Transcript Concept Maps

Welcome to Session 3
EDUC 645- MA Teacher Leader
Practicum in Academic Literacy
Today’s AGENDA
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Quiz #2 (10 Points)
JPA
Gallery Walk – first six presentations
Increasing Vocabulary Knowledge: Part 2
• Academic Word Wall Activities (25)
• Concept Maps
• 6 degrees of separation game
• Frayer Model
• SFA- Semantic Feature Analysis
• Blogs
CAP #2 Poster Session: & Evaluations
CAP #3 Discussion
Improving Comprehension: Part 1
February 2, 2013
Joint Productive Activity (JPA)
• Norms for student participation & evaluation
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Joint Productive Activity (JPA):
Read, Teach, Demonstrate
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Time Limit: 30 minutes
Task: In your group, do the following
Appoint a time keeper to keep you on task.
Read your assigned article, then decide what the most
important “take-aways” are for teachers
• Plan a five-minute teaching-demonstration for the
class. Materials are available. Use examples.
• Evaluate each group member using the form provided.
This is anonymous, so give Dr. Cooter your folded peer
evaluation.
• Teach your five minute lesson to the class and give them
a copy of the article when you are done.
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CAP # 2 Poster Sessions
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Sara Hayden
Elizabeth Steinert
Jennifer Riggs
Jessica Mock
Sara Hardy
Jackie Atkins
Melissa Mastin
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K–W–L
(CREDE: a “Language & Literacy” activity)
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FYI… Two K-W-L Alternatives
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WHY ACADEMIC WORD WALLS (AW2 )?
AW2 can help teachers accomplish the following:
 increase students’ retention of new words,
 improve their comprehension of assigned
readings, and
 boost writing performance on state tests and
other measures.
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WHY DO WE NEED AW2?
Vocabulary study can be an effective means of improving
students comprehension, but…
…reading comprehension is not affected when students
are provided word definitions alone.
…reading comprehension is not affected when methods
are used that provided two or less meaningful
exposure to words.
Stahl, S.A, & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of
Educational Research, 56, pp. 72-110.
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DICTIONARY DEFINITIONS CAN
CONTAIN UNFAMILIAR
VOCABULARY…
Agriculture: the science or
occupation of cultivating the soil,
producing crops, and raising
livestock.
-Webster’s intermediate dictionary
-McKeown, M.G. (1985). The Acquisition of word meaning from context by
children of high and low ability. Reading Research Quarterly, 20, pp.482-496.
-Scott, J.A., & Nagy, W.E. (1997). Understanding the definitions of unfamiliar
verbs. Reading Research Quarterly, 32, pp. 184-200.
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MANY TEXTBOOK PUBLISHERS STILL RELY ON
TRADITIONAL ACTIVITIES SUCH AS WRITING
DEFINITIONS, MATCHING, AND FILL-IN-THE
BLANKS ACTIVITIES THAT THE
RESEARCH DOES NOT SUPPORT.
-Harmon,
J. M., Hedrick, W. B., & Fox, E. A. (2000). A content analysis of
vocabulary instruction in social studies textbooks for grades 4-8. The
Elementary School Journal, 100, pp. 253-271
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GLOSSARY DEFINITIONS AREN’T ALL
THAT HELPFUL EITHER…
Agriculture: the business of
farming
…nor is context sufficient for struggling
readers…
Agriculture, or the business of farming,
was the major way of life in the English
colonies.
-McKeown, M.G. (1985). The Acquisition of word meaning from context by children of high
and low ability. Reading Research Quarterly, 20, pp.482-496.
Harmon, J. M., Hedrick, W. B., & Fox, E. A. (2000). A content analysis of vocabulary
instruction in social studies textbooks for grades 4-8. The Elementary School Journal, 100,
pp. 253-271
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MATERIALS NEEDED FOR AW2
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The right words!
http://t4.jordan.k12.ut.us/cbl/index.php?option=com_content&task=view&id=43
A “pocket chart” or word cards students use at their
table
 ALTERNATIVE TO POCKET CHART: A blank section
of the classroom wall, a blank bulletin board, or a
large white board; Large sheets of butcher paper
 Card stock (approx. 5” x 8” each) for writing individual
academic words, or sentence strips
 Colored markers (dry erase markers for white boards)
 Text and supplemental readings for your required unit of
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study
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Source: region2.dadeschools.net
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Having a Word Wall vs. Doing a Word Wall
Location
Structure
Add words gradually (5
per week)
Remove high frequency
words that are easy to
spell when no longer
needed
Doing a
Word
Wall
Prominent
Location
Easily Seen
by All
Be “stingy” with your
words student/ teacher
generated
Star or bold a word that
represents a pattern (to
qualify as a pattern,
generate at least 5
words)
Word Display
Activities
Alphabetical by letter
Should be done
daily as an opening
routine, closing
routine, before
lunch, etc.
Written in big black
letters so that it can
be easily seen
Color paper is used
for easily confused
words i.e., there,
their, they’re
Cut around words to
show configuration
1. Bingo
2. Concept Sorts
3. Word Wall
Cheer
4. Rime Sorts
(word families)
Provide for multi-levels
Having a
Word
Wall
Words are
“somewhere”
in the room
All words are put up at
once
Words are displayed
without a plan
Grouped on crowded
charts
Words too small to
be read
All teacher generated
i.e., Dolch List
Source: region2.dadeschools.net
Rote drill activities
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GUIDELINES
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Select and add words gradually, five a week per subject after
you introduce your first fundamental words.
Make words very accessible by putting them where every
student can see them, writing them in big, black letters, and
using a variety of background colors so that the most oftenconfused words (there, their; what, when) are different colors
Practice new words by chanting, gaming with, and writing them
Do a variety of review activities to provide enough practice so
that words are read and spelled instantly and automatically
Make sure that Word Wall words are spelled correctly in any
writing students do (doh!).
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How well does this academic word
wall meet our criteria?
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What’s wrong with this academic word wall?
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How would you improve this academic word wall?
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Algebraic Thinking Word Wall:
How might you develop an “open” or “closed”
sort using what you see here for concept learning?
Source:
http://www.broward.k12.fl.us/studentsupport/ese/PDF/MathWordWall.pdf
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Fidelity of Implementation
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NEXT…
COMPREHENSION OF
EXPOSITORY TEXTS
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CAP # 2 POSTER SESSIONS - CONTINUED
 Heather
Pennington
 Candace O’Bryan
 Ashley Stewart
 Sharon Monsour
 Katy Coleman
 Jennifer Raque
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Bridging WORDS to CONCEPT
MAPS
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CONCEPT MAPS… THERE ARE
FOUR BASIC KINDS
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A concept map is a diagram showing the
relationships between concepts. (Source: Wikipedia,
2009)
“Spider” Concept Maps
“Hierarchy” Concept Maps
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“Flowchart” Concept Maps
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and “Systems” Concept Maps
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STEPS IN CREATING CONCEPT
MAPS…
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Brainstorming Phase
Organizing Phase
Layout Phase
Linking Phase
Finalizing & Sharing Your
Concept Map
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HERE’S A GREAT GAME THAT GETS
STUDENTS WORKING TOGETHER IN
TEAMS TO CREATE POWERFUL CONCEPT
MAPS CALLED
“6 DEGREES OF SEPARATION”
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Chinese Student
In Hyaying City
The “6 Degrees” Concept
Six degrees of separation (also referred to as
the "Human Web") refers to the idea that,
if a person is one step away from each person
they know and two steps away from each person
who is known by one of the people they know,
then everyone is at most six steps away
from any other person on Earth. …
Michael Gurevich did the original work.
Six degrees was popularized in a play written
by John Guare.
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Kevin Bacon
SIX DEGREES OF SEPARATION:
AN ACADEMIC VOCABULARY GAME
(K. COOTER & COOTER, 2009)
A team of students create a concept
web connecting one new term/concept
to another in the fewest possible
steps. Complex (not simple) terms
must be used.
The team who makes a connection
between the two terms in the fewest
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steps wins!
Example:
Connecting “Texas” & “Sharks” in 6 or Less
Steps
Brainstorming
Figure 1: Early Brainstorming Phase for “Texas” with a goal of connecting
to “Sharks” (using stick ‘em notes for each term)
Alamo
Oil
Texas
Houston
Sharks
JFK
Museum
Dallas
Gulf of
Mexico
Coast
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Organizing, Layout, & Linking Phases are
completed, then we look for that connections
(Texas – Sharks) in 6 steps or less
Texas
Major
Cities
People/Cu
ltures
Industries/Jobs
Houston
Dallas
San
Antonio
Oil
Gulf of
Mexico
Coast
JFK
Museum
Alamo
High Tech
Hispanic
African
American
"Anglo"
Many
immigrants
from Latin
America
Fishing
Industry
Agriculture
Sharks
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Manufact
uring
FINALLY, RECONSTRUCT YOUR
CONCEPT MAP SHOWING ONLY
THE CONNECTIONS OF THE TWO TARGET
TERMS IN 6 STEPS OR LESS.
Texas
Major Cities
(1)
Houston (2)
Gulf Coast
(3)
Fishing
Industry (4)
Sharks
(5)
The team with the fewest
steps using complex terms wins!
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A POOR EXAMPLE
(USES NON-COMPLEX TERMS)
Texas
People (1)
Eat Fish
(2)
Sharks
(3)
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Frayer Model
http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
Definition
A solid made of
atoms arranged in an
ordered pattern.
Examples
metals
rocks
snowflakes
salt
sugar
Crystals
Char
Characteristics
glassy
clear colored
brightly colored
evenly shaped
patterened
glimmer, sparkle
Non Examples
coal
pepper
lava
obsidian
Frayer, D., Frederick, W. C. & Klausmeier, H. J. (1969). A Schema for Testing the Level of
Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.
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Semantic Feature Analysis (SFA)
Purpose
To assist students in learning to think critically
about words and concepts possessing
similar relationships and characteristics.
To deepen knowledge of how academic words in
your subject area are related to each other.
To acquire knowledge of new academic words.
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FDR
Republican
War time
president
Congress of
same party
Re-elected
Served in
Congress
Won majority
of popular vote
JFK
Nixon Reagan Clinton
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+
+
-
+
-/+
+
+
+
+
-
+
+
+
-/+
-/+
+
+
-/+
+
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SFA STEPS:
For modeling purposes, a class of words is selected by
the teachers (i.e., cars).
 Examples of the word class are provided by students
and listed on the rows of SFA grid (Suburban, Prius,
Escort, Escalade, etc.)
 Features of the word class are provided by students
and listed across the top of each column (2-doors,
high gas mileage, gas guzzler, SUV, compact, etc.)
 Using either a “+” or a “-“ students determine which
class examples possess which features.
 Throughout strategy teacher should employ
instructional conversations or “IC” to clarify and
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extend student knowledge.
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OKAY… SO WHAT IS ‘CLASSROOM
BLOGGING?’
First of all, blogs are websites that offer
people opportunities to “create personal web pages
of text, pictures, graphics, videos, and other
multimedia with the same ease as creating a word
processing document” (Boling, et al., 2008, p. 408).
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What if I don’t have enough high-tech
equipment for classroom blogs?
No problem
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HERE’S WHAT A CLASSROOM BLOGGING
WALL MIGHT LOOK LIKE…
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LET’S LOOK AT
CAP #3
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