Transcript January 18 LITERACY CONFERENCE 1

LEADERS IN LITERACY
CONFERENCE
LITERACY-BASED DISTRICT-WIDE
PROFESSIONAL DEVELOPMENT
Aiken County Public School District
January 15, 2016
LEADERS IN LITERACY
CONFERENCE
Beth Burckhalter
[email protected]
Margaret Fisher
[email protected]
Objective/Outcomes
•Teachers will enhance
mathematical comprehension
through building strong
vocabulary techniques
Essential Question
•How can using different
vocabulary techniques
enhance mathematical
comprehension?
Anticipation Guide
On the first line answer true or false before the discussion and on the second line
answer true or false after the discussion. If false, make the statement true.
1. ___, ____ According to Reehm & Long, mathematical texts present more
concepts per word, sentence, and paragraph than any other content-area text.
2. ____, ____There is little vocabulary achievement gap between middle/upper
income students and students from homes in poverty.
3. ____, ____ According to the National Institute of Health, a child from a family
at or below the poverty line hears the same amount of words per hour as a
child form a middle income family.
4. ____, ____ Van De Walle is the father of the concept attainment model.
5. ____, ____ When using the concept attainment model, the concept is given to
the students at the beginning of the strategy.
Why Math Vocabulary Is So Important
• It has been noted “that mathematical texts present more concepts per
word, sentence, and paragraph than any other content-area text”. (Reehm
& Long, 1996)
• Mathematics has a vocabulary of its own. Yet mathematical words may be
part of everyday language but have a different meaning. For example, the
words mean, median, mode, difference, and product all have unique
meanings when used in mathematical context.
One of the greatest reasons for the achievement gap between middle/upperincome students and students from homes in poverty lies in their vocabulary
differences. These vocabulary deficiencies appear very early and increase
over time unless there is focused vocabulary instruction. Vocabulary should
always be taught in context.
Language Development & Potential Impact of
Kindergarten
• A child from a family at or below the poverty line hears 600-700
words per hour at 12-18 months old (K=5000 words)
• A child from a middle income family hears 1200-1300 words per
hour at 12-18 months old (K = 9000 words)
• A child from an upper income family hears 2900-3100 words per
hour at 12-18 months old (K = 15,000-20,000 words)
(National Institute of Health, 1999)
Word Splash
Immerse
Independent
Strategies
Connections
Developing Strong
Vocabulary
Multiple
Experiences
Long-lasting learning
Sources
Suggestions for developing a strong
vocabulary in content areas
• Immerse students in words.
• Encourage students to be active in making connections between
words and experiences.
• Encourage students to personalize word learning.
• Build on multiple sources of information.
• Help students control their learning.
• Aid students in developing independent strategies.
• Assist students in using words in meaningful ways; meaningful use
leads to long-lasting learning.
Knowing a Word is More than a Definition
• Looking up words in the dictionary is not effective for helping
students learn new words. (Scott & Nagy, 1997)
• Teaching students only formal definitions does not improve
comprehension. (Baumann & Kame’enui, 1991; Stahl & Fairbanks,
1986)
Several Ways to Incorporate Vocabulary
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Word Splash
Anticipation Guide
Reflections
Explanations of Concepts
Discussions
Partners work
Writing activities used
within context
• Error Analysis
• KWL
• Problem-Solving
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Anchor Charts
Think-Pair-Share
Graphic Organizers
Booklets
Rating Scales
Self-Evaluation
Exit tickets
Bellringers
Concept Attainment
Foldables
Concept Attainment
What is it?
• It is a process that allows students to make connections
and recognize patterns by searching for and identifying common
characteristics. This model was developed by Jerome Bruner and his
colleagues.
• Students are presented with examples and nonexamples.
• The data set is the collection of items that the teacher
chooses for the students to investigate.
• The attribute is the common factor in the data set.
Concept Attainment
Why do we do it?
Concept attainment “invites the brain to find patterns.” Rather than
memorizing “the what”, they understand “the why”, and this helps
them to think in more complex ways.
They can move beyond knowledge and into application and inquirybased learning more easily if they are able to understand the concepts
on a deeper level.
Muff Activity (See next slide.)
This data set encourages students to look for attributes in a fun way.
Can you identify the attributes of a Muff?
(Remember, color doesn’t matter!)
• How could we use a Frayer model to demonstrate
that we understand what a “Muff” is?
Concept Attainment
How could we use a Frayer model to
demonstrate that we understand what
a “Muff” is?
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Muff
Nonexamples
Anticipation Guide
On the first line answer true or false before the discussion and on the second line
answer true or false after the discussion. If false, make the statement true.
1. ___, ____ According to Reehm & Long, mathematical texts present more
concepts per word, sentence, and paragraph than any other content-area text.
2. ____, ____There is little vocabulary achievement gap between middle/upper
income students and students from homes in poverty.
3. ____, ____ According to the National Institute of Health, a child from a family
at or below the poverty line hears the same amount of words per hour as a
child form a middle income family.
4. ____, ____ Van De Walle is the father of the concept attainment model.
5. ____, ____ When using the concept attainment model, the concept is given to
the students at the beginning of the strategy.
Outcome
•Today we will implement a variety of
strategies to teach mathematical
vocabulary in the classroom.
Word Wall
• “I have found few Word Walls that are successful if they are prepared
in the absence of teaching and learning. You will want your Word Wall
to be a living part of the classroom with new words being added each
day as they are encountered and taught.” (Allen 2007)
Interactive Activities using Word Walls
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1. Flashlight Definitions
2. Table Tennis
3. Fact or Fib
4. Mix-n-Quiz
5. Mystery Word
6.Missing Word
7. Mind Reader
8. 20 Questions
9. Circle Up
10. Connect
Headbands
To play:
1. Write vocabulary from lesson on sentence strips.
2. Have a student come to the front of the class.
3. Place the sentence strip on the students forehead without them
seeing the word.
4. The class gives clues to the student about the word.
5. The student must guess the word from the clues.
Brainstorming Vocabulary
Let’s Try It……
Consider upcoming units or lessons –
Perhaps it’s a foundation for new learning, or simply a
concept that is crucial to their development as learners.
Please take a few minutes to brainstorm vocabulary words you would want to use
in upcoming lessons.
Developing Anchor Charts
• Split into grade level groups
• Pick your favorite vocabulary building technique
• Create anchor charts to take back to your classroom
Content Map and Gallery Walk
• http://www.bing.com/videos/search?q=math+concept+attainment+y
outube&view=detail&&mid=33BECA56F897D96FFC0F33BECA56F897
D96FFC0F
Websites for Math Graphic Organizers
• www.dgelman.com/graphicorganizers
• http://www.cobbk12.org/Cheathamhill/LFS%20Update/Graphic%20O
rganizers.htm
• http://www.teacher-support-force.com/math-teachingstrategies.html
• http://curriculum.austinisd.org/math/elem/resources/general/M_el_
res_acVocabBridge.pdf
Exit Ticket
•What was your favorite vocabulary
technique and how will you implement
this in your classroom?
LEADERS IN LITERACY
CONFERENCE
Beth Burckhalter
[email protected]
Margaret Fisher
[email protected]