Academic Vocabulary
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Focusing on Literacy Links
Academic Vocabulary Development Chapter 3 Pages 131 - 141
Page 127
You Have Applied Thinking Maps to Literacy Skills CHAPTER 3 LITERACY LINKS
Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary. You have modeled the use of Thinking Maps for writing across the curriculum. You have integrated the use of Thinking Maps with your students’ note taking strategies. Your students are beginning to use Thinking Maps as strategies to improve their reading comprehension.
Focusing on Academic Vocabulary Objective: •To apply Thinking Maps to strategies for Academic Vocabulary development.
Welcome and Agenda
Vocabulary Research Connections
Planning time for classroom applications.
Closure and expectations for sharing student work
Direct Vocabulary Instruction ideas using Thinking Maps
A Language for Learning Chapter 3 Pages 131-141
What is being described?
Beck, McKeown, Kucan. Bringing Words to Life: Robust Vocabulary Instruction. 2002.
Page 131
Page 131
Put Reading First
Scientifically-based research about vocabulary Instruction.
Page 132
INDIRECT VOCABULARY DEVELOPMENT When students create Thinking Maps as they read a piece of text, they are indirectly learning vocabulary because they are using academic vocabulary words in context as they develop their maps.
Page 132
INDIRECT VOCABULARY DEVELOPMENT
Page 133
INDIRECT VOCABULARY DEVELOPMENT ACTIVITY
Read the article.
Work with a partner to “map” the information from the article.
Circle the academic vocabulary in your map.
Did you learn about and use the vocabulary of the content as you made your map(s)?
Look at the maps you made from the Red Alert article on Day One.
Are there any academic vocabulary words in the maps?
Page 134
Put Reading First
Scientifically-based research about vocabulary Instruction.
“How the Brain Reads Words” Sally Shaywitz, MD
JULY 2003
Reading is NOT a natural, automatic process for the brain.
Phonemic Awareness, Phonics, Fluency, Vocabulary Development, Text Comprehension
2 1
“Overcoming Dyslexia” Time July 28, 2003
3
“Overcoming Dyslexia” Time July 28, 2003
This section of the brain helps a person vocalize words – silently or out loud. It also starts to analyze phonemes. This section is especially active in the brains of beginning readers.
This section of the brain does a more complete analysis of written words. Here they are pulled apart into their constituent syllables and phonemes, and letters are linked to the appropriate sounds.
“Overcoming Dyslexia” Time July 28, 2003
The job of this part of the brain is to automate the process of recognizing words. The more the automatic detector is activated, the better it functions. Skilled readers can breeze through print with assembly-line-like speed. “Overcoming Dyslexia” Time July 28, 2003
Acocdrnig to an elgnsih unviesitry sutdy the oredr of letetrs in a word dosen’t mttaer, the olny thing that’s iopmrantt is that the frsit and lsat ltteer of eery word is in the crcreot ptoision. The rset can be jmbueld and one is stlil able to raed the txet wiohtut dciftfuiiy.
1
Background knowledge of vocabulary is essential to developing fluency and comprehension.
2 3
Research Says… Systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.
Marzano, 2004
Page 134
RESEARCH CONNECTIONS • Students need to be exposed to a word at least six times in context to learn the meaning of the word. • Even superficial instruction of new words enhances learning those words in context. • One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.
Page 134
RESEARCH CONNECTIONS
• Direct vocabulary instruction works. • Direct instruction on words that are critical to new content produces the most powerful learning.
When students read new information and comprehension is assessed: If there is some regular vocabulary instruction:
If the direct instruction is for words that are critical to academic content:
12%ile gain 33%ile gain
Page 135
A Six-Step Process for Teaching New Terms These two steps should be Ask students to Providedone a orally with therestate teacher the description, leading the discussion. The description, explanation, or activities to be discussed in or explanation, example of the this follow-up should examplebe in their new term. ownthese words. completed only after first two steps. Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano
Create a Tree Map to identify words that are critical to academic content for several units you will be teaching this year.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Page 137
What strategies do you use to determine the meaning of a word?
Definition
Examples
Page 137
Illustration
Migration is the movement of people, animals, and things In the fall, there is a migration of birds flying south
Migration
• move away • shifting • fly south
• movement • journey • voyage
Essential Characteristics
Nonessential Characteristics
Examples
Essential Characteristics
A person seeking the legal end to slavery in the US
Nonessential Characteristics
Northerner Race Abolitionist
John Brown
Harriet Beecher Harriet Tubman Stowe Frederick Douglass
Examples
What is it? (Category)
What is it like? (Properties)
Illustrations (What are some examples?)
What is it? (Category)
What is it like? (Properties)
closed Mathematical shape Geometric shape
Plane figure
polygon
pentagon
Straight sides Twodimensional
hexagon
rhombus
Illustrations (What are some examples?)
Illustration one desk
Synonyms
Word Parts
Context clues
NOW IT IS YOUR TURN
• Look over your vocabulary list. • Create a Circle Map similar to one of the previous maps with one of your vocabulary words.
Add a Frame of Reference
Essential characteristics or examples
Illustration
Choose one word from your list.
Personal associations
Choose the 3 or 4 best ways to define your word and write each in one area of the frame.
Essential Characteristics
What are some examples?
What is it? (Category)
Non-essential Characteristics
What is it like? (Properties)
Definitions Paraphrase or Define in your own words
Word parts
Visual Representations
Related words
Personal Association or Characteristics
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
WORD PARTS
“Teaching word parts enhances students’ understanding of terms.” Robert Marzano
Page 138
Color code the different parts of the word.
Add the meaning of each part in parentheses.
Use the meaning of each part to write the definition of the whole word.
Page 138
NOW IT IS YOUR TURN
• Look over your vocabulary list. • Create a Brace Map similar to one of the previous maps with one of your vocabulary words.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Comparing Terms Classifying Terms Solving Analogy Problems Marzano, 2004
Page 139 Notice the color coding.
Comparing Enhances Meaning
A monarchy and a dictatorship are similar because they both ________________. ________________. ________________. A monarchy and a dictatorship are different because a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____.
NOW IT IS YOUR TURN • Look over your vocabulary list. • Do you have two words on your vocabulary list that are students could compare and contrast in order to better understand each word? • Choose two words and create a Double Bubble Map.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Comparing Terms Classifying Terms Solving Analogy Problems Marzano, 2004
Step 1 Select one or two academic vocabulary words that have an identifiable relationship. Create the beginning of a Bridge Map and write the relating factor.
Page 140
Step 2 Identify two words that students would know that have a similar relationship and complete the Bridge Map. Challenge students to continue to add related pairs of words.
Page 140
This second relationship will “anchor” the first pair of words.
Solving Analogy Problems
document
as
portfolio …is carried in
book backpack
…relating factor
compound elements
as
The anchor pair batter ingredients
…is a new substance made up of …relating factor
The generation of these Nonlinguistic Representations has caused the learner to elaborate on his knowledge.
RF: Provide(s) a plan for building
Power Plant
mitochondria
Dispelling misconceptions about atomic structure
NOW IT IS YOUR TURN • Look over your vocabulary list. • Do you have one or two words on your list that students could use to create a Bridge Map? • Create a Bridge Map with an “anchor” pair and one or two words from your vocabulary list.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Close your textbooks.
Vocabulary Demonstration! or . . . A Game
Let’s Practice
Things associated with EDUCATION Schools Professional Development Administration State Standards Assessment Students Success
Things associated with FOOD Grocery Store Farm Animals Aluminum Can Cardboard Box Restaurant Fruit Dieting
What is the point? Partner A: • What strategies did you use to get your partner to identify the words? • Did your strategies change during the game? Partner B: • What strategies did you use to identify the words?
Things associated with Children Playground Schoolwork Adolescence Disney World Crib Kindergarten Toys ‘R Us Maternity Ward
Things associated with Topography Plateau Mountain Bay Desert Grassland Elevation Sea level Valley
Page 141
After the game, students should record the clues, illustrations, examples that helped them guess each vocabulary word.
CLOSURE • Look over the vocabulary maps you have created. Think about how you might use these activities in your classroom. • In the next few weeks, try these ideas in your classroom.
Save your students’ work and be prepared to share their examples at our next follow-up session.
Academic Vocabulary Development Chapter 3 Pages 131 - 141
Page 127
You Have Applied Thinking Maps to Literacy Skills CHAPTER 3 LITERACY LINKS
Your students are beginning to use Thinking Maps to deepen their understanding of academic vocabulary. You have modeled the use of Thinking Maps for writing across the curriculum. You have integrated the use of Thinking Maps with your students’ note taking strategies. Your students are beginning to use Thinking Maps as strategies to improve their reading comprehension.
Focusing on Academic Vocabulary Objective: •To apply Thinking Maps to strategies for Academic Vocabulary development.
Welcome and Agenda
Vocabulary Research Connections
Planning time for classroom applications.
Closure and expectations for sharing student work
Direct Vocabulary Instruction ideas using Thinking Maps
A Language for Learning Chapter 3 Pages 131-141
What is being described?
Beck, McKeown, Kucan. Bringing Words to Life: Robust Vocabulary Instruction. 2002.
Page 131
Page 131
Put Reading First
Scientifically-based research about vocabulary Instruction.
Page 132
INDIRECT VOCABULARY DEVELOPMENT When students create Thinking Maps as they read a piece of text, they are indirectly learning vocabulary because they are using academic vocabulary words in context as they develop their maps.
Page 132
INDIRECT VOCABULARY DEVELOPMENT
Page 133
INDIRECT VOCABULARY DEVELOPMENT ACTIVITY
Read the article.
Work with a partner to “map” the information from the article.
Circle the academic vocabulary in your map.
Did you learn about and use the vocabulary of the content as you made your map(s)?
Look at the maps you made from the Red Alert article on Day One.
Are there any academic vocabulary words in the maps?
Page 134
Put Reading First
Scientifically-based research about vocabulary Instruction.
“How the Brain Reads Words” Sally Shaywitz, MD
JULY 2003
Reading is NOT a natural, automatic process for the brain.
Phonemic Awareness, Phonics, Fluency, Vocabulary Development, Text Comprehension
2 1
“Overcoming Dyslexia” Time July 28, 2003
3
“Overcoming Dyslexia” Time July 28, 2003
This section of the brain helps a person vocalize words – silently or out loud. It also starts to analyze phonemes. This section is especially active in the brains of beginning readers.
This section of the brain does a more complete analysis of written words. Here they are pulled apart into their constituent syllables and phonemes, and letters are linked to the appropriate sounds.
“Overcoming Dyslexia” Time July 28, 2003
The job of this part of the brain is to automate the process of recognizing words. The more the automatic detector is activated, the better it functions. Skilled readers can breeze through print with assembly-line-like speed. “Overcoming Dyslexia” Time July 28, 2003
Acocdrnig to an elgnsih unviesitry sutdy the oredr of letetrs in a word dosen’t mttaer, the olny thing that’s iopmrantt is that the frsit and lsat ltteer of eery word is in the crcreot ptoision. The rset can be jmbueld and one is stlil able to raed the txet wiohtut dciftfuiiy.
1
Background knowledge of vocabulary is essential to developing fluency and comprehension.
2 3
Research Says… Systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.
Marzano, 2004
Page 134
RESEARCH CONNECTIONS • Students need to be exposed to a word at least six times in context to learn the meaning of the word. • Even superficial instruction of new words enhances learning those words in context. • One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.
Page 134
RESEARCH CONNECTIONS
• Direct vocabulary instruction works. • Direct instruction on words that are critical to new content produces the most powerful learning.
When students read new information and comprehension is assessed: If there is some regular vocabulary instruction:
If the direct instruction is for words that are critical to academic content:
12%ile gain 33%ile gain
Page 135
A Six-Step Process for Teaching New Terms These two steps should be Ask students to Providedone a orally with therestate teacher the description, leading the discussion. The description, explanation, or activities to be discussed in or explanation, example of the this follow-up should examplebe in their new term. ownthese words. completed only after first two steps. Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano
Create a Tree Map to identify words that are critical to academic content for several units you will be teaching this year.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Page 137
What strategies do you use to determine the meaning of a word?
Definition
Examples
Page 137
Illustration
Migration is the movement of people, animals, and things In the fall, there is a migration of birds flying south
Migration
• move away • shifting • fly south
• movement • journey • voyage
Essential Characteristics
Nonessential Characteristics
Examples
Essential Characteristics
A person seeking the legal end to slavery in the US
Nonessential Characteristics
Northerner Race Abolitionist
John Brown
Harriet Beecher Harriet Tubman Stowe Frederick Douglass
Examples
What is it? (Category)
What is it like? (Properties)
Illustrations (What are some examples?)
What is it? (Category)
What is it like? (Properties)
closed Mathematical shape Geometric shape
Plane figure
polygon
pentagon
Straight sides Twodimensional
hexagon
rhombus
Illustrations (What are some examples?)
Illustration one desk
Synonyms
Word Parts
Context clues
NOW IT IS YOUR TURN
• Look over your vocabulary list. • Create a Circle Map similar to one of the previous maps with one of your vocabulary words.
Add a Frame of Reference
Essential characteristics or examples
Illustration
Choose one word from your list.
Personal associations
Choose the 3 or 4 best ways to define your word and write each in one area of the frame.
Essential Characteristics
What are some examples?
What is it? (Category)
Non-essential Characteristics
What is it like? (Properties)
Definitions Paraphrase or Define in your own words
Word parts
Visual Representations
Related words
Personal Association or Characteristics
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
WORD PARTS
“Teaching word parts enhances students’ understanding of terms.” Robert Marzano
Page 138
Color code the different parts of the word.
Add the meaning of each part in parentheses.
Use the meaning of each part to write the definition of the whole word.
Page 138
NOW IT IS YOUR TURN
• Look over your vocabulary list. • Create a Brace Map similar to one of the previous maps with one of your vocabulary words.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Comparing Terms Classifying Terms Solving Analogy Problems Marzano, 2004
Page 139 Notice the color coding.
Comparing Enhances Meaning
A monarchy and a dictatorship are similar because they both ________________. ________________. ________________. A monarchy and a dictatorship are different because a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____.
NOW IT IS YOUR TURN • Look over your vocabulary list. • Do you have two words on your vocabulary list that are students could compare and contrast in order to better understand each word? • Choose two words and create a Double Bubble Map.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Comparing Terms Classifying Terms Solving Analogy Problems Marzano, 2004
Step 1 Select one or two academic vocabulary words that have an identifiable relationship. Create the beginning of a Bridge Map and write the relating factor.
Page 140
Step 2 Identify two words that students would know that have a similar relationship and complete the Bridge Map. Challenge students to continue to add related pairs of words.
Page 140
This second relationship will “anchor” the first pair of words.
Solving Analogy Problems
document
as
portfolio …is carried in
book backpack
…relating factor
compound elements
as
The anchor pair batter ingredients
…is a new substance made up of …relating factor
The generation of these Nonlinguistic Representations has caused the learner to elaborate on his knowledge.
RF: Provide(s) a plan for building
Power Plant
mitochondria
Dispelling misconceptions about atomic structure
NOW IT IS YOUR TURN • Look over your vocabulary list. • Do you have one or two words on your list that students could use to create a Bridge Map? • Create a Bridge Map with an “anchor” pair and one or two words from your vocabulary list.
A Six-Step Process for Teaching New Terms Provide a description, explanation, or example of the new term.
Ask students to restate the description, explanation, or example in their own words.
Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Engage students in activities that help them add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
Involve students periodically in games that allow them to play with terms.
Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135
Close your textbooks.
Vocabulary Demonstration! or . . . A Game
Let’s Practice
Things associated with EDUCATION Schools Professional Development Administration State Standards Assessment Students Success
Things associated with FOOD Grocery Store Farm Animals Aluminum Can Cardboard Box Restaurant Fruit Dieting
What is the point? Partner A: • What strategies did you use to get your partner to identify the words? • Did your strategies change during the game? Partner B: • What strategies did you use to identify the words?
Things associated with Children Playground Schoolwork Adolescence Disney World Crib Kindergarten Toys ‘R Us Maternity Ward
Things associated with Topography Plateau Mountain Bay Desert Grassland Elevation Sea level Valley
Page 141
After the game, students should record the clues, illustrations, examples that helped them guess each vocabulary word.
CLOSURE • Look over the vocabulary maps you have created. Think about how you might use these activities in your classroom. • In the next few weeks, try these ideas in your classroom.
Save your students’ work and be prepared to share their examples at our next follow-up session.
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