Transcript Company LOGO

As quickly as possible, list
as many esoteric words
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as you can think of.
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Main Entry: es·o·ter·ic
 Pronunciation: \ˌe-sə-ˈter-ik, -ˈte-rik\
 Function: adjective
 Etymology: Late Latin esotericus, from Greek esōterikos, from esōterō,
comparative of eisō, esō within, from eis into; akin to Greek en in — more at
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in
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 Date: circa 1660
 1 a : designed for or understood by the specially initiated alone <a body of
esoteric legal doctrine — B. N. Cardozo> b : requiring or exhibiting
knowledge that is restricted to a small group <esoteric terminology>;
broadly : difficult to understand <esoteric subjects>
2 a : limited to a small circle <engaging in esoteric pursuits> b : private,
confidential <an esoteric purpose>
3 : of special, rare, or unusual interest <esoteric building materials>
 — es·o·ter·i·cal·ly \-i-k(ə-)lē\ adverb
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Example
My aunt has a home that is
full of esoteric, rare,
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world.
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Literacy Across the Curriculum
What Works to Improve Reading
Skills
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Session 7: Understanding Academic and
Technical Vocabulary
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Essential Questions:
 Why is it important for students to
improve their academic and technical
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vocabulary?
 What strategies most effectively help
students improve their vocabulary and
why are they most effective?
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How do our
students feel?
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SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14,
2009
This case revolves around convertible bond trades that
Applicants made at CIBC between August 2000 and
January 2002. Convertible bonds, as with most bonds,
provide a fixed return of principal. Unlike straight
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bonds, however, convertible bonds include a right to
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exchange the bonds for the common stock of the issuer
at a predetermined price. The price of a convertible bond
is thus directly related to the price of the underlying
stock. The convertible bond price therefore tends to rise
as the underlying stock price rises, and fall when the
underlying stock price falls.6
http://www.sec.gov/litigation/opinions/2009/34-605 06.pdf
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Better Yet
My smmr hols wr CWOT. B4, we used 2go2
NY 2c my bro, his GF & th 3 :- kids FTF.
ILNY.
It’s
a
gr8
plc
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My summer holidays were a complete waste of time.
Before we used to go to New York to see my brother, his
girlfriend and their three screaming kids face to face. I
love New York. It’s a great place.
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Vocabulary Instruction
Which vocabulary practices
should we increase and which
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practices should we decrease?
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Standards
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Increase or Decrease
 Time for reading
 Use of varied, rich text
 Looking up definitions as a single source of word
knowledge
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 Assessments that ask students for single definitions
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 Opportunities for students to hear or use words in natural
sentence contexts
 Using context as a highly reliable tool for increasing
comprehension
 Finding the word or concept that will have the biggest
impact on comprehension rather than “covering” many
words superficially
 Opportunities for inference
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Multiple Levels of Understanding
Verbal
Association
Level
*everyday use
*definitional/single contexts
*wide and varied interactive reading
*learn words as they appear in context
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Partial Concept Knowledge
*deeper level of understanding
*knowledge of multiple meaning possibilities
*explicit strategies for words integral to the story's meaning
*graphic organizers to extend definitional knowledge
Full Concept Knowledge
*deep level of understanding that includes knowledge of word families, multiple meaning,
and ways to extend definitions to applications
*ability to discriminate word from similar words
*ability to extend definition to related concepts
*explicit strategies for connecting and extending words
*opportunities for students to integrate word and concept in meaningful use
From Janet Allen’s Words, Words, Words.
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Levels of Vocabulary
Level I Words
These are words
that are used over
and over in
everyday speech.
Since they are so
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frequently used in a
variety of contexts,
virtually all children
learn them.
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Level II Words
Level III Words
Level IV Words
These are words
that are likely to
be learned only
through reading or
through instruction.
They have been
referred to as the
vocabulary of
educated persons,
as “academic
vocabulary,” and as
“instructional
vocabulary.” They
are words that are
necessary for
general success in
school.
These are words
associated with
a particular field of
study or profession.
These words make
up the technical
vocabulary or jargon
of a field.
These are words
that are
interesting but so
rare and esoteric
that they are
probably not useful
even in most
educational
environments, and
they are not
associated with a
field of study or
profession.
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Teaching Vocabulary
 What are the best ways to teach our
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kids new vocabulary or better yet, to
correctly use vocabulary that they are
already somewhat familiar with?
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Read Aloud
Description:
 The teacher reads aloud short articles, brief passages of interesting material, or
successive installments of a story, biography, or high-interest book in her subject
area
 Individual students, pairs, or small groups may also read passages aloud
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How Does it Work?
Choosing the Text:
 Explore important issues, surprising facts or experiences, or fascinating, funny, or
thought-provoking problems
 The text must be well-written, in clear, vivid language
 It must be read with expression
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If Students do the Reading:
 Provide time for them to practice
 Could use “Readers’ Theater”
 Could read into a tape recorder
From Harvey Daniels’ and Steven Zemelman’s Subjects Matter: Every Teacher’s Guide to
Content-Area Reading.
During and After Reading: Knowledge Chart
Prior Knowledge About
________________________
New Knowledge About
________________________
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From Janet Allen’s Words, Words, Words.
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After Reading: Foldables
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Foldables
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Many types
Many uses
Tactile/visual learners
Not a way to “color”—be careful
about time
Layered Look Book
•
Stack three sheets of paper with the
back sheet one inch higher than the front
sheet.
• Bring the bottom of both sheets upward
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LOGOand align the edges so that all of the
layers are the same distance apart.
• Fold the papers and crease well.
• You are ready to add content
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Miniature Matchbooks
Miniature Matchbook Directions
1. Fold a sheet of paper in half like a hot dog.
2. Cut the sheet in half along the fold line.
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3. Fold the two long strips in half like hot dogs, leaving one
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side ½ inch shorter than the other.
4. Fold the ½ inch tab over the shorter side of each strip.
5. Cut each of the two strips in half forming four halves.
Then cut each half into thirds making 12 miniature
match books.
6. (Optional) Glue the 12 small match books inside a
hamburger fold (3 rows of 4 each).
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Concept Cards
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Description of Concept Cards
Concept cards help students learn vocabulary words. They are similar to flash cards, but result in students learning more than just definitions. Concept
cards encourage students to look at words in context, study the connotations of words, and use the words in their own sentences.
Purpose for Using Concept Cards
Concept cards help students learn both general and technical vocabulary that they encounter in their readings. They encourage students to interact with
new words. This results in greater retention of the words’ meanings, as well as an enhanced ability to use the words correctly in writing.
How to Use Concept Cards
1. Identify words for concept cards. This can be done in a number of ways:
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The teacher may choose to identify words from a text for which students will make concept cards.
Students can identify new words as they read for which they will make concept cards. (The teacher may want to indicate a minimum number of words for
students to identify.)
The teacher can choose some words that he or she feels are particularly important, and then allow students to identify some of their own as they read.
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2. Write the word and the sentence from the text that introduces the word on the same side of an index card. Students do this as they read.
When they encounter a word for which they will make a concept card, they stop, write down the word and sentence on an index card, and then continue
reading. (If the teacher has identified words for students, the words should be given to students in the order in which they will appear in the text. Also
helpful would be if the teacher indicated on which page in the text the students will encounter the words.)
3. Complete the concept cards. After students have finished reading, they add the following information to the front of the concept card (where they
have written the word and sentence from the text): Superordinate Idea: This goes on the same side of the index card as the word and sentence from the
text. The superordinate idea chosen for a particular word should help the student classify or identify the word.
Students add the following information the back of the concept card where appropriate:
Definitions: Students first write their own definitions, based on their understanding of the word in context. They then check their definition by looking in a
dictionary. If they feel that a change needs to be made to their definition based on the dictionary definition, they should make that change.
Characteristics or features: If appropriate, students write down a short list of characteristics for the words. Students might write synonyms and antonyms
of a word, adjectives that describe a word, ideas associated with a word, etc.
Examples from the text and/or personal experiences: If appropriate, students provide examples of the words on their concept cards. These can be in
written or pictorial form.
Personal sentences: Students writes sentences using the words.
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Front of Card
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Back of Card
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Instead of copying definitions and
memorizing them, have students to create
a
cohesive
story
with
vocabulary
words.
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