Upload
hilary-bridges
View
220
Download
5
Tags:
Embed Size (px)
Citation preview
Today’s Objectives
• Explore research-based strategies in a social studies context that support academic vocabulary development.
• Experience hands-on activities and take classroom-ready applications for immediate implementation.
Handout Page 1
Activity 1
Think-Pair-ShareHow do teachers deliver vocabulary instruction to their students?– What strategies do they use? – How effective are these strategies? – How do we know if these strategies are
effective?– What part does background knowledge play in
learning new vocabulary?
Handout Page 1
Consider…
• Teach specific terms in specific ways.• Select academic vocabulary terms
strategically.• Build background knowledge where
needed before teaching vocabulary.
Kinder Grade 3 Grade 8 Grade 11
Estimated Effect of Academic Background Knowledge (ABK)
on Reading Levels
Without ABKWith ABK
Rela
tive R
ead
ing
Level
Handout Page 2
Handout Page 2
No DVI With DVI0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
50%
83%
Results of Direct Vocabulary Instruction as Measured by
Standardized Tests
Direct Vocabulary Instruction (DVI)
Assessm
en
t M
easu
rem
en
t
Crisis of Literacy
• Annual drop-out rate – 3,000• Plan for prison beds based on 4th
grade reading scores
Literacy and National Reading Statistics, Teaching Reading. Referenced by Kunjufu, J. Retrieved April 17, 2006, from Reading scores and prison growth: http://www.edu-cyberpg.com.
“[It is critical that] students who do not come from academically advantaged backgrounds [receive] systematic instruction in important academic terms.”
*Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. ASCD, Alexandria, p. 3
District Vocabulary List
Creating a Vocabulary List• Choose a list of 10 words you believe
are critical to your content area and course.
• Explore your content and grade level TEKS.
• Refine your list of 10 words you believe are critical to your content area and course.
Activity 2
Five Phases: Creating a List of Academic Terms
• Read the five phases for developing district-wide vocabulary on page 3.
• Consider your district’s status in this development process.
• What obstacles have you faced in accomplishing this task?
Handout Page 3
Activity 3
Six Steps for Building Vocabulary• Use the strips to predict the order of
the six steps for building academic vocabulary.
• Why do you think they go in the order you chose?
Six-Step Process For Teaching Academic Vocabulary*
Steps 1-3: Introduce new termSteps 4-6: Provide multiple exposures
Transformation*Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. ASCD, Alexandria, pp. 14-15
Handout Page 3
Activity 4
Interactive Lecture• Select a vocabulary word from your
content area.• Choose one that students must know
to understand a vital concept or skill.• Use this vocabulary word throughout
the explanation of the six steps.• Be prepared to share with a partner.
Six-Step Process For Teaching Academic Vocabulary*
1. Provide a description, explanation, or example of the new term.
• Use multimedia to introduce• Tell a story using the term• Integrate current events• Show a visual of the term• Text Pattern Vocabulary (Activity 5)
*Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. ASCD, Alexandria, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
1. Provide a description, explanation, or example of the new term.Monarch - One who reigns over a state or territory, usually for life and by hereditary right, often with unlimited power; one example is a king.
*Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. ASCD, Alexandria, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
2. Ask students to restate the description, explanation, or example in their own words.
Monarch – Someone who is in charge of a country
*Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. ASCD, Alexandria, pp. 14-15
Handout Page 3
2. Ask students to restate the description, explanation, or example in their own words.
• Use an analogy:A monarch is to a country asa boss is to a business.
Six-Step Process For Teaching Academic Vocabulary*
*Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary: Teacher’s Manual. ASCD, Alexandria, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
3. Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Monarch - Crown
*Building Academic Vocabulary: Teacher’s Manual, Robert J. Marzano and Debra J. Pickering, ASCD, 2005, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
Challenges:• Can’t draw• “Overdraw”• Want to copy• Trouble depicting
*Building Academic Vocabulary: Teacher’s Manual, Robert J. Marzano and Debra J. Pickering, ASCD, 2005, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks or journals.
*Building Academic Vocabulary: Teacher’s Manual, Robert J. Marzano and Debra J. Pickering, ASCD, 2005, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
• Write a sentence using monarch.• Write examples of monarchs in this unit.• Identify synonyms and antonyms.
*Building Academic Vocabulary: Teacher’s Manual, Robert J. Marzano and Debra J. Pickering, ASCD, 2005, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
5. Periodically ask students to discuss the terms with one another.
• Turn to your partner and ask him/her to explainwhat he/she thinks monarch means.
• Compare what you have learned about the wordmonarch to what your partner has learned.
• Write a question you still have about this term.
*Building Academic Vocabulary: Teacher’s Manual, Robert J. Marzano and Debra J. Pickering, ASCD, 2005, pp. 14-15
Handout Page 3
Six-Step Process For Teaching Academic Vocabulary*
6. Involve students periodically in games that allow them to play with the terms.
• Jeopardy!• Memory Matching Cards• Vocabulary Charades• Picture Notes/Pictionary• Scategories
*Building Academic Vocabulary: Teacher’s Manual, Robert J. Marzano and Debra J. Pickering, ASCD, 2005, pp. 14-15
Handout Page 3
Step Six
Games• What Is the Question? (Jeopardy!)• Vocabulary Charades• Name That Category (Pyramid)• Draw Me
(Pictionary/Win, Lose, or Draw)• Talk a Mile a Minute
(Taboo, Catch Phrase)
Handout Page 3
Next Steps
• Resources: Reading to Learn in Social Studies– Grades 6-8– Grades 9-12
• Email me: [email protected]