Transcript File - Educational Technology Integration

Building Academic Vocabulary
Through Technology
Sean Christopher & Steve Graser
CSLO/Model Schools/IRT
[email protected] / [email protected]
www2.wnyric.org/schristopher
Name
 School, Grade Level, Content
 What are you/your school currently doing
in regards to vocabulary instruction?

Dr. Bobb Darnell’s major contribution to our
workshop is……….
My PD Idol
His philosophy on staff development…..
Start Late, Take Breaks, and End
Early……
INTRODUCTORY ACTIVITY

We will introduce a topic and you will break
into three activity groups….



Create a word list of associated terms
Draw a picture of term
Discuss one of your favorite experiences with the term.
Image: courtesy Microsoft
YOUR TOPICS ARE…

The first term we will be discussing –
Summer

The second term we will be discussing-
Galeophobia
RTTT
CCLS ELA
 NYS Teaching Standards

Example…

“Carving is appropriate for most green and
blue slopes, and even some black slopes.
However, if you try to carve through
moguls, especially in packed powder or
corn snow, you're going to face-plant."
BACKGROUND KNOWLEDGE

Differences in background knowledge are
directly correlated to differences in student
achievement.
Image: courtesy Microsoft
Facts About Words/Vocabulary
There are approximately 200,000 words in
a dictionary (Does not include many
words).
 By inception to school student have heard
between 13,000-48000 and know 5,00025,000.
 Research indicates that the socioeconomic status of a family greatly impact
early vocabulary development.

More Facts
86-98% of a child’s vocabulary mimics that
of a parents/care giver
 Words heard in a hour:
Professional: 2153
Working Class: 1251
Welfare: 616

And Even More Facts
Affirmations and prohibitions:
Professional: 32:5
Working Class:12:7
Welfare/Poverty 5:11
 New words learned (Grades 1-3):
Advantaged 8/3000 Disadvantaged 2/750

Classroom Instruction Pyramid

Click HERE for the Pyramid Activity
Instructional Retention Rates
Questions to Ponder
1.
2.
How was vocabulary taught when you
went to school? In elementary school, in
middle school, in high school.
How many of your pre-service teacher
education classes focus on vocabulary
instruction?
A few more question…..
1.
2.
3.
Does your school have a required
protocol for teaching vocabulary?
Has your school developed a prioritized
list of vocabulary? If so, please explain.
Do you implement the same strategies
for vocabulary instruction in all content
areas?
Impact of Direct Vocabulary
Instruction
Research shows a student in the 50th
percentile in terms of ability to
comprehend the subject matter taught in
school, with no direct vocabulary
instruction, scores in the 50th percentile
ranking.
 The same student, after specific contentarea terms have been taught in a specific
way, raises his/her comprehension ability
to the 83rd percentile.

BUILDING STUDENTS’ VOCABULARY

Allows them to discuss academic content

Provides a foundation for them to build
new learning upon

Allows easier transfer of learning from one
subject to another
“People’s knowledge of any topic is encapsulated in the terms
they know that are relevant to the topic.”
VOCABULARY DEVELOPMENT
-Depends on an interaction between two key
factors:

The ability to process and store new
information in our fluid memory

The number and frequency of our museum
like experiences
Taken together – we are talking about background
knowledge!
What students need to learn.
1.
The meanings for most of the words in a text so they
can understand what they read.
2.
How to apply a variety of strategies to learn words
meanings. How to make connections between words
and concepts.
3.
How to accurately use words in oral and written
language.
Criteria to Consider
Has the word been introduced in previous
grade levels?
 Is this term critically important to the
content I will be teaching the entire school
year?
 Does the term have endurance and
leverage?

Generating Vocabulary Lists
Phase 1:
Make a decision regarding number of words
for each grade level/content area
What Words should I be Teaching?
1. How do I currently choose the vocabulary
words I explicitly teach?
2. How many words do I teach in a school
year for each grade level and content
area?
Phase 2
Rank order a list of words for each grade
level and content
Phase 3

Based on these lists determine how many
terms should be taught in each academic
area.
Phase 4

Generate the final list of terms in each
academic area by making additions,
deletions or other alterations.
Phase 5

Assign terms to specific grades.
THE PROCESS
Six-Steps for Teaching New Terms
•First 3 steps – introduce and
develop initial understanding.
•Last 3 steps – shape and
sharpen understanding.
Image: courtesy Microsoft
THE (6) STEP PROCESS
1.
2.
3.
4.
5.
6.
Provide a description, explanation, or example of
the new term…no definitions!
Ask students to restate the description in their
own words
Ask students to construct a picture, symbol, or
graphic that represents the term or phrase
Engage students periodically in activities that
help them add to their knowledge of the terms
they are using
Ask students to discuss the terms
Involve students in games that allow them to
play with terms
How to Teach Vocabulary





Provide direct, explicit instruction to help students learn
word meanings.
Provide many opportunities for students to read in and
out of school to encourage indirect learning of
vocabulary.
Introduce new vocabulary in multiple contexts.
Engage children in daily interactions that promote using
new vocabulary in both oral and written language.
Actively involve students connecting concepts and
words.
National Panel Report
INTEGRATING TECHNOLOGY









Visit/Meet: Virtual Field Trips, Videoconferencing
Multi-media: United Streaming, EdVideo Online,
Graphic Organizers: Kidspiration or Inspiration
Current events - make new terms applicable; MSNBC
Videos, Google News
Use photos or images: Pics4Learning, FreeFoto,
Worth1000
Website resources: Vocabulary Hangman, Free Rice
Use Smart Board Notebook Files: Example
Play with words and learn at Visuwords
Oh my! Take them there using Google Earth
Download Google Earth
INTEGRATING TECHNOLOGY

Create Word templates that students can use – 4 Square

Use pictures, symbols or graphic representations – Addition
(Kidspiration), Food Chain (Kidspiration), Climate (Word),
Frustrated (Word)

Create PowerPoint or Word templates that students can use 4 Square

Tell a story that integrates the term; Photo Story (or iPhoto for
Mac)
 Download Photo Story and Windows Media Player 10

KidPix - Create Pictures and Slideshows

Here is an example of the Jeopardy Template
THIS IS JEOPARDY!

Here is an example of the Jeopardy
Template
We have more for you….
The child comes home from his first day at
school.
Mother asks, "What did you learn today?"
The kid replies, "Not enough. I have to go
back tomorrow."
Step 1
Provide a description, explanation, or example of
the new term…no definitions!



Use video or virtual field trips
Describe your own mental pictures
Tell a story that integrates
THE (6) STEP PROCESS
Step 2
Ask students to restate the description in their own words:
•Rely on background knowledge and experience
•Use description, example, explanation of their own
•Form links between new term and those already known
THE (6) STEP PROCESS
Step 3
Ask students to construct a picture, symbol, or
graphic that represents the term or phrase.
•Allows processing of information in new modality
•Provides second processing of the information to
reinforce and deepen meaning
THE (6) STEP PROCESS
Step 4
Engage students periodically in activities that help them
add to their knowledge of the terms they are using
•An academic vocabulary notebook encourages students to
write their continuing impressions and understandings of the
word
•Encourage students to use the new term in writings and
conversation to make term familiar to student
THE (6) STEP PROCESS
Step 5
Ask students to discuss the terms
•Students can write about their understanding in the
academic vocabulary notebook
•Discuss with class understandings of the term and note
what class members have discovered about the word
THE (6) STEP PROCESS
Step 6
Involve students in games that allow them to play
with terms
•Various games will provide further exposure to the new term
•Students will gain a deeper integration of the word by its
continued review
THE (6) STEP PROCESS