vocabulary learning & instruction concordia university

Vocabulary Learning Vocabulary Learning & Instruction& Instruction

Concordia UniversityConcordia University

On the index card write:

• your name

• grade level or content you’ll teach

• home city and state

• 2 things you hope to learn today

ResourcesResources

Jen’s wiki– http://jenmadison.wikispaces.com/

Lenny’s wiki– http://lvermaas.wikispaces.com/

Email Jen or Lenny– [email protected]– [email protected]

TodayToday’’s Objectivess Objectives

Use research supported strategies to teach individual vocabulary directly and encourage long term retention.

Use facets of brain research to enhance student learning and promote long term memory.

Identify and experience APL strategies.

Sharing ObjectivesSharing Objectives

What: explanation and display of clear descriptions

of what students will know and/or be able to do as a result of instruction– Identify characteristics of effective vocabulary

instruction.

When: beginning of lesson (segment)

Why: requires clarity of instruction increase accurate focus and retention

TodayToday’’s Agendas Agenda

Opening activities

Priming the brain, thinking about vocabulary

Why is it important to develop vocabulary?

Eight characteristics of effective vocabulary

instruction.

A six step model from Marzano

Ways to “muck” around with words.

We pledge to…We pledge to… Have fun Avoid flat butt

syndrome Focus discussion

about what is best for kids

To let you know why we are doing what we are doing during the presentation

We also pledge to…We also pledge to… Do activities rather

than talk about them. This means we will not cover as much.

Have materials ready to use in your classroom

Not be a mile wide and an inch deep.

It is not what you cover but what your students discover.

You pledge to…You pledge to… Interrupt us with

questions, observations, comments or something you want to share.

Take care of yourself– Stand up– Use the restroom

When helping students When helping students learn we would like you to learn we would like you to pledge to…pledge to…

Have fun Avoid flat butt

syndrome Focus on what is best

for kids Let your students

know why you are doing what you are doing during class

Encourage a growth mindset vs fixed mind set

Collect Collect Index CardsIndex Cards

Why Index Cards?Why Index Cards?

Prime Brain

All students have the expectation that they may need to provide input.– Make sure students have a chance to be

successful.– Do not call on unfocused students as a

classroom management technique.

Calling on StudentsCalling on Students

“Random” Every student has opportunity to be

selected, each time. Equal distribution of student involvement Eliminates teacher bias Quick, user-friendly Can also be used for easy grouping

VariationsVariations

Cards

Sticks

Clickers

– Random generator

Talking Chips

Creating a Name TentCreating a Name Tent Fold the paper in half hamburger style.

On the open end approximately 1 inch from the bottom fold the paper to the middle or inside. (This creates the bottom.)

At the top near the fold write your first name in large letters (2 inches tall).

Leave space under your name to write one more word.

Vocabulary EmphasisVocabulary Emphasis

Vocabulary acquisition must be one of your top priorities as a teacher.

Think of a vocabulary term that describes you and be able to provide a reason.

My vocabulary word is trapezoid.

Write that term below your name.

Word PowerWord Power

2006 Nebraska Volleyball National Champions

Each Husker selected a word as a guide during the 2006 season.

Belief, Presence, Love, Fearless, Trust, Impact, Discipline, Serve, Intensity, Impact, Moxie, Passion

Jordon Larson, passion, “I want to come into every match showing the love for the game, how much I want to play it.”

Sarah Pavan, impact, “I wanted to make a bigger impact both on and off the court this year in terms of leadership and my play.”

When You See My Hand Up:When You See My Hand Up:

Raise your hand– This lets me know that you have seen my

signal.– This lets others in the room who may not be

looking at me become aware of the signal.

Finish your thoughts with your partner or group.

Wait for clarification or more directions.

Vocabulary EmphasisVocabulary Emphasis

Vocabulary acquisition must be one of your top priorities as a teacher.

Write that term below your name.

Standup, pair-up, share your words and rationale for choosing the word.

Interest CircleInterest Circle

Directions Please tell me what we are going to do

when we get started. Let’s get started. I played a musical instrument in high school. I have read a book for pleasure in the last 3

months. I am an only child. I have a close relative who is a teacher. Categories from the group

Processing Interest CircleProcessing Interest Circle

Why did we do the activity?

Goals– Provide an opportunity to get your voice in the

room– Get to know your students better

Explore learning styles

– Get up and move around

Learning is all Learning is all aboutabout

relationships.relationships.Get to know your Get to know your

students by students by asking questions.asking questions.

Students donStudents don’’t t care what you care what you

know, know, they want to they want to

know that you know that you care.care.

So why is it So why is it necessary to change necessary to change

up instruction?up instruction?

As your brain gets numb-er You get dumber.

Changing STATESChanging STATES

Change up instruction every 5-10 min. for pre-

adolescents andevery 10-20 minutes for adolescents to adults.

Thinking About ItThinking About It

Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you?

The brain needs a chance to refocus and start again.

When you stand up, blood flow to the brain increases.

Synapses or Brain BreaksSynapses or Brain BreaksJudith WillisJudith Willis

Change activates and turns on different parts of the brain.

Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time.

Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild.

Brain breaks (synapses) help to replenish.

Key PointsKey Points

Changing States Processing time Primacy-recency VAK Going Limbic Brain schematic Chunking Making sense/meaning Long term memory working memory

ResourcesResources

Eric Jensen– Teaching With the Brain in Mind– Different Brains, Different Learners

David Sousa– How the Brain Learns, Third Edition

Pat Wolfe– The Brain Matters

Robert Sylwester– How to Explain a Brain– The Adolescent Brain

Eric Jensen and the BRAINEric Jensen and the BRAIN It’s not enough to know just the right thing

to do.

Understanding why you do what you do is critical.

Most purposeful thinking means that you are a professional who makes learning an on-going part of your career.

Those who excel in this field do not do it by accident.

Eric Jensen (continued)Eric Jensen (continued) Good teachers are constant learners who want to

understand the science, the research and the rationale behind what they do.

They want to know details; when, where and how to do it.

An attorney understands the legal system, a mechanic should understand cars, as teachers we should understand learning and the brain.

Become a “brain shaper”, “neuro-cognitive surgeon”, or “sculptor”

Craft KnowledgeCraft Knowledge

Craft knowledge: the knowledge about the practice that is collected, codified, legitimated, and shared by professionals. (Burney, 2006)

Professionals in any field…Professionals in any field…

Act on the most current knowledge that defines their field.

Are client-centered and adapt to meet the needs of the individuals whom they serve.

Are results oriented. Uphold the standards of the profession in

their own practice and through peer review.

(Wiggins and McTighe, 2006)

Educational PracticeEducational Practice

We must develop and nurture a practice in our profession.

Collaboration and peer review is the model in all other professions.

We need to develop an open, collaborative system about our practice, as opposed to private practice.

Private PracticePrivate Practice

Private practice: Individual actors working in isolation. The replication of any success is unlikely

Collaborative PracticeCollaborative Practice

Collaborative Practice: Staff working under common beliefs and expectations about teaching and learning. The practices are continually open to discussion and review. The replication of success is likely.

Examples:– Important curriculum is agreed upon and

enacted in all courses.– Research based principles of instruction are

agreed upon and enacted by all staff.

Craft knowledgeCraft knowledge

Lets take a minute to record the strategies we have used to this point.– Interest circle– Think-pair-share– State changes, synapses, or brain breaks

Clock PartnersClock Partners

Cooperative learning, strategy for base partners

The teacher designates a time, the students meet, and share ideas on designated topic.

A specific time, for example 12:00 is designated as homework partner. That clock partner is responsible for getting assignments and handouts when either is absent.

For today, fill in a different partner on your clock for 12:00, 3:00, 6:00, and 9:00

Sousa, D. (2001). Sousa, D. (2001). How the Brain How the Brain LearnsLearns

The Importance of Processing The Importance of Processing TimeTime The brain needs time to create

connections and pathways to create long term memories.

The hippocampus can only hold so much.

Example of glass of water. Too much, to fast, it won’t Last.

If the rectangle below If the rectangle below represents a period of time represents a period of time when learning will occur, when learning will occur, when does the when does the best best learning learning occur? occur?

Primacy-Recency EffectPrimacy-Recency EffectSerial PositioningSerial Positioning

During a learning episode, we remember best that which comes first, second best that which comes last and least that which comes just past the middle.

(Sousa, p. 90)

Graph from How the Brain Learns by David Sousa

Amount of Prime Learning Amount of Prime Learning TimeTime 20 minute episode

– 18 prime time (90%), 2 down time

40 minute episode– 30 prime time (75%), 10 down time

80 minute episode– 50 minute time (62%), 30 down time

QuestionQuestion

Does primacy-recency apply to the school year?

If it does, how should it affect your planning?

Lets take a minute to record the strategies we have used to this

point.


Choral ResponseChoral Responsea way for all age groups to

rehearse and reinforce

Vocabulary Vocabulary Instruction and Instruction and

LearningLearning

Why? What? How?


LearningLearningWhy should I teach some words

explicitly, and what are the characteristics of effective vocabulary

instruction?

Facets ofFacets ofPurposeful Vocabulary Purposeful Vocabulary InstructionInstruction Provide rich and varied language experiences

– discussion, focused attention on words, being read to, wide and frequent reading

Teach word-learning strategies– Using context, using morphology (word parts), using a

dictionary

Foster word consciousness– Awareness, interest in words and their meanings,

understanding of communicative power of language

Teach individual words(Graves, 2006)

Why should I teach Why should I teach some words some words explicitly?explicitly?

Which reasons are most compelling to you?

What concerns or questions must be addressed?

ObjectivesObjectives

Identify the characteristics of effective vocabulary instruction.

Characteristics of Effective Direct Characteristics of Effective Direct Vocabulary Instruction Vocabulary Instruction (Marzano, (Marzano, 2004)2004)

1. Effective vocabulary instruction does not rely on definitions.

2. Students must represent their knowledge of words in linguistic and nonlinguistic ways.

3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

4. Teaching word parts enhances students’ understanding of terms.

Characteristics of Effective Direct Characteristics of Effective Direct Vocabulary Instruction Vocabulary Instruction (Marzano, (Marzano, 2004)2004)

5. Different types of words require different types of instruction.

6. Students should discuss the terms they are learning.

7. Students should play with words.

8. Instruction should focus on terms that have a high probability of enhancing academic success.

Run the Tournament:Run the Tournament:Most relevant, interesting to Most relevant, interesting to

learnlearn Use a “tournament bracket” to decide which

characteristic is most relevant or interesting.

1. Each person will receive one characteristic.2. Read yours carefully and be ready to defend your

characteristic as most relevant or interesting3. Line up the eight characteristics (randomly).4. For each pair, decide which should advance.5. Once a winner is decided, choose one

consolation characteristic from any of the other seven.

Musical CardsMusical Cards

Trade cards while the music plays.

When the music stops, partner with the person currently trading with you.

Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: Why should I teach some words explicitly?


LearningLearningHow might I introduce new words

effectively?

ADULTADULTA person who has stopped

growing at both ends and is now growing in the middle.

Just for fun!

WRINKLESWRINKLESSomething other people have similar to my character lines.

Just for fun!

DUSTDUSTMud with the juice squeezed out.

Just for fun!

YAWNYAWNAn honest opinion openly

expressed.

Just for fun!

HANDKERCHIEFHANDKERCHIEFCold storage.

Just for fun!

a SECRETa SECRETSomething you tell one person at

a time.

Just for fun!

TOMORROWTOMORROWOne of the greatest labor saving

devices of today.

Just for fun!


Describe three essential components for word introduction.

Describe Marzano’s Six Steps for introducing new words.

For the strongest possible For the strongest possible results…results… Include both definitional and contextual

information.

Involve students in active and deep processing of the words.

Provide students with multiple exposures to the word.

Review, rehearse, and remind students about the word in various contexts over time.

Involve students in discussions of the word’s meaning.

Spend a significant amount of time on the word.

(Graves, 2006)

So many words…so little So many words…so little time.time.

“Often, it will be necessary to teach words in ways that do not consume large amounts of time and do not produce the strongest possible results. In these cases, think of your initial instruction on a word as just that—initial instruction, an initial experience that starts students on the long road to learning a full and rich meaning for the word.”

(Graves, 2006, 70)

Introducing Specific WordsIntroducing Specific WordsThree EssentialsThree Essentials

1. Student Friendly Explanations– Characterize word and typical use– Explain meaning in everyday language– Emphasize critical attributes– Explore morphemes and cognates

2. Teacher-Created Contexts– Develop instructional contexts that provide strong clues to

meaning– Provide examples and non-examples

3. Active Engagement with Words– Short, lively opportunities for students to interact with

words and meanings right away and over time with feedback

(Archer & Hughes, Explicit Instruction, 2011; others!)

IMPORTANT!

Student Friendly Student Friendly ExplanationsExplanations Consider resist

– Dictionary: “to withstand the force or the effect of”

– Student-friendly: “when a person struggles or fights not to give in to something”

Teacher-Created ContextsTeacher-Created Contexts

Consider convey– Literary Context: “Of the Right Whale, the best

outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick).

– Teacher Created: The speaker was successful in conveying his message to the audience. They all heard what he said, and understood his ideas.

– Though she can’t talk much, Lily quite clearly conveyed her want for her sippy cup by shouting “bup” and pointing at the cup on the table.

3. Active Engagement with 3. Active Engagement with WordsWords

Identify Example & Non-ExamplesIdentify Example & Non-Examples Consider interior (as the central area of a

region—the area that is away from the coast, state line, or border)


Identify Example & Non-ExamplesIdentify Example & Non-Examples

Newport, OR

• Summer Lake, OR

• Ontario Municipal Airport, OR

• Umatilla National Forest, OR


Identify Example & Non-ExamplesIdentify Example & Non-Examplesleisurely or in a hurry? Taking a walk in the park

Firefighters getting to a fire

Runners in a race

Sitting and talking to friends

A dog lying in the sun

T-P-S: Think of more situations that sound leisurely.


Identify Example & Non-ExamplesIdentify Example & Non-Examplesglimpse scrutinize– Which can you do more quickly?

inspector spectator– What would you probably call every person

watching a football game?

largo ritardando – Which tells me to slow down gradually?

crater caldera– Regarding volcanoes, which is generally larger?


GenerateGenerate Example & Non-Examples Example & Non-ExamplesActivate Student Knowledge– Jake thought it would be fun to explore the interior of

Alaska. Why might you want to spend time in the interior of Nebraska?

Sentence Stems– After a trip to the coast, we traveled to the interior of the

country because _____.

Non-Linguistic Representation– Draw (or act, demonstrate, etc.) interior. Be ready to

explain how this represents the critical attributes of the word.

637 percentile pts. higher

than… …students who kept repeating definitions.


than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed…


# of studies

(Pickering, 2007, ASCD presentation)

Research on Imagery as Research on Imagery as ElaborationElaboration


Answer QuestionsAnswer QuestionsConnect with Student Knowledge– Why might someone want to spend time in the interior

of Nebraska?– Can you describe a place you know about that is located

in the interior of Nebraska?– What are the differences between how we use interior

when discussing a state, country, or region and when discussing a room or an object?


Answer QuestionsAnswer Questions

Consider Relationship to Previously Taught WordsWould you suppress a profound thought?

Would blurting out your thought be an example of indecorum?

Could a seismogram indicate an impending tsunami?

RECEPTION CHECKRECEPTION CHECK

FULL BARS…DECENT RECEPTION…DROPPED FULL BARS…DECENT RECEPTION…DROPPED CALL?CALL?


point.


Building Academic Building Academic Vocabulary: Vocabulary:

The Six-Step MethodThe Six-Step MethodMarzano, R. (2004). Building background

knowledge for academic achievement. Alexandria, VA: ASCD.

Marzano, R. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA:

ASCD.

Building Academic VocabularyBuilding Academic VocabularyA Six-Step ProcessA Six-Step Process

Learning new words representing known or unknown concepts

4. Engage students in word activities

5. Discuss words

6. Engage student “play” with words

1. Introduce word

2. Students generalize meaning

3. Students create nonlinguistic representation

(Marzano, 2004)

Massed Practice

initial word learning

Distributive Practice

all previous words

Elementary ExampleElementary Example

April Kelley, ESU 6 “reluctant”

http://voicethread.com/?#q.b1800817.i9462303

Experience & ObserveExperience & Observe

Strategy observer– What steps/processes did you observe?

Participant observer– What words, behaviors, evidence of

student learning did you notice?

Participants– What did you learn? What worked for

you? How did you feel as a learner using this strategy?

Please answer:Please answer:

Yes or No: “Staycation” is a neologism.

Rate your understanding of the word neologism.

1 I’ve never heard this word before.

2 I’ve heard this word, but I don’t really know what it means.

3I know the general meaning of this word, though I may not be able to specifically define it or use it myself.

4 Whether spoken or written, I know this word well and understand its meaning.

neologismneologism

neo (Gk, new) logos (Gk, word) -ism (noun,

distinctive condition, doctrine, system, theory)

Critical Attributesrecently coined (first used)not yet accepted as mainstream

neologismneologism or NOT?or NOT?

neologismneologism

Yes – No – Why?: “Staycation” is a neologism

Rate your understanding of the word neologism.

1 I’ve never heard this word before.

2 I’ve heard this word, but I don’t really know what it means.

3I know the general meaning of this word, though I may not be able to specifically define it or use it myself.

4 Whether spoken or written, I know this word well and understand its meaning.

Experience & ObserveExperience & Observe

Strategy observer– What steps/processes did you observe?

Participant observer– What words, behaviors, evidence of

student learning did you notice?

Participants– What did you learn? What worked for

you? How did you feel as a learner using this strategy?

Building Academic VocabularyBuilding Academic VocabularySteps 1 - 3Steps 1 - 3

Massed Practice

1. Introduce word Student friendly descriptions, examples,

explanations, images, etc. Must connect to students’ prior

knowledge


3. Students create nonlinguistic

representationCaution!

Monitor understanding carefully

May require more than one session

Caution! Monitor understanding

carefully May require more than one

session

Research on Imagery as Elaboration

637 percentile pts.

higher than… …students who kept repeating definitions.


than… …students who were using the terms in a sentence.



# of studies

(Pickering, 2007, ASCD presentation)

Building Academic VocabularyBuilding Academic VocabularyA Six-Step ProcessA Six-Step Process

Learning new words representing known or unknown concepts

4. Engage students in word activities

5. Discuss words

6. Engage student “play” with words

1. Introduce word


3. Students create nonlinguistic representation

(Marzano, 2004)

Massed Practice

initial word learning

Distributive Practice

all previous words

V A KV A KQuantum LearningQuantum Learning

VisualAuditoryKinesthetic

VAKVAK Visual

– Primary source of input– More developed in digital natives

Auditory– Coral response– Both listening and speaking

Kinesthetic– Least used– Solid, liquid, gas example


point.


GoingGoingLimbicLimbic

Emotions and the Emotions and the BrainBrain

Cerebrum (frontal lobe)

Cerebellum

Brain Stem

Limbic “System”

Center of sensory receptionvital body functions: heartbeat,

breathing, swallowing, blinking, and digesting

Emotional Areaand memories

Coordination of mov’t. The switching station for messages

from joints and muscles.

Thinking, memory, speech,

Problem solving, decision-making, muscular movement

Limbic SystemLimbic System

Related to emotions Emotions can enhance or inhibit memories Once students go “limbic” the only way out

is time.– Students are not thinking logically– Students are not in the frontal lobe– Remember the brain does not mature until mid

to late 20s

Limbic SystemLimbic System

The only thing worse than a student operating from the limbic system is a teacher and student both in the limbic system.

Don’t argue Spin and walk away When you are ready to talk reasonably let

me know.

Start Counting 5-4-3-2-1Start Counting 5-4-3-2-1

5—start finishing sentence 4—well on way to finish sentence 3—sentence is over 2—stare at people still talking 1—glare at people still talking 0—talking magically stops

Clap Your Hands Once if You Clap Your Hands Once if You Hear This (Clap)Hear This (Clap)Clap Your Hands Twice if Clap Your Hands Twice if You Hear This (Clap, Clap)You Hear This (Clap, Clap)Clap Your Hands Three Clap Your Hands Three Times if You Hear This Times if You Hear This (Clap, Clap, Clap)(Clap, Clap, Clap)


LearningLearningHow might I encourage lasting and deep understanding of important

vocabulary?


Understand the importance of distributed practice

Identify relevant strategies for classroom implementation

Building Background Knowledge for Academic Achievement

ASCD

Building Academic Vocabulary Teacher’s Manual

Robert Marzano

ASCD

Another Addition to the Another Addition to the Curriculum?Curriculum? Vocabulary is not more to teach, it is a

way to teach.

Strategies can be– doors—an obvious and direct strategy– windows—less obvious but still visible strategy– secret passageways—writing in journals,

written explanations

Creating a Creating a Personal Personal DictionaryDictionary

ASCD. (2005). Building Academic Vocabulary: ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved September 20, Student Notebook. Retrieved September 20, 2006, from 2006, from http://shop.ascd.org/productdisplay.cfm?http://shop.ascd.org/productdisplay.cfm?productid=105154eproductid=105154e

FormattingFormatting

These cards could have holes punched and be placed ring.

Individual pages could be created in a notebook.

Personal DictionaryPersonal Dictionary

Draw rectangles on a paper (oak tag) so that there are 6 to a page. If X, Y and Z are placed together 24 boxes are needed.

This page serves as the table of contents.

Two column or three column table contents pages are available on my web page.

Contents PageContents Page

These pages allow for quickly find terms that are needed.

If additional information is provided the page and be found.

Teachers can easily determine what vocabulary words the student has been recording.

Dictionary PagesDictionary Pages

Words are entered in the pages of the dictionary in the order they are encountered.

Definitions in their own words

Students should be encouraged to draw pictures, give examples and make connections to other terms.

Because additions and connections may be made in the future allow lots of room between entries.

Vocabulary MatrixVocabulary Matrix

< , >, ≤

Word Description Word Parts Related Words Visual

inequalitya relationship that is not equal

prefix: in- (not)root: equalsuffix: -ity (changes from adj to noun)

equalityequationequalinoperableinedibleintolerableindependent

jovialityindividualityneutrality

Categories, Word, Description, Word Parts, Related Words and Visual

Friday is Vocabulary DayFriday is Vocabulary Day Each student is to have a minimum of 5 new

entries each week.

Each student shares a new entry which is placed on the white boards. Definitions in the students own words are shared and other students may add to the definition.

Continue until no new words are available.

This provides an opportunity to listen for the “language of mathematics.”

DictionariesDictionaries

Looking words up is not the best way to teach a words meaning

Students may learn a definition but not understand what it means or how to use it

http://www.amathsdictionaryforkids.com/ G is for Google by David Schwartz Q is for Quark by David Schwartz

Q is for Quark A Science Alphabet Book

by David Schwartz

G is for Google A Math Alphabet Book

by David Schwartz

Developing DefinitionsDeveloping Definitions Diamond

– Definition for G is for Google. “Diamond shouldn’t be in this book. There are diamonds in rings and there are diamonds on baseball fields, but there is not diamonds in math. If you take a square and tilt it on one vertex (corner), it looks like a diamond. But it isn’t. It’s still a square. If you squeeze it a little so that it becomes pointier at two ends and less pointy at the other two ends, its not a square anymore. But it isn’t a diamond, either. It’s a rhombus. There are no diamonds in math. We put diamond in this book so you would know it doesn ’t belong here.

Strong vocabulary is built from Strong vocabulary is built from understanding what the words understanding what the words mean and using them mean and using them repeatedly in meaningful ways.repeatedly in meaningful ways.

Students need to hear or use a word correctly multiple times before it becomes a part of their vocabulary.

This means your classroom must provide multiple opportunities for students to use words because many of these words are not used in mathematical context outside of the classroom.

Massed vs. Distributed PracticeMassed vs. Distributed Practice

24 focused practices to achieve 80% competency (Marzano et.al., p. 67)

Massed Practice

Distributed Practice

Massed & Distributed Massed & Distributed PracticePractice

Week 1 Week 2 Week 3 Week 4 Week 5

Important Assumption:“Learning” implies that students can recall, understand, and use information for the long term.

A Word is Like a Suitcase A Word is Like a Suitcase BecauseBecause All things and connections are inside You fill it up over time You take it with you

Like a spider web, it is connected to many things.

Metaphors help develop understanding of vocabulary by creating connections within the brain

A Cooperative Learning A Cooperative Learning ActivityActivityLine-upsLine-ups Participants line up as to knowledge about a

topic, a value about a topic, or just for class-building information.– Your knowledge and understanding about cooperative

learning– Height, birthday (excluding year)– Value (merit pay, tolerance of an issue, etc.)

Demonstration

Line up activity Line up activity

Folding the line Split the line

Provide students with Provide students with multiple opportunities tomultiple opportunities to““MUCK AROUNDMUCK AROUND””

Students need to construct Students need to construct relationships.relationships.

Name that Concept!Name that Concept!

1. Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes.

– definitions, examples, descriptions, contexts

2. Partner B: Name the concept or component or say “pass” to move on to the next item.

Goal: Successfully communicate all items in one minute.

Words From GeometryWords From Geometry

Square Regular hexagon Sphere Congruent Cylinder Similar Proportion Google Proof

Words from AlgebraWords from Algebra

Slope Y-intercept Equation Exponent Parabola Quadratic equation Pythagorean Theorem Linear Pattern

Words From American Words From American HistoryHistory Abraham Lincoln capitalism industrialization genocide republic

Words from Language ArtsWords from Language Arts

autobiography protagonist cliché pronoun simile

TABOOTABOOHave the kids make up

the game. Pick the words and have them determine the words that can’t be used. They play the game as a study/summarizing technique.

president

Bush

White House

Republican

Washington

Lincoln

GamesGames Taboo Bingo Jeopardy Pictionary Apples to Apples Word Wall Password Charades Crosswords Word Toss

Vocabulary Clock PartnersVocabulary Clock Partners

________________

________________

________________

________________

________________

_______________

_______________

_______________

_______________

_______________

_______________

_________________

Vocabulary Clock PartnersVocabulary Clock Partners Place vocabulary words around the clock.

When the students meet with their 2 o’clock person, they begin by sharing their understanding of the word.

A similar strategy could be used with lotus notes. Place names in the concept boxes.– Label the coordinate plane

Quadrants, origin, axis ….

– Label parts of conic sections Vertex, focus, directrix, point of inflection

Inside-Outside CircleInside-Outside Circle

Pass out cards to every student, duplicate cards can be used

Number off students by 1 or 2 1’s form the outside circle, 2 form inside

circle Match up so that each person is paired

with another. Outside circle shares their word and

definition, inside circle does the same SWITCH CARDS, outside circle rotate left

Flash Card PlusFlash Card Plus

This is a spreadsheet that will create cards that can be used for– Flash cards

Could have term on one side, picture on the other

– Inside/outside circle– I have…who has….– Bingo– Jeopardy– Classify the cards into groups based on characteristics of

the word.

I Have… Who HasI Have… Who Has

I have a right triangle who has an angle that is less than 90 degrees.

Student created cards from words selected from student list.

Students practice pronouncing words, speaking clearly and learning the definitions.


point.


Head, Heart, Foot CloseHead, Heart, Foot Close

Something you thought differently about as a result of today…

Something you felt today…

Something you will do, based upon the information shared …

Play BingoPlay Bingo

Have students put the words on a bingo sheet.

Teacher reads the definition Students place beans on the words that

match the definition read by the teacher Winner says back the word and the

definition. Students use the words in a sentence.

ClassifyingClassifying

Provide students with vocabulary cards– Picture of shapes (concrete and visual)– Vocabulary words– Definitions– Any combination of the above

Have the students place cards into categories– label the categories– see how other groups classified their cards or

regroup cards using a different criteria

Create a Jeopardy BoardCreate a Jeopardy Board

Power Point Jeopardy

WhatWhat’’s My Shape (Word)?s My Shape (Word)? Place names of geometric shapes on a piece of

paper. – Square, rhombus, parallelogram, rectangle, triangle,

trapezoid, quadrilateral, hexagon Each student has one piece of paper taped on

their back. They move around the room, meet someone,

they ask one yes or no question about properties of their shape

Students may not ask is my shape a square.

Get an answer to the student’s question and answer a question from their partner.

Continue until each student has their shape identified.

Have students record– The question asked and answer– Why they asked the question– How does this effect the next question

My shape is ______ because

Children do not learn Children do not learn by doing …..by doing …..They learn by thinking, They learn by thinking, discussion, and discussion, and reflection on what they reflection on what they have done.have done.Willam Speer (NCSM)Willam Speer (NCSM)

WritingWriting

Teacher ArrestedTeacher Arrested

A public school teacher was arrested today at John F.

Kennedy International Airport as he attempted to

board a flight while in possession of a ruler, a

protractor, a set square, a slide rule, and a calculator.

Charges FiledCharges Filed

At a morning press conference, the Attorney General said he believes the man is a member of the notorious Al-gebra movement.

He did not identify the man, who has been charged by the FBI with carrying weapons of math instruction.

"Al-gebra is a problem for us," the Attorney General said. "They desire solutions by means and extremes,

and sometimes go off on tangents in a search of absolute value. They use secret code names like 'x' and 'y' and refer to themselves as 'unknowns,'

but we have determined they belong to a common denominator of the axis of medieval with coordinates in every

country. As the Greek philanderer, Isosceles used to say, 'There are 3

sides to every triangle.'"

Use of Math TermsUse of Math Terms

Follow up "If God had wanted us to have better

Weapons of Math Instruction, he would have given us more fingers and toes."

Special Vocabulary Special Vocabulary AssignmentAssignment Use 15 of the 20 terms listed above in a

meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.

Writing Using a Word BankWriting Using a Word Bank

Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.See worksheet “writing slope”

Intercept slope decreasing

Parallel constant intersection

Increasing quadrant perpendicular

Can you put that vocabulary Can you put that vocabulary word(s) in a sentence?word(s) in a sentence? Students are provided or have a list of

vocabulary words. Begin a topic of interest or relevant to the

students (curfew, athletics, famous person, movie)

Students then need to use the vocabulary words in a sentence related to the topic.

Bonus points are given for using two words in a sentence.

Another IdeaAnother Idea

Create a list of words. Students use most of the words in a

favorite genre; paragraph, story, letter, song, poem or something else.

Medium must show an understanding of the vocabulary.

This provides an opportunity for CHOICE and CREATIVITY

Concept Maps and Graphic Concept Maps and Graphic OrganizersOrganizers Show relationship between and among

terms. Strategies to identify similarities and

differences, comparing, classifying, creating metaphors, and creating analogies.

Frayer ModelFrayer Model

topic

Essential characteristics or definition in your own words.

Non-Essential Characteristics

Examples

(from own life)

Non-Examples

(from own life)

Frayer ModelFrayer Model

Prime

Definition

A whole number with exactly two divisors (factors)

2 is the only even prime

0 and 1 are not prime

Every whole number can be written as a product of primes

Examples

2,3,5,7,11,13

Non-Examples

1,4,6,8,9,10

Summarization PyramidSummarization Pyramid

Great prompts for each line: Synonym, analogy, question, three attributes, alternative title, causes, effects, reasons, arguments, ingredients, opinion, larger category, formula/sequence, insight, tools

Action Words To Jump-Start Great SummariesAction Words To Jump-Start Great Summaries

Analyze Explain Decide Between Why did Compare Contrast Identify Classify Define Retell Interpret Expand Predict Paraphrase Show Simplify Infer Formulate Suppose Invent Devise Combine Recommend Justify Choose Create Construct Examine Modify Plan Critique Evaluate Organize Interview Develop Criticize Deduce Outline Revise

Liebherk ModelLiebherk Model

Definition

Facts

Examples

Non-Examples

Illustration

WordConcept


point.


Closing-Exit CardClosing-Exit Card

Put your name at the top of the card. Chose a strategy related to vocabulary

that you want to add to your instructional repertoire.

Name the strategy. Describe the strategy/context. Explain why the strategy is good.

Turn in the card as you leave.

vocabulary learning & instruction concordia university

Documents

vocabulary term

vocabulary word

individual vocabulary

unfocused students

sure students

prime brainall students

student learning

studentsrandomevery