rwl - literacy strategies

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  • 1.You said what?Breaking down the academicvocabulary Vocabulary InstructionPresentationCCSS ConferenceMarch 2012

2. Objectives: Participants will have an understandingand working knowledge of: Basic Research on Vocabulary Difference Between Academic Toolkit andAcademic Vocabulary 6 Components & Steps of AcademicInstruction Strategies to Facilitate VocabularyInstruction 3. Reasons for VocabularyInstruction Increase intelligence Ability to comprehend new info Different SES and experiences High Desert demographics haveand continue to changeawareness and need to adapt tostudents 4. Ruby Payne Fewer middleclass culturestudents- more poverty culture More students need concepts,skills, and content CREATE RELATIONSHIPS WITHSTUDENTS they NEED rolemodels 5. Impact of DirectVocabulary Instruction 6. Students knowledgeof any topic isencapsulated in termsthey know that arerelevant to the topic Marzano, 2004 7. Terms per Subject Level Math= 214 Science= 282 English= 223 History= 813 PE= 241 Arts= 90 Technology= 79 Marzano 8. Essential Vocabulary Few specific terms Can ensure all are exposed toinfo to help masterimportant academic content 9. Vocabulary knowledge is thesingle best predictor ofacademic achievement acrosssubject matter domains Kate Kinsella 10. Dont: Call on students to teach theword first- teacher definesword first and call on studentsfor examples Avoid dictionary definitions-many are explanations with theroot word 11. Academic Toolkit -Kinsella Averil Coxhead identified 570high frequency words acrosssubjects Ranked into groups 1- 10, 1 beingthe MOST frequently wordsused 12. Level 1 analyze approach area assess assumeauthority available benefit concept consistcontext constitute contract data definederive distribute economy environmentestablish estimate evident factor financeformula function income indicate individualinterpret involve issue labor legal legislatemajor method occur percent periodprinciple proceed process policy requireresearch respond role section sectorsignificant similar source specificstructure theory vary 13. Word Families-Kinsella Teach word families is critical Teach accurateDont forget accuracy Teach significantDont forget signify and significance 14. Academic Vocabulary Terms/vocabulary to be taught inspecific courses Art: line English: haiku History: lobbyist Math: slope PE: dribble Science: cell Technology: server 15. 6 Components ofSuccessful Instruction- Kinsella Advanced organizer Consistent instructional process Well organized presentation More time dedicated to importantacademic words Visuals Student written record 16. 6 Steps of VocabularyInstruction-Marzano Description, explanation, example Learner repeats in own words Illustration Activity Discuss Game 17. 1-The teacher will give a description,explanation, or example of the new term. CFU, clear up student misconceptions Ask learners to share what they alreadyknow to use this knowledge as afoundation for more learning Utilize examples, descriptions, but notdefinitions. Definitions are not arecommended method for vocabularyinstruction as they do not providelearners an informal, natural way tolearn new vocabulary 18. 2- The teacher will ask the learner to give adescription, explanation, or example of the new term in his/her own words Remind students to use their own words,CFU Re-teach if necessary Request that students record these intheir Academic Notebook. Thesenotebooks can travel with the learner ashe/she moves through each grade leveland become a compilation of vocabularyterms mastered 19. 3- The teacher will ask the learner todraw a picture, symbol, or locate agraphic to represent the new term Provides learners a nonlinguistic method ofvocabulary mastery Share examples of other learnersdrawings or allow students to work inteams to help those who complain thatcannot draw Illustrating terms through symbols,drawing the actual term, illustrating with acartoon, or drawing an example of theterm should be encouraged 20. 4-The learner will participate in activities that provide more knowledge of the words intheir vocabulary notebook Remind learners to not copy, but usetheir own words Academic Vocabulary Worksheet toassist learners in organizing theirvocabulary terms If ELL, provide an opportunity totranslate the word into their nativelanguage (BabelFish). 21. 5- The learner will discuss the term with other learners Pair-Share Strategy Inner-Outer Circle/Line Up Walk around Time-clock Appointments 22. 6- The learner will participate in gamesthat provide more reinforcement of thenew term Bingo, Twister, Fly Swat, Board Games,Roll the Dice Walk around the room and check theirwork when learners are working on theirAcademic Vocabulary Worksheet andcheck for accuracy Listen for misconceptions when learnersare playing games/activities Provide an opportunity for learners towork together 23. Strategy Ring Quick reference guide Research backed Online 24. Vocabulary Notebook Notebook or section devoted tovocabulary Establish format Be consistent Student friendly def, pictures,some application with word 25. Frayer Model 26. Concept Circles Students are given a circle; eachquarter contains a word or phrase. Students must then describe or namethe concept to which all sections relate. 27. Quadrilaterals 28. Polygons 29. Viral DiseasesMumpsRabies CommonPolio Cold 30. Dice Template at: 31. Bingo After having taught vocabulary go to the link to createmultiple BINGO game sheets and print out a class set. On narrow strips of paper, write the words used ingenerating the BINGO cards with their definitionseparately. Fold the term strips and place into a container to mix andpull from. Pass out the BINGO game sheets and chips to thestudents (have them work in pairs at first and then ontheir own). Pull a strip out and read the definition. 32. List-Group-Label Select a key concept. Have a whole group discussion about concept,show pictures illustrating concept, read a poem,play a song or read a historical document. Ask students to list all the words they can thinkof in connection with the concept. Divide the students into groups of 3 or 4. Ask them to combine their lists of words. Ask them to group all of the words intocategories and decide on labels for thecategories. 33. T.H.I.E.V.E.S. T- Title: What is the title? What do I already know? What does it haveto do with the proceeding chapter? Does it express a point of view?What do I think I will be reading about? H-Headings: What does the heading let me know? What is the topic?How can I turn this heading into a question? I-Introductions: is there an opening, perhaps italicized? Does the firstchapter introduce the chapter? Do I know anything about this already? E-Every First Sentence: Read the first sentence of every paragraph. V- Visuals and Vocabulary: Are there photos, drawings, maps, charts,or graphs? What can I learn from them? How do the captions help meunderstand the meaning? Is there a list of key vocabulary terms? Arethere important words in bold? Do I know what they mean? E- End-of-Chapter-Questions: What do the questions ask? Whatinformation is important? What information do I learn from thequestion? S- Summary: Read the entire summary at the end of the chapter if 34. Advance Organizer Have students write the title of the reading. Have students write a question for eachtitle/subtitle using detail key words BEFOREthey read, leaving room to answer the question. Detail Key Words: Who?, What?, When?, Where?, Why?, Which?, How?, How long?, How much?, How many? ** Students must use each word above oncebefore they may use it again Have them answer the questions AS they read. 35. Herringbone 36. Separate Colonist/fromJuly 4 T. England 1776 JeffersonDeclaration of Independence Continental Congress/UK Philly/abuseWrite legal their nat. 13 Coloniesdocumentrights 37. Links Tennessees Vocabulary Initiative Cherry Creek School District Technology inMarzano Strategies Guide Marzano Laboratory 38. Thanks For Coming! Anita TuckerBonnie Vigil Elizabeth Ramos