vocabulary instruction
DESCRIPTION
Vocabulary Instruction. “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…” - Marzano , Building Academic Vocabulary. - PowerPoint PPT PresentationTRANSCRIPT
Vocabulary Instruction
“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…” - Marzano, Building Academic Vocabulary
Reading Vocabulary: Non-Content “Target” Words
Which words?• Multi-syllabic• Unusual / different context• Affect comprehension
When?• Before you read• During reading
Limit the number!
panoramicperpendicular
vestige
“Target Words”: non-content
Before Reading:• Say the word - repeat• Contextualize• Give a student-friendly explanation
During Reading:• Stop• Repeat pronunciation• Review quick definition
Academic Vocabulary
“Dictionary (or even book) definitions are not an effective vehicle for learning word meanings.”
- Beck, et al, 2002
Choosing Vocabulary:Use a Filter
Which words are critically important to the understanding of the subject?
Will the words generalize – be used in other times in history(or
other) courses?
Are the words a part of our everyday world & need to be internalized?
Limit th
e
number!
Teach vs. Familiarize
Teach: Familiarize:
Ch. 3, Section 1: Desert Bloom – Caravan Cities, page 52oasis noria tribeqanat Frankincense Roadpilgrimageshaikh idol suqnomad Lost City of UbarMeccaAre there any words that can be discussed, used, and revisited,
but do not need to be memorized for life-long learning?
Systematic Instruction• Step 1: Provide a description, explanation, or
example• What do they already know? • Clarify misconceptions
• Step 2: Have students restate meaning in own words• Initial understanding may be very simplistic• Allow students to check with partner
• Step 3: Have students draw a picture, symbol, or graphic to represent the term• Model, model, model!
Let’s Try These Stepswith your vocab
Vocabulary GridTerm Temp Usage Symbol
1
2
3
4
My Definition:
My Sentence:
1
2
3
4
My Definition:
My Sentence:
Vocabulary GridTerm Temp Usage Symbol
barbarian
1
2
3
4
My Definition: a person considered by others to be uncivilized; foreigners
My Sentence: The barbarians invaded the countryside, looting and burning as they moved.
monastery
1
2
3
4
My Definition: where priests lived and learned. In early times, the priests taught out of their monasteriesMy Sentence: Monasteries were a safe place for people to learn and to pray with priests.
You Try It!Practice using the Vocabulary Grid
with these words:
migrate
priest
Vocab. NotecardsVocabulary Term:
Level ofUnderstandin
g
1 2 3 4
Defined in my own words:
Symbol or picture New Information Learned:
Vocab. NotecardsVocabulary Term: Empire
Level ofUnderstandin
g
1 2 3 4
Defined in my own words:An area – usually quite large and consisting of several territories orstates - ruled by one person. This ruler is called an Emperor or Empress.
Symbol or picture New Information Learned:The Roman Empire at one time covered from Britain to Africa, and Spain to Syria. Wow
You Try It!Practice using the Vocabulary
Notecard with one of these words:
province
merchant
Systematic Instruction, cont.
• Step 4: Help students add to their knowledge of the terms• As they read• More discussions or activities that include the term
• Step 5: Have students discuss the terms together• Share & explain their grids/notecards• quiz each other – (quiz, quiz, trade / with
whiteboards)
• Step 6: Periodically play games to review• Pictionary? , “What am I?”, etc.
often-skipped
steps!
Quiz, Quiz, TradeClass “Showdown”Games (ie: Class Pictionary, $100,000
Pyramid, etc)What do you do?
Let’s Talk about a Few!