common core vocabulary engagement strategies · pdf filecommon core vocabulary engagement...

Common Core Vocabulary

Engagement Strategies

Presented by

Julie Adams, MAT, NBCT

California League of Schools

www.effectiveteachingpd.com

530-356-7140

"Prepare the child for the path, not the path for the child."

Effective Content & Academic Vocabulary Acquisition Julie Adams, MAT, NBCT

Adams Educational Consulting Stanford University New Schools, California League of Schools, National High School Association

effectiveteaching@,sbcglobal.net

Key Components 1. Consistent Instructional Presentation—Some teachers use a different strategy

to teach each word. The students do not know if the teacher is asking for a definition,

synonym, or how to use the term in a sentence. This chameleon form of instruction is

confusing and time consuming. Use a consistent and effective step-by-step process to

introduce your essential terms.

2. Well-Organized & Prepared Delivery—Do not use "on the fly or drive by"

delivery of essential terms. Be prepared with your definitions, logographic cues

(pictures), and checking for understanding questions, to ensure examples are both

accurate and relevant and to preserve instructional time.

3. Graphic Organizers/Consistent Strategies—A graphic organizer used

consistently allows the students to better focus on your presentation and identifies

what is important for them to retain for acquisition. The initial vocabulary study

chart is only the introduction; acquisition comes from consistent and explicit daily

practice using various research-based strategies throughout the week.

4. Use Visual Representations & Games—Developmentally, children and

adolescents are often visual and kinesthetic learners so using pictures is an effective

way to increase understanding. In addition, activities such as Bingo, Vocabulary

Relay or Crossword puzzles can be a refreshing and engaging way to stimulate

vocabulary acquisition.

5. Teach Both Academic & Content Vocabulary—Essential academic and content

vocabulary terms should be the focus of your vocabulary instruction; these words

produce the greatest comprehension gains in both the lesson and overall content

reading knowledge. Teachers who embark upon a lesson without preparing for

vocabulary instruction tend to spend as much time teaching unusual, low frequency

"stumblers" as they do critical words that drive overall comprehension. Teach "BIG

BANG FOR THE BUCK" words well.

Robert Marzano's 6-Step Vocabulary Process

PVVECISICIt couch y OFFIcE or EDLIcAtiori

OR DAVID LONG innid•CemySvpliondel &MA

Review and deepen understanding of already introduced terms.

Introduce words and link to prior knowledge.

• Students play with the words

6. Games

5. Discuss words

1. Explanation/ Example

• Teacher provides • No definitions • In student's own

language

Rate understanding

• Students talk with others ✓ Explain terms ✓ Compare answers ✓ Compare visuals

• Students answer: How has my understanding of this word changed? What has been added, modified? 4. Add to

knowledge

• Students re-experience the word by

✓ Classifying words ✓ Analogies ✓ Metaphors ✓ Free associations

2. Restate

• Students use own words to say

what the teachir explained

• Teacher clarifies student thinking

3. Draw

• Students translate what they wrote into a visual

Rate understanding

Purpose: Multiple exposures for deep learning of terms.

Students keep a vocabulary notebook.

limm•ERN,

Instructional Process for Effective

Vocabulary Acquisition

1. Say the word and provide part of speech.

Jubilant, adj.

2. Ask students to repeat the word.

Repeat after me, jubilant.

3. Provide a synonym or usable defmition.

Jubilant means extremely happy.

4. Provide a "show me you know" sentence and/or a logographic clue (picture/symbol).

Sentence: I love shoes, so I would be Wbilant if Macy's had a 50% off shoe sale.

Logo: (a picture of a child holding a first place trophy)

5. Ask focused questions to check for understanding.

Would you be jubilant fI assigned a 30 page essay due tomorrow? Would you be jubilant if your favorite baseball team won the World Series?

JAdams/AEC/08

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What Works and Doesn't Work in Vocabulary Instruction Jane Moore, Riverside County

• Expecting students

to learn a list of 20-25 words each week in a content area

• Expecting students to

learn only the most important words that will improve academic success

.. Numbers of words to .learn at a time

Use of dictionaries

• Looking up words in the dictionary

• Connecting words to prior knowledge

• Presenting definitions in terms of everyday knowledge

• Continuing to add to word meanings after each encounter in discussions, presentations, conversations

• Using dictionaries, such

as the Co8UILD English Language Dictionary (Collins, 1987)

• Using standard dictionaries

Types of dictionaries to use

Expanding word meaning by ...

• Relying only on the

meanings of words

• Giving examples and

nonexamples of the

word • Creating metaphors • Creating analogies • Classifying words • Introducing words as

general or specific

terms • Antonyms

• Synonyms

Using context clues

• Using context to determine meaning

•

• •

Using context to add to meaning Direct instruction Providing frames for verbs or exemplifying nouns

Writing sentences • Writing words in sentences without context

• Writing sentences that show you know

Number of exposures to a word

• Expecting students to learn words after one reading or one exercise or memorizing definitions

•

•

Repetition: encountering the word many times (6-80) Providing multiple opportunities to use the new words in reading, writing, and discussion

Roots, prefixes, suffixes

• Treating the word as a whole

• Learning common prefixes, roots, suffixes/teaching word parts

Visual representations

• Only using words to learn other words

• Using nonlinguistic representations: drawings, pictographs, graphic organizers

Games • Using only serious instructional methods

• Playing games with important vocabulary terms

F:

Academic Vocabulary List for 8th grade U.S. History 4.• , • ••• ••• ,

1. Analyze—to separate into parts and study each part

2. Contribute—to give help, money, or ideas to someone/something to make something happen

3. Debate—to share different opinions during a discussion

4. Diverse—different from others, or having many differences

5. Economy—system of money, trade, and/or labor that determines the wealth of a nation

6. Establish—to start something that will exist for a long time

7. Exploit—to treat one unfairly in order to get what one wants

8. Government—group of people that run a country

9. Infer—an opinion based on information or evidence provided

10. Legislature—an elected group of people responsible for making laws

11. Neutral—not supporting either side in an argument

12. Opposing—to strongly disagree

13. Policy—an agreed way of doing something

14. Precedent—an event that is used as a future example

15. Predict—to guess something will happen before it happens

16. Prohibit—not allowed

17. Protest—to disagree

18. Relevant--directly related to a subject

19. Revolution—a change in thought that brings about a change in structure or beliefs

20. Significant—important

J.Adams/U-Prep/05

Academic Vocabulary: Mathematics Grades 6-12

1. Factor: A number that is multiplied with another number

2. Distributive: The process of allocating an item to each member of a set

3. Deductive/Inductive: Reasoning that results in a generalization or conclusion

based upon information

4. Evaluate: To find the value of an expression

5. Expression: A statement that contains numbers and/or variables

6. Intercept: The point at which two lines intersect

7. Variable: A letter representing a value that may change

8. Function: A rule that when applied gives a predictable outcome

9. Inference: To suggest an outcome based upon observations

10. Linear: A line that has no curve is said to be "linear"

I I . Proof: An argument that offers an inescapable conclusion

12.Inverse: The value or condition of an item that has been "undone". For example,

consider two identical socks such that one sock is right-side-out and the other is

inside-out. These socks are inverses of each other.

13.Equality/Inequality: Equalities are equal. Inequalities are not equal

14.Permutation: A different arrangement

15.Probability: The measurement of how likely an event is in increments from 0%

to 100%

16. Congruence: Items that have the same measure and shape

17. Commute: To move back and forth

18.Slope: A measure of steepness

19. Coefficient: A number multiplied by a variable in an expression. The number is

the coefficient of the variable

20. System: A set of similar objects. An airport that uses several runways has a

system of runways

The Academic Word List (Averil Coxhead, 2000): a high-incidence and high-utility 500 word list

for Secondary School, Higher Education, Career

There is a very important specialized vocabulary for learners intending to pursue acodemic studies in English at the secondary and post-secondary levels. The Academic Word list, compiled by Coxhead (2000), consists of 570 word families that ore not in the most frequent 2,000 words of English but which occur reasonably frequently over o very wide range of academic texts. These 570 words ore grouped into ten sublists that reflect word frequency, and range. A word Me analyze falls into Sublist 1, which contains the most frequent

words, while the wed adjacent falls into Sublist 10 which includes the least frequent (amongst this list of high incidence and high utility words). The following ten sublists contain the headwords of the families in the

Academic Word List. In other wards, the ten sublists contain the most frequent form of the word, more often a noun or verb forin,Olthough there may be one or more important related word forms. For example, the headword analyze woUld. also include analyst, analytic, analytical and analytically in the word family.

The Academic Word List is not restricted to a specific field of study. That means that the words ore useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high utility academic word list does not contain technical words likely to appear in only one, specialized field of study such

as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English words come from Latin, French (*rough Latin), or Greek UnderstandObly, knowledge of the most high incidence and high utility academic words in English can significantly boost a studenfs comprehension level of school-based reading material. Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master -academic material with more confidence and efficiency. wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation.

Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Averil Coxbeads website: www.vuw:ac.nz/lals/div1/awl

1. analyze approach area assess aSsume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident faitor 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

2. achieve acquire administrate affect appropriate aspect assist category chapter commission community' complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate

perceive positive potential previous primary purchase range region regulate relevant reside resource restrict secure seek select site strategy survey text tradition transfer

3. alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria' deduce demonstrate • document dominate emphasis ensure exclude fund- framework illustrate .

immigrate imply initial instance interact justify layer link locate .maximize minor negate outcome partner philosophy physical proportion publish react register. rely remove scheme sequence sex shift specify sufficient task technical technique technology valid volume

(Kindle, San Francisco Statc thiversity. 8103)

9

4. access adequacy annual apparent approximate attitude attribute civil code commit communicate concentrate confer contrast cycle debate despite dimension domestic emerge error ethnic goal grant hence hypothesis implement implicate impose integrate internal investigate job label mechanism obvious occupy option output overall parallel parameter phase predict prior principal professional project

promote regime resolve retain series statistic status stress subsequent sum

summary undertake

5, academy adjust alter amend aware capacity challenge clause compound conflict consult contact decline discrete draft • enable energy enforce entity equivalent evolve expand expose external facilitate

-fundamental generate generation image liberal license logic margin mental medical modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style 'substitute sustain symbol target transit trend version welfare whereas

6. abstract acknowledge accuracy aggregate allocate assign attach •author bond brief capable cite cooperate discriminate display diverse domain edit enhance estate exceed expert explicit

federal . fee flexible furthermore gender -ignorance incentive incorporate incidence

.index inhibit initiate input instruct intelligence interval lecture migrate minimum ministry motive neutral nevertheless overseas s precede presume rational recover reveal scope subsidy tape

trace transform transport underlie utilize

7_ adapt adult advocate aid channel

chemical classic comprehensive comprise confirm contrary convert couple decade definite deny differentiate dispose dynamic equip eliminate empirical extract file finite foundation globe grade guarantee hierarchy identical ideology infer innovate insert intervene isolate

media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor survive thesis topic transmit ultimate uniqUe visible" voluntary .

8. abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity compleraent conform contemporary contradict crucial currency denote detect deviate displace drama eventual exhibit exploit fluctuate guideline highlight implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset paragraph plus practitioner predominant'

-prospect radical random reinforce restore . revise schedule tense terminate theme thereby uniform vehicle via virtual visual widespread

9. accommodate analogy anticipate assure attain -behalf cease coherent coincide commence compatible concurrent confine controversy .converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate

• medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine relax restrain revolution rigid route scenario sphere subordinate supplement suspend team'teraporary trigger unify violate vision •

10. adjacent albeit assemble collapse colleague compile conceive convince depress encounter enormous forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding odd ongoing panel persist pose reluctance so-called straightforward undergo whereby

(Kama; San Francisco State University. 8/03)

VOCABULARY WORDS. USED IN STANDARDIZED TESTING

article author belong capitalization chosen combined compare/contrast correct described directions dialogue

Grade 6 except fiction identify information main idea mainly mistake - mood multiple meaning opinion

outline reason paragraph refers (to) passage reviewing prefix section probably stanza pro d suffix publication summarize punctuation title purpose topic quotation topic sentence marks underlined

Grade 7 - 11

accurate article assumes authors purpose/attitude capitalization chart classified/class -if-lc

•ation combined oompare/contrast conclude conflict correct consist mostly of... described determine dialogue draw conclusions

•

essay events except fiction page identify interpret literary device main idea mistake mood multiple meaning notice (as in advertise.) occur opinion organization (al) outline paragraph passage pattern

phrase •pb1 prefix predicting outcomes proofread prior knowledge punctuation Purpose quotation marks refers (to)referred (to .) section sentence structure sequence setting stanza strategy

suffix summarize support (facts to support a conclusion) theme title topic sentence underlined viewpoint word usage

Prepared by Sharon Cook

II

High-Frequency Academic Language (CAHSEE & CST)

,.1. Abstract 2. According (e.g. "according to...") 3. Accurate (accurately) 4. Address 5. Affect 6. Analyze (analysis) 7. Approximate 8. Argue 9. Article 10.Assert (assertion) .11. Assess 12.Assume (assumption) 13.Category (categorize) 14.Claim 15.Classify 16.Combine 17.Compare 18.Composition 1 k- Concept 20. Conclude (conclusion) 21.Consist 22. Contrast 23. Correspond 24. Criteria 25.Derive 26.Describe 27.Details 28.Determine 29.Diagram 30.Document 31.Effect 32.Effective 33.Equivalent 34.Establish 35.Estimate 36.Evaluate 37.Evidence 38.Except (exception)

39.Excerpt 40.Express (expression) 41.Figure (e.g. "the figure below") 42.Following (e.g. "the following

diagram") 43.Formulate 44.Function 45.Heading 46.Illustrate 47.Imply 48.Indicate 49.Infer 50.Insert 51.Interpret 52.Method 53.Organize (organization) 54.Passage 55.Perspective 56.Persuasive 57.Phrase 58.Position 59.Purpose 60.Refer 61.Reference 62.Relevant 63.Represent (representation / represents) 64.Revise (revision) 65.Selection 66.Sequence 67.Solve (solution) 68.Specific 69.Statement 70.Substitution 71.Suggest 72 Summarize 73.Support ("supporting details") 74.Text 75.Value

11

This list was compiled from: • "Academic Vocabulary List" developed by Jim Burke (www.enzlishcompanion.com )

• "Testing Vocabulary" developed by McDougal Littell Language of Literature @2000 • CAHSEE & CST released questions (wwwcde.ca.govitaltglhs/resources.as0

9/18/08

DOL Sentences for

SAT 27 & 28

MONDAY 1. Pleeze keep youre contribusions related to the debate.

2. The divirse tastes in style leed to a colorfull displaye of fashion.

TUESDAY 1. He analysed the situashun he want to find the wholes in the data.

2. i contributed money to there cause their sitting a precident in helping others.

WEDNESDAY 1. The economie is based on many factors including trade interist rates and employment oportunitys.

2. The coach exployted the athletes buy providing steroids to him.

THURSDAY 1. Won can infir from the policiy that safety is important to the company.

2. The opossing candidates held a debate in the legeslature.

FRIDAY 1. The govirnemnt tried to remain nuetral on the issue.

2. Is it possible four to opposing teems to remaine neutral toward each other.

IS

"CLOZED" Passage for

SAT 27 ACADEMIC VOCABULARY

There once was a politician who tried to his ideas to the government.

Others discussed and his ideas and concluded that he was ludicrous.

The politician wanted to a system that would reward bad students for

their stupidity. He felt that this would boost his own campaign chances in addition to

boosting the ; the stupid students would be so stupid they would

their money to his campaign funds. Some parents felt this was

their student's stupidity so they asked for a more

selection of politicians to vote for. Other politicians

the situation and decided to throw their own hat into the campaign

ring and run for office against him, who do you think won?

analyze contribute debate diverse economy establish exploit

Independent Clauses

1. The teacher analyzed the situation;

2. The President established a precedent;

3. The diverse selection of flavors made one vacillate;

I LA

Yes, No, Why? SAT 27

Choose one of these sentence starters to respond to each sentence.

"Yes, this sentence makes sense because..."

"No, this sentence does not make sense because..."

1. The debate did not last long as all of the people involved quickly came to an agreement.

2. I do not like to contribute to charity, as I am a benevolent person.

3. Some companies try to exploit young people by using them to advertise their products.

4. The diverse opinions contributed to the violent protests.

5. One may choose to analyze his spending habits if he wishes to save money for a car.

6. A war would not effect the health of a country's economy.

7. The laws were established so no one would get hurt.

Guidelines for Prioritizing Words to Address from a Text (to Support Reading Comprehension and Academic Vocabulary Acquisition)

AV'

ar •

Restrict your selections to approximately 6-8 words that are critical to comprehending the reading.passage/segment you intend to cover in one lesson (e:g., one Science chapter section; a 3-page passage from a 6-page short story.)

Vocabulary Instructional Priorities:

. ✓ Choose "big idea" words that name or relate to the central concepts addressed in the passage (in subject areas outside of English Language Arts, these central lesson terms are typically highlighted by the publishe•).

• Choose high-use, widely applicable "academic tool kit" words that students are likely to encounter in diverse materials across subject areas and grade levels (e.g., aspect, compare, similar, subsequently).

✓ Choose high-use "disCiplinary tool kit" words for your subject area that you consider vital for students to master at this age and proficiency level (e.g., metaphor, policy, economic, application, species).

✓ Choose "polysemous" (multiple meaning) words that have a new academic meaning in a reading in addition to a more general,•amiliar meaning (e.g., wave (of immigrants) in U.S. History vs. a greeting or ocean wave.

✓ Identify 'additional academic words (not included in the reading selection) that students will need to know in order to engage in academic discourse about the central characters, issues and themis (especially true for literary selections).

Vocabulary Instructional Warnings:

✓ . Don't overload students by dwelling on low frequency words that your • students are unlikely to encounter in many or any academic reading contexts, especially words non-essential-to comprehending the gist of the text.

✓ Don't spend time reinforcing the meanings of words just because they appear in italics or bold face. Textbook publishers often highlight words simply

. because they are rarely used or idiomatic. Language Arts materials have the greatest tendency to focus heavily on unusual or interesting words for the most sophisticated reader, while neglecting central lesson terms and • high-utility academic words that are vital for the less proficient reader to comprehend and adeptly discuss or write about the content.

(Kate Kinsella, San Francisca State University, 6/04)

1%

Academic vs. Content Vocabulary Lesson Planning Practice

This activity is to help determine which type/s of vocabulary should be the focus of a lesson and which terms merit explicit instruction to aid comprehension and preserve instructional time.

"Academic" Vocabulary Choose "Academic" words (common terms seen in non-fiction, textbook style readings) that students should know to better understand the passage.

1. 5.

2. 6.

3. 7.

4. 8.

"Content/Lesson Specific" Vocabulary Choose terms that are important to this particular lesson or your content area that need explicit vocabulary instruction.

1. 5.

2. 6.

3. 7.

4. 8.

"Superfluous" Vocabulary Choose terms from the reading that are so rare/unique (though may be defined within the text) that extensive, explicit instruction of the definition is not necessary. 1.

2.

3.

"BIG IDEA" Vocabulary What is the "umbrella" concept/theme to be taught that would aid students' comprehension? A separate vocabulary organizer should be used to teach this essential concept. 1.

2. J.Adams/AEC/05/ref d Kinsella

1 4

C ENDANGERED • MORIBUND • EXTiNCT

US.: Most Native American languages are endangered or moribund

MEXICO: About languages are moribund ti

fr. r- .;75'

SOURCES:Atlas of the Wades Languages in Danger al Disaopearing. UMW"

•_ complete in/alma:anis not avaiksbft absence of atdes artoinereas does not Putddrind Pads 1996: Endangered Languages. by New** Mi. Because

neceurly inekane absence al imperiled kanguopes.

•s • •• • — "'- • •ie

• • • ' Kr%. 11014,-

, .Pors •

• 4111

/ 'aoa dozen'

, • * C.

. - . INDIA Relatively • . / . -

• ,.. few of the more than 1,600 languages are imperiled

• : C

C' ecr•trIci. c C c cr C • Cigeittf:

..... re'

PAPUA NEW GUINEA: 200 or more languages

. are endangered •,

BY THE NUMBERS

Languages, Disappearing and Dead

•--

The death of languages has been repeated many times in history. Localized disasters such as great floods or

warfare have played a part, but in the modem era the spread of Europeans and their diseases has greatly accelerated the destruction. Local languages may be overpowered by a met- ropolitan language, thus increasing the pressure to neglect the ancestral tongue in favor of the new one, which is seen as the kei to prospering in the dominant culture. Children may be forbidden to use their mother tongue in the dassroom, as has occurred to many groups, including the Welsh and Abo- riginal Australians. Speakers of minority languages have been forcibly relocated and combined with speakers of other languages, as happened when Africans were brought to the Americas as slaves. Practices such as these have made Native American lan9uages the most Imperiled of any on the earth.

The death of a language is not only a tragedy for those directly involved but also an irretrievable cultural loss for the world. Through language, each culture expresses a unique worldview. Thus, any effort to preserve linguistic variety im- plies a deep respect for the positive values of other cultures. For these reasons, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has taken an interest in the preservation of endangered languages and in 1996 pub- lished the Atlas ofthe World's Languages in Danger of Disap- pearing, which is the primary source of the map depicted here.

In addition to languages known to have become extinct in the past 400 years, the map shows two categories of imperil-

ment endangered, meaning those in which most children no longer learn the language and in which the youngest speak-ers are approaching middle age, and moribund, referring to languages spoken only bythe elderly. The map is incomplete, for it is impractical to study all endangered languages, partic-ularly those in remote areas. But the point is that every region, including Europe itself, is prone to languige disappearance. Languages such as Nom (once spoken in the Shetland Islands) and Manx (Isle of Man) levesuccumbed to English, whereas in France, Breton and Provençal are seriously endangered.

To save the world's languages, linguists are following a two-fold approach for moribund languages, they attempt to pre-serve vocabulary, grammar, sounds and traditions so that scholars and descendants can learn them later. Many linguists--such as Stephen A. Wurm of Australia National University, the editor of the UNESCO atlas—believe moribund languages should be given priority because they are in imminent danger.

In the case of endangered languages, linguists can give ad-vice on language maintenance and teach the language to young people. According to one estimate, about 3,000 lan-guages—half of all those now spoken—are threatened with extinction. About half of these have been adequately studied, and several hundred more may be analyzed over the next de-cade. Given the low cost of doing a solid study of an imperiled language—often well under S100,000—the worldwide effort to preserve languages would seem to be a cost-effective cul-tural investment. —Rodger Doyle (rdoyle2@aoLcorn)

SCIElinIFIC AMERICAN March 1998

News and Analysis

There are 2 main types of graphic organizers to teach vocabulary:

Concept Organizers (Semantic Maps, Analysis Maps, etc.) are used to teach one BIG IDEA concept

Vocabulary Study Charts are used to teach a set of vocabulary words

LAdains/Adams Educational Consulting/05

What is it like?

Concept-Definition Map What is it?

What are some examples?:

136 Concept-Definition Map

Concept Organizer

New Word:

Example Sentence:

Definition:

Essential Characteristics:

*

*

Synonym/s:

Examples:

*

Non-Examples:

*

Show Me You Know Sentence:

J. Adams/U-Prep/05/adapted from Kinsella

New Word:

Prefix:

Suffix:

Root/s•

Example Sentence:

Definition: Essential Characteristics:

Non-Examples:

Svnonvm/s:

Examples:

Show Me You Know Sentence:

Name

Concept Organizer

* * *

J. Adams/ABC/05/adapted from Kinsella

214

Concept Analysis Julie Adams, Adams Educ. Consulting, 2008

Definition & Sentence Antonyms

Word

Synonyms

Word Sleuth by Julie Adams, Adams Educational Consulting, 2009

Part of Speech:

Definition:

Draw a picture of what this word means:

Knowledge Rating:

4 3 2 1

Syllabicate:

WORD:

Other Forms of the Word:

Detective's Name: Sentence:

Word:

Sentence:

A Picture to remind me of this word:

Own the Word

Definition:

Word

Word Chart: Context and Connection .

What is it?

Definition:

Examples Non-Examples

I will probably find this word:

Context

I will remember this word by connecting it:

Word-to-Self Connection

CD 2006 Education OasisTh http://www.educationoasis.com May be reproduced for classroom use only.

Word

Word Chart: Examples and Characteristics

What is it?

Definition:

What is it like?

Examples

© 2006 Education Oasis"' http://www.educationoasis.com May be reproduced for classroom use only.

Non-Examples Examples

Definition:

Illustration

Word Chart What is it?

© 2006 Education OasisTM http://www.educationoasis.com May be reproduced for classroom use only.

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Mariely Sanchez www.sanchezclass.com

141

37-

E.17 Word Questioning

I think this word means...

Target word in context

It is...

It is not..

0.

uois

uaga

idw

o,

application

nonexample

0

0. L0

When, where, and under what conditions might I find

this word?

How does this word fit with othe r words and concepts

I know?

Are there parts of the word I

recognize?

What makes this an important word for me to know?

Copyright ©1999 Janet Allen, Words, Words, Words. Stenhouse Publishers.

Making Sense in Social Studies

VOCABULARY WORD MAP

Definition in Your Own Words Synonyms

Use It Meaningfully in a Sentence Draw a Picture of It

Thanks to Dibble Pottriok for design Ids..

ReadingQuest http://www.readIngquestorg 2000-2001

Raymond C. Jones donesereadIngquest.org

Name Title of Unit

Vocabulary Study Chart

Word & Rating Definition Sentence & Logo

. Before After 4 3 2 1 4321

Before After 4 3 2 1 4321

Before After 4321 4321







J .Ad ams/A EC/06

Mr. JOrdon

Modem World History

Front: Word and Rating Front: .Explanation Fold: Picture of Synonym

Before 1 2 3 4

After .

1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Before 1 2 3 4

After 1 2 3 4

Synonym/Explanation Example/Image/Showing Sentence Term

Vocabulary. Study Chart • Reading:

(Kotc Kiroelb , Son Francisco Stote University 5/03)

$4.

Vocabulary Study Chart Reading: Dealing with Bullying

Term Synonym/Explanation Example/Image/Showing Sentence

comparison, n.

.

• an examination/study of two or more things to show how

they are alike and different

• comparison shopping for a new car

• The jeep looks tiny in comparison to the

Hummer!

impact, n.

• effect or influence • image of a Big Mac and fries

• Eating a junk food diet will have a negative impact on your health.

•

intentionally, adv.

• on purpose • deliberately - something you planned to do

• He intentionally lied so the police officer wouldn't give him a ticket.

•

perspective, n.

• a way of thinking about something

- opinion, outlook, point of view

• My mother had a different perspective on the level of violence in the movie than I did.

subtle, adj. - not easy to see or notice

unless you pay very close attention

• not obvious

• I love the subtle smell of grass in the air 4 after it rains.

.

priority, n.

- something that you consider to be most important

• something that needs your attention first

• Image of a *To Do List*

• Getting a part-time job to save money for ' college is a priority for my Senior year.

characteristic, n.

• a special quality of someone or something that is typical and easy to recognize

• a trait

• Honesty and loyalty are important characteristics of a best friend.

.

to mention, v.

- to talk or write about someone or something without giving many details

, • The principal mentioned that there might be

a live band at the after-game dance instead of the usual student D.J.

. to categorize, v,

• to group or Sort • to put people, things, or ideas

into specific groups

• The athletic scholarship applications are . categorized by specific sport.

• I decided to categorize my clothes by season of the year.

to take a stand (idiom)

• to speak out

• to make it clear what you think

• image of people protesting against a war 1

• I took a stand against the new homework policy.

(Kate Kinsella Son Francisco State University 8/03)

Term Synonym/Definition Example/Image/Showing Sentence

to conclude, v.

conclusion, n.

SYN: , figure out * The teacher concluded from the

DEF: to high final exam grades that her

students had - that something is

* The teacher came to the after considering all of the

information you have

•

conclusion from her students'

that they were

ready for .

sta e n. g, SYN: : phase * A school goes through

DEF: a particular point or

time in a

several stages of before

the opening night performance.

* Babies go through many stages of that something /someone

before in the first year.

going to the next one

productive, adj.

to produce, v.

• •

SYN: hard- • * Many students are

, roductive when they have a

DEF: getting a lot done:

or

teacher.

* I feel most productive at school producing a lot

during my classes.

to tend to, v.

tendency, n.

SYN: to do * Students tend to

the night before it is due.

* Students have a tendency to DEF: to frequently do a

particular thing: to be

to do something at the end of the year.

4 '

Word Before Instruction 4 3 2

After. Instruction 3 2 • 1

(Kate Kinsella .8/03)

Vocabulary Knowledge Rating

HIGH KNOWLEDGE

LOW KNOWLEDGE

4 = I could teach it to the group. 2 = I recognize it but need a review.

3 = I am pretty sure what it means. 1 = I have no clue what it means.

Synonym/Explanation Showing Sentence/Image/Example Word

4 = I could teach it to the group. 2 = I recognize it but need a review.

3 = I am pretty sure what it means ,. 1 = I have no clue what it means.

(Kate Kinsella . 8/03)

Date: Name:

1= I have never heard of it. 3 = I know it but can't teach it. 2 = I think I know it, but am not sure. 4 = I know it and can teach it to someone!

Definition Sentence or Picture Word

Words Are Fun!

Word Before Teaching After Teaching

1 2 3 4 1 2 3 4

T.Toscano adapted from J.Adams/AciamsEducConsultmg/09•

REVERSE CROSSWORDS

1 1 P I 3P 0 15 AT I T 4 E 5 5

L

p G- R. E- t,)

E O L

6-

114

D iz

ACROSS DOWN

3.

6. 2.

.7. 4

Double Definitions (a formative assessment of concept attainment)

Instructions: In 2 or 3 sentences, define the term stereotype.

First, write a formal ''telling" definition in academic Englih for the principal of your school, using the terminology we. have learned in this lesson.

Second, write a more casual "showing" definition in everyday English for a clossmate who was absent and needs a quick, one-minute review to prepare for a quiz. Make.sure your paraphrased definition is as complete and accurate as the first definition, but adjust your language to help your classmate easily understand this lesson concept.

(Kate *nselio, San Francisco State University, 9/03)

"IN t3...C. e r Kecid -e ok.8 'te‘ ,5‘ ) e a-

v D c a-6 10-`"1. \-.)1/44

ct.‘4" - • Pick a Card, Any Card

An easy, simple-to-mike game that Roberta's students enjoy is Pick a Card, Any Card. She uses it to review key vocabulary from a passage they have just read. For simplicity's sake, Roberta always :units the cards to eleven so the game can be played in about five minutes. Here's how ;a set up the cards:

1. On each of ten cards write a vocabulary word that students should have learned from their reading.

2. On the eleventh card, put a star on one side and a definition of any one of the words c.:1 the original ten cards on the other side.

3. Now randomly write definitions of the other nine vocabulary words on the blank sides .:)f nine of the remaining ten cards. Mix up the definitions so that a definitior, is not on the same card as the vocabulary word it matches.

4. Confused? Let's recap. You should have nine cards each of which has a vo-cabulary v.Trd on one side and a definition that doesn't match it on the other.

You also should have one card with only a vocabulary word on it. And you should have another card with a definition on one side and a star on the other. (If our math hasn't failed us. that's 9 cards with words and nonmatching defi-nitions 4- 1 card with a word only + 1 card with a star and a definition = 11 cards altogether.)

You have just survived the nonfun part of this activity: figuring out our directions for a very easy task! Here's . how Roberta and her students play. Roberta circulates through .

the room asking for ten volunteers to "pick a card, any card." She keeps the card with the star and definition herself to start the game. She reads the definition and the stu-dent with the matching vocabulary word. runs to the front of the room. This student turns his/her card over and reads the definition on the other side. The student with the word that matches that definition runs to the front of the room, turns his/her card over and reads the next definition, and so forth, until all ten words have been matched with their definition.

Each time they play, Roberta uses a stopwatch and notes the time it takes to com-plete all ten words. She records the times on the board by classes, Students turn this into a friendly competition in two ways. They try to improve their own class's score each time they play, and they try to beat the times of other classes. This is a wonderful activ-

• ity for middle school students; it tunes into their natural competitiveness at this age, and it allows them to move around. It's amazing how precious seconds become as they root their classmates on. The initial times usually are about a minute and a half, with subsequent times falling below one minute. Keeping a record of scores on the board pays off_ Students ail: to review their vocabulary with this game:Roberta finds that stu-dents clamor to be chosen to play, and she allows good-natured help from classmates not holding cards.

Spending fifteen minutes preparing the cards for this game is well worth the in-vestment. The cards can be pulled out so that the five minutes left in a class can be used constructively

Studying the geography of Europe? Use names of countries and their capitals. exports. topography In the midst of a poetry unit? How about the names of the poets and their poems? And, of course, every class has a vocabulary peculiar to its subject. A chance to master that vocabulary while having fun is not to be missed!

sar4/1a4

"Substantive & Robust" Research-Based Vocabulary Acquisition Strategies

Vocabulary Study Chart & 5 Step Process-Introductory strategy to be used on first day of unit Teachers use the 5 Step Process in conjunction with the Vocabulary Study Chart to introduce students to the essential vocabulary of the week. Students use the chart as a reference for the other vocabulary activities throughout the unit.

"Cloned" Paragraphs-extremely scaffolded activity-best initial review strategy Teacher writes a paragraph using all of the essential words, then deletes the vocabulary terms and puts them in a word bank, the students use the word bank to complete the paragraph using the context clues as a guide.'

Yes, No, Why? Sentences-less scaffolded Teacher provides accurate/inaccurate sentences using the vocabulary terms and the students determine whether the sentence makes sense according to the definition and explains in a complete sentence response.

Example: I was jubilant when the officer issued me a $300 speeding ticket.

Yes, this sentence makes sense because... No, this sentence does not make sense because...jubilant means really happy or excited and I would not be happy if I received a $300 ticket.

Independent Clauses-no scaffolding-upper level thinking The teacher provides a complete sentence with the vocabulary term in it followed by a semi-colon. The student then provides another complete sentence after the semi-colon that has a synonym or example of the vocabulary word, demonstrating knowledge of the term.

The student was jubilant; he was thrilled when he earned an A on the midterm exam.

Double Definitions-no scaffolding-upper level thinking The student writes a formal definition of a term that may be used to describe a word to the principal and then writes an informal definition of the same term using slang and symbols to describe it to a friend.

Crossword Puzzles, Vocabulary Bingo & Vocabulary Relay—vocabulary games are a perfect activity to review for an exam or a great way to spend the last few minutes of a class.

J.Adams/AdamsEducConsulting/2007

FIVE ESSENTIAL Components

of Effective Vocabulary Instruction

1. Teach both Academic & Content Area Vocabulary

2. Use the 5-Step Process to teach essential words

3. Use 1-2 Concept Organizers to teach the thematic concept (umbrella) of unit

4. Use a Vocabulary Study Chart to teach the essential terms from the unit (raindrops)

5. Use 2-4 review strategies for mastery=5-10 minutes EVERY day

*Avoid drive-by vocabulary instruction of essential terms

LAthims/AriamsF4T,Consulting/06

The Role of Structured Engagement and Academic Discourse

*Create structured discussion tasks for every lesson that mediate successful application of

academic vocabulary and appropriate grammatical constructions. Don't simply toss out

oral questions and expect students to respond formally or logically. Sentence starters are

a critical scaffold for struggling students.

*Make sure that students have routine opportunities to write before speaking to increase the odds that:

*every student has the time to formulate an appropriate academic response

*every student is held accountable for engaging academically

*every student gets much needed guided practice in academic writing

*student will have a lowered "affective filter" which will foster engagement both socially and academically

Steps to Structured Engagement:

Teacher poses a question to the students

Students are given opportunity to respond in writing (scaffold by using a sentence starter)

Student shares answer with elbow partner's

Teacher selects volunteers (3-4) to share answers with class

*Tip--consider having a "Structured Engagement Journal" that students need to have in class daily to write their responses in. Collect them periodically to grade.

IF IT'S WORTH ASKING—THEN ALL STUDENTS NEED TO BE HELD ACCOUNTABLE FOR A RESPONSE!

J. Adams/AdamsEducConsulting/2006

Name

Give One Get One

'Should our government place restrictions on food (trans fats, sodium, corn syrup) sold in restaurants?

Decide whether you agree or disagree with the above question. Choose (circle) a sentence starter, then list 3-4 reasons to support your answer—stick to one opinion!

Yes, I agree because_ No, I do not agree because... 1.

2.

3.

4.

Interact with 3-4 other students and write down whether they agree/disagree and one reason to support their opinion, then share your ideas with them. Make sure you understand the idea before writing it because you may need to share it with the class.

1. Name—

2. Name—

3. Name—

4. Name—

J.Adams/AEC/2006

Sentence Starters

Prediction *I predict... *I think and *I wonder if... *If , then maybe because...

Visualize *I can picture... In my mind I see...

*I can imagine this looking like... *If I were drawing a picture of this...

Clarify *To understand better, I need to know ... *One confusing part is... *Now I understand... *This is starting to make sense because... *At first I thought , but now...

Comment *I agree/disagree with this because... *This is important because... *I like the section about... *This is interesting because... *I was surprised when... *At first I thought , but now... *This part is confusing...

Question the Text/Author *Why did... *I think the author is saying... *I wonder why... *How did this... *What would happen if... *Do you think that...

Summary *The most important part is... *The main idea is... In summary...

*The who, what, when, where, why, how of this are...

Connect to Prior Knowledge *I already know some things about this topic such as... *This reminds me of... *This part is similar to... *This is same/different than because... *This also happened to me when ... *I can relate to this because...

Partner Responses *We decided... *We agree/disagree because... *We wondered... *My partner and I thought... *Our idea is similar to/different from...because...

J.Adams/AEC/2008

Name Turn & Talk Quote Notes

1. Quote:

This quote is interesting/confusing/humorous/important because

My partner, , thinks

2. Quote:



3. Quote:



4. Quote:



5. Quote:



J.Adants/Adams Educational Consulting/06

I

* Name THINK ALOUD

Predicting, Clarifying, and Connecting to Prior Knowledge

Read sections/paragraphs:

Write 3 facts/ideas while reading:

1.

2.

3.

Complete at least two of these sentence starters:

This part was confusing/important/interesting because...

This reminds me of ...

This made me wonder...

I predict this will happen next...

**Turn & talk with your partner about what you wrote, write down one of your partner's ideas:

a

Read sections/paragraphs:

MM

IIIIIIIM

MIIIII

2.

3.

Complete at least two of these sentence starters:

This part was confusing/important/interesting because...

This reminds me of ...

This made me wonder...

I predict this will happen next...

**Turn & talk with your partner about what you wrote, write down one of your partner's ideas:

Write 3 facts/ideas while reading:

1.

J.Adams/Adarns Educational Consulting/06

Name

save the Last Word for Me

Title of Text:

Choose one quote from the text that had an impact on you. 'Rephrase the quote in your own words, then explain in 2-3 complete sentences whY

you chose it.

Quote from text:

Paraphrase (restate) the quote:

Personal 'Response to Quote: I chose this quote because...

Please use one of these sentence starters for your verbal response to your group members' quotes:

I be//eve you chose that quote because...

your quote Is interesting/funny/conmsing/thoughtprovoicing/important because...

JAdams/AEC/2ow

The "Teacher" aka the "Coach": Process, Modeling, and Strategies

Coach.es who tt:irb haie alwayS he gh-,-m a bad rap--somedmes. deseiVed, sometimes not However, coaches on their fields. of play understand what it takes. to get kids to

• learn. They believe that all kids can play their sport. They don't ranrel the season.if they lack good players. Coaches teach them all, no matter what their abilities, buildi on what there. They deserve our respect and scrutiny. We have much to learn frola them.

Every autumn since the age of ten, Roberta has played, coached, or refereed field hockey. She has observed many coaches as they structure their practices around three basic tenets, which we now include in our belief system for teaching:

• Involve students in the process of the genie.

• -Map/ how to do what the game requires: .

• Present strategies for playing the game successfully under a variety of conditions .• and variables. .

They call it coaching we call it teaching. . - Would a basketball coach ever conduct his entire practice standing behind a po-

dium, lecturir;g a new junior varsity team ("Set a pick at the top of the key'and roll off with a layup on the left. through the low post position. Go do it, and assess it on Friday at our first genie)? Certainly not. Coaches know that court time is important. - Players need time to scrimmage, to play the game, to engage iii the process of the sport •11

in order to establish the proper context for the specific skills and drills. Coaches also know that verbal- explanations are not enough. Our real basketball coach comes Oui frOm behind that lectern, movingamong the players, feinting, dribbling, shooting, and scor-ing. hi other words, he models the behavior desired so that the novices-can see how an accomplished player does it. Of course, our coach follows the explanation and model- r

F

.*-

Real 1:itinations

big with strategic information elf they block the low post position. . . . The player set-ting the pick then needs to. • -

why are we so willing to teach when we coach but so unwilling to coach yvhen

we reach? coaching is good teaching. Why should the reverse not be true? We should.

reg. laxly engage students in the real processes of reading and writing for as authpnric a '

set of purposes as passible in rmlseiloo/s; we need to engage them in playing the whole e. Then we should model, 'think aloud" for them, everydAim we ask then:up do---

showing them how we read a math text differently from a novei„ and write an essay in history differently from a personal narrative in English, how a scientist deals with in-formation on a lab report; or how studying theorem •in geometry is different from study-ing body systems in health. Finally, we need to guide our students in developing a YPrn-toir• of strategies forreaciing, writing,. studying, and retrievinginformation presaitad

to them in a wide variety of contexts. . ironic that all the above probably strikes most of us, initially, as cheating. What? •

Show them how we read, write, and think? have been led, perhaps by how we were taught,

to think that the only Valid forth of teaching is questioning. I (the teacher) ask

you (the still-lents) the question. In that act of questioning, we tell ourselves that we are teaching. But is that stance a. teaching posture or a testing posture? Much of our subconscious definition of teaching really has been a definition of testing: we tell our students to read, listen, or view information, then we ask them to answer qtiestions about it without ever equipping them with amodel and set of strategies for doing so.. ..

also ironic that when all else fails, when there truly .seems to be norhing left, • well teach. For example: Ms. As snide= have just read a portion of a text and she poses a question about it. She asks a sampling of students for the answer, and when it is not forthcoming, she calls on Jose in .the front row Jose is her "ace in the hole." He sits up front so he can hang on- her every word,. comes from a wonderful home, is as bright as . can be, and always knows the answer. Today however, even Jose seems confused. With her blood pressure rising and veins bulging in her neck, Ms. A says in a high-pitched voice, "Don't you see? Look at the way the has organized the text. The heading of this section lets you know that the main idea is so-and-so. The sidenote tells you the same thing, and the author restates it in the last sentence of the last paragraph!' Then, in abject frustration, she heads for the faculty room not to collaborate and share ideas but to Vent. When worse came to worse, what did she do? She taught. She taught the processes of learning. What would have happened if she had facilirarPd that learning in • the beginning by showing her students how the whole text was organized, if she had modeled how a mature reader would go aliout reading it, if, like the coach, she had • not left the notions of process, modeling, and strategies to chance but had incorporated them into the very being of her teadaing?- .

Is it rhraring for real teachers to teach? Ask a coach. They know how to get Idd• • to learn. Maybe the rest of us assume too mat .

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