets and ask students to use and discuss them.
I can identify soil forming factors that influence the type and quality of soil.
• What words might a 6th grade student not know? (Say What???)
• What is the difference between “type” and “quality?” (Turn & Talk)
• What thinking process does the word “influence” suggest?
Use sentence starters or sentence frames that incorporate the “mortar words.” Students can
use the frames in discussions or writing.
“Say Something”
Ask students to annotate thinking as a formative assessment tool.
• INSERT• Vocabulary
Sort
Annotating Thinking as Formative Assessment
Let’s practice how students might use academic language with EOG/ACT examples.
EOGs/EOCs/ACTs/Common Exams
• Let’s look at some common test prompts:
Jigsaw Reflection
– In expert groups:• What academic language do
you see that might hinder student comprehension?
– In home groups:• Are there words that you
found that are common to more than one subject?
Stop and Jot
Take a minute to record how you might approach choosing academic language and teaching students to use it.
By February 15, 2013: 1st collaboration with a literacy coach
(co-planning, co-teaching, class visit) Completion of Moodle assignments
By April 12, 2013: 2nd collaboration with a literacy coach
(co-planning, co-teaching, class visit)
–Set up a coaching cycle (co-planning/co-teaching/observation) with your literacy coach. (Feb 15, April 12)–Return for the follow-up session:
So What’s Next???
Thank you for your Participation!!!