Transcript Building Academic Vocabulary

•Evolution
of CTE and literacy
•Dissect
Standards
•Review
complex texts and text-dependent questioning
•Discuss
•Explore
your complex text
academic vocabulary instruction and there
occurrence in IBA
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10-15 years ago, portfolio for all students
(CDOS driven)—Forms to fill out
About 9 years ago, Credit for English 12
started so we needed a model that
incorporated more literature with CDOS. We
had a prescriptive quarterly “technical
communications” plan (teacher
packet/student packet)—More rigor
About 5 years ago
Our goals include…
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To support students in
becoming life-long
literacy learners in the
21st century
To enable students to be
competitors in the global
economy
Shift
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- Balancing Informational & Literary Texts
– Literacy Across Disciplines (6-12)
– Text Complexity
– Text-based questions and answers
– Writing from Sources
– Academic Vocabulary
FOUR STEP PROCESS
• Students will find evidence in
text to support their answers
• Students will recognize
differences among varied texts
(i.e. textbook vs. article, or
manual)
“I do”: teacher models
“We do”: teacher leads
“You do it together “
“You do on your own”
Teacher reads complex
text aloud
Teacher model “gist
strategy”
Text-based questions,
Tier II words, Literacy
(CEI) Strategies,
Complex texts, leveled
texts, T-P-S, Venn
Diagram
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When choosing a strategy, be purposeful and
reflective
Know why
◦ Maybe the text lends itself to a particular strategy
◦ Maybe your students struggle with a specific skill
and need a scaffold
When students become
masters at utilizing
a particular
strategy…
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MOVE
ON!!!!
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They can successfully and
independently demonstrate
what you modeled
(i.e. Annotating texting,
responding to text-based
questions, writing summaries
They do this automatically (i.e.
multiplication table)
Students need a wide
variety of strategies to
pull from in order to create
a tool box
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This toolboxes affords students to access the
resources they need to be successful readers
and writers
Would you only
teach one recipe?
Would you only
teach how to
design one
hairstyle?
Would you only
teach how to
operate one
machine?
How can we find a complex text?
•Levels of meaning: literal
vs. implied
•Structure: simple vs.
sophisticated
•Language: literal vs.
figurative, familiar vs.
archaic
•Level of knowledge:
familiar vs. unfamiliar,
common vs. abstract
Readability formulas
Reading levels
•Motivation, knowledge and
experiences of the reader
•Purpose and complexity of questions/task
assigned to the reader
“Such assessments are best made by the
teachers employing their professional
judgment, experience, and knowledge of
their students and the subject.”
Common Core
State Standards
for English,
Appendix A, p. 4
Cause the reader to pay careful
attention to the text in order to
draw evidence from the text
 Can only be answered by close
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reading
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Should be worth asking
or exploring
Let’s remember to
consider the
process in which we
will “teach” a
complex text…
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http://www.sportsfeelgoodstories.com/2009
/02/26/maurice-cheeks-providesassistance-to-13-year-old-nationalanthem-singer-2003
Please remember that
students need to see
good reading and
writing in action!!!
Show them how to be a good reader and writer…h
Would you ask them
to go right to the
kitchen and bake
without
demonstrating?
Would you have your
students operate
heavy equipment
without showing
them?
Would you have
your students cut
hair without
demonstrating?
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Most children enter first grade with 6,000
words in spoken vocabulary
Students will learn 3,000 more words per
year through third grade
(Beck, McKeown, & Kucan, 2002)
Socioeconomic
vocabulary:
status has a huge impact on
◦ First grade students from higher-SES groups have twice
as many words as lower-SES children
◦ High school seniors near the top of their class know 4
times as many words as lower-performing students
◦ High-knowledge third graders have vocabularies equal
to lowest-performing 12th graders
With so many words to learn, and such a huge
vocabulary gap, how do we know which words to
teach???
(Beck, McKeown, & Kucan, 2002)
Helpful lens through which to consider
words for instructional attention
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From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan
Tier 1
•Most basic words
•Rarely require instructional attention
(baby, happy, clock)
From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan
Tier 3
•Low frequency
•Content-specific
(isotope, peninsula)
From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan
Tier 2
•High frequency for mature language users
•Found across a variety of domains
•Have a powerful impact on verbal
functioning
•Mostly found in written language
(Coincidence, absurd, fortunate)
**Instruction of Tier II words can be most productive.**
From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan
For example…
“Stuart Little, the small mouse with big parents, had
nothing on baby marsupials. Marsupials (“mar-SOUPee-ulz”) are special kinds of mammals. Even the biggest
ones give birth to babies that are incredibly small. A
two-hundred-pound six-foot mother kangaroo, for
instance, gives birth to a baby as small as a lima bean.
That’s what makes marsupials marsupials. Their babies
are born so tiny that in order to survive they must live in
a pouch on the mother’s tummy. The pouch is called a
marsupium. (Don’t you wish you had one?)”
From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud
Forest of New Guinea. Orlando: Houghton Mifflin, 2006.
For example…
“Stuart Little, the small mouse with big parents, had
nothing on baby marsupials. Marsupials (“mar-SOUPee-ulz”) are special kinds of mammals. Even the biggest
ones give birth to babies that are incredibly small. A
two-hundred-pound six-foot mother kangaroo, for
instance, gives birth to a baby as small as a lima bean.
That’s what makes marsupials marsupials. Their babies
are born so tiny that in order to survive they must live in
a pouch on the mother’s tummy. The pouch is called a
marsupium. (Don’t you wish you had one?)”
From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud
Forest of New Guinea. Orlando: Houghton Mifflin, 2006.
Tier III words are important…
…but given their limited use, how much of our
instructional time should be spent on these
words?
Let’s try another example…
“Johnny Harrington was a kind master who treated his servants
fairly. He was also a successful wool merchant, and his
business required that he travel often. In his absence, his
servants would tend to the fields and cattle and maintain the
upkeep of his mansion. They performed their duties happily,
for they felt fortunate to have such a benevolent and trusting
master.”
From a retelling of an old tale (Kohnke, 2001, p. 12)
**These are most likely to appear frequently in a wide variety of texts, and
in both written and oral language.**
•Marsupials
•Merchant
•Mammals
•Required
•Lima bean
•Maintain
•Marsupium
•Performed
•Fortunate
•Benevolent
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Importance & utility
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Instructional potential
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Conceptual understanding
(Beck, McKeown, & Kucan, 2002)
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Get a lot of bang for your buck by systematic
and purposeful teaching of vocabulary
Goal is to increase technical assessment
achievement
Let’s take a look at your
complex text…
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Using the 3 criteria…
 Why
did you choose to use the
complex text that your
brought today?
Look closely at your selected text and think
about possible vocabulary options for
instruction
List all words that are likely to be unfamiliar.
Analyze your list:
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Which words are Tier II?
Which words are most necessary for
comprehension?
Are there other words needed for comprehension?
Which words will you teach?
Which words need only brief attention?
Which will you give more elaborate attention to?
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Marzano’s Six Step Process for Teaching New Terms:
Provide a description, explanation, or example of new
term.
Ask students to restate the description, explanation, or
example in own words.
Ask students to construct a picture, symbol, or graphic
representing term.
Engage students periodically 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.
From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J.
Pickering
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Marzano’s Six Step Process for Teaching New Terms:
Provide a description, explanation, or example of new
term.
Ask students to restate the description, explanation, or
example in own words.
Ask students to construct a picture, symbol, or graphic
representing term.
Engage students periodically in activities that help them
add to their knowledge of the terms in their notebooks.
Steps 1-3:
Periodically ask students to discuss the terms with one
another.
to introduce word and
Involve students periodically
in games that allow them
develop
to play with terms.understanding
From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J.
Steps 4-6:
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Marzano’s Six Step
Processstudents
for Teaching New Terms:
to provide
Provide a description,
explanation,
with
multiple or example of new
term.
exposures
Ask students to restate the description, explanation, or
example in own words.
Ask students to construct a picture, symbol, or graphic
representing term.
Engage students periodically 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.
From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J.
1. Provide a description, explanation, or
example of new term.
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Determine students’ background knowledge
Help them build an initial understanding of term
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Introduce experiences that provide examples
Tell a story integrating the term
Use video or images
Use current events to make term applicable to
something familiar
Describe your own mental pictures
Find or create pictures that exemplify the term
Not a definition—more natural place for learning a
new term
2. Ask students to restate the description,
explanation, or example in own words.
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Don’t copy, but construct own descriptions,
explanations, or examples
Ensure lack of major errors
Record in academic or vocabulary notebook
3. Ask students to construct a picture, symbol, or
graphic representing term.
 Forced to think about term in a different way
4. Engage students periodically in activities
that help them add to their knowledge of
the terms in their notebooks.
 Understanding deepens over time if students
continuously reexamine their understanding of a given
term
 Provide opportunities to add to or revise academic
notebook entries
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Identify a synonym or antonym
Draw an additional picture or graphic
List related words
Write brief cautions or reminders of common confusions
Highlight a prefix or suffix that will help in remembering
meaning
5. Periodically ask students to discuss the terms
with one another.
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Interacting with other people about what we learn
deepens understanding for all involved
Encourage students to help each other identify and clear
up misconceptions or confusion
6. Involve students periodically in games that allow
them to play with terms.
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Keep new terms at forefront of students’ thinking
Reexamine understanding of terms
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WORD-O
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Taboo
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Word Wall
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Talk a mile a minute
W
O
R
D
O
magnificent
category
plunged
soared
disheartenin
g
Slimy
Present
Free
Space
Tier one
engage
Tier two
Saunter
brisk
conclude
Tier three
Get your partner to say a certain word
without using the “taboo” words associated
with it.
Example:
SNOW
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TABOO words: white, ski, shovel, winter, flake,
angel, man, outside, ground, rain
Which word…
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is an antonym for ________?
•is
a simile for ______________?
•describes
types of __________?
Flashlight, flashlight ,
what’s that word?
◦ Shine the light on a
vocabulary word
◦ Student says the word
and tells what it means
◦ Student gives an example
using that word
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Pick a partner
The person “giving” the clues needs to face
the screen
The person “receiving” the clues needs to
have their back to the screen
You can tell them the category
You need to see how many items you can get
your partner to get in one minute
Things associated with the CCLS –in general
National Initiative
Rigor
College and Career Readiness
Global Competitiveness
Anchor Standards
Vertical Progression
Literacy
Specific to Reading Standards
Academic vocabulary or (Tier II words)
Non-fiction
Complex texts
Text-dependent questions
Evidence from text
Literacy in the content areas
Close reading
Chunking the texts
Specific to Writing Standards
Arguments
Informational
Research
Summative Task/Assessment
Formative Assessment
Persuasive
And just for our
CTE teachers…
Things associated with industry
Architecture
OSHA
Technology
Engineering
Manufacturing
Construction
Tools
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Shawna–
◦ Cindy
◦ Laurie P
◦ Jim Payne