Transcript academic terms

We’re All Reading Teachers!
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Shift in Reading
• In grades Pre-K – 3, students are learning to
read.
• After 3rd grade, students are reading to learn.
Hence, NCLB placing such great
importance on students reading
at grade level by third grade.
Connection to State Assessments
The NASSP Bulletin (Barton,
1997) reported that 35% of all
achievement test errors were
fundamental reading errors.
Two Primary Issues:
Vocabulary
&
Comprehension
Did you know . . .
There are more than 540,000 words in
the English language . . .
. . . about five times as many as
during Shakespeare’s time.
Vocabulary
• Specialized: Specific to content
• Academic: Terms or phrases used in
curriculum, assessment, and instruction
• High Frequency: Used daily (Dolch,
Fry)
• Embellishments: Add interest and
depth to writing or speaking
Small Group Activity
• What are some of the specialized
vocabulary terms students need to
know in your class/content area?
Academic
Vocabulary
Examples from Curriculum
Arliss find 27 clovers. Then he finds 16 more
clovers. How many clovers does Arliss find in
all?
Kiku has 56 rocks. She gives Albert 38 rocks.
How many more rocks does Kiku have than
Albert?
Examples from Assessments
Lin wants to buy a $17 video game. She has $8.
How much more money does Lin need to buy
the video game?
Sam has 8 pop tabs in his pockets as he leaves
school. He picks up 7 more along the way.
How many did he have when he gets home?
Examples from Instruction
“Find the sum.”
“Add.”
“Combine.”
Examples from Instruction
“Main Idea”
“Topic Sentence”
“Thesis Statement”
Across the Content Areas
Solution
Language Arts:
Math:
Science:
Vocabulary Strategies
Word Walls— Academic & Specialized
Marzano’s Six Step Process—New Terms
Student word lists— Academic, Specialized, &
Embellishments
Marzano’s Six Steps:
Student Vocabulary Notebooks
1. Provide a description, explanation, or
example of new term.
2. Have students restate in own words in
notebook.
3. Students construct picture, symbol, or graphic
representation. [also Hill & Flynn (2006),
Classroom Instruction that Works with English
Language Learners]
Marzano’s Six Steps cont’d.
4. Students periodically engage in activities that
help them add to their knowledge of terms in
their notebooks.
5. Periodically ask students to discuss terms
with one another.
6. Involve students periodically in games that
allow them to play with the terms.
Activity
What are some academic terms you
use regularly in your classroom
curriculum, instruction, or
assessment?
How do they compare across grade
levels or classrooms?
Comprehension:
Strategies that Work
•
•
•
•
•
•
•
•
•
Identifying Similarities and Differences
Summarizing and Note taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, & Advance Organizers
Effect of Instructional Strategies
Category
Ave Effect Size
Percentile Gain
Identifying similarities and differences
1.61
45%
Summarizing and note taking
1.00
34%
Reinforcing effort and providing recognition
.80
29%
Homework and practice
.77
28%
Nonlinguistic representations
.75
27%
Cooperative learning
.73
27%
Setting goals and providing feedback
.61
23%
Generating and testing hypotheses
.61
23%
Activating prior knowledge
.59
22%
Nonlinguistic Representations
•
•
•
•
•
Graphic organizers
Pictures/pictographs
Mental pictures
Concrete representations
Kinesthetic activity
Activity
Where can you include
nonlinguistic strategies
into your classroom instruction
for reading, engaging with
text, or vocabulary?
References
Beers, S., & Howell, L. (2005). Reading Strategies for
the Content Areas: Vols. 1 & 2. Alexandria, VA:
Association for Supervision and Curriculum
Development.
Hill, J. D., & Flynn, K. M. (2006). Classroom Instruction
that Works with English Language Learners.
Alexandria, VA: Association for Supervision and
Curriculum Development.
Jacobs, H. H. (2006). Active Literacy Across the
Curriculum. Larchmont, NY: Eye on Education.
Marzano, R. J., & Pickering, D. J. (2005). Building
Academic Vocabulary: Teacher’s Manual.
Alexandria, VA: Association for Supervision and
Curriculum Development.
Marzano, R. J., Pickering, D. J., & Pollock, J. E.
(2001). Classroom Instruction that Works.
Alexandria, VA: Association for Supervision and
Curriculum Development.
Silver, H. F., Strong, R. W., & Perinin, M. J. (2007).
The Strategic Teacher: Selecting the Right
Research-Based Strategy for Every Lesson.
Alexandria, VA: Association for Supervision and
Curriculum Development.