Transcript Teaching Vocabulary Using Thinking Maps

Please
sit with
your
TEACHING ACADEMIC
grade
VOCABULARY USING
level
THINKING and
content
area!
Focusing on Literacy Links
Academic
Vocabulary
Development
Chapter 3
Pages 131 - 141
Page 134
Put Reading First
Scientifically-based research
about vocabulary Instruction.
1
Background knowledge of
vocabulary is essential to
developing fluency and
comprehension.
2
3
Research Says…
Systematic vocabulary instruction is one of the most important
instructional interventions that teachers can use, particularly
with low -achieving students.
Marzano, 2004
Page 135
A Six-Step Process for Teaching New Terms
These two steps should be done
Ask students to
Provide orally
a
with the teacherrestate
leading
the
description,
the discussion. The activities
to
description,
explanation,
beordiscussed in thisexplanation,
follow-up or
example of the
should be completed
onlyinafter
example
their own
new term.
words.
these first two steps
.
Engage students 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.
Ask students to
construct a picture,
symbol, or graphic
representing the
term or phrase.
Involve students
periodically in
games that allow
them to play with
terms.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano
Academic
Vocabulary
I (Basic words
Create a Tree Map Tier
that commonly appear
to identify words in spoken language.)
clock
that are critical to
baby
academic content
happy
for several units you
walk
will be teaching this
year.
Tier II (High frequency words
used by mature language users
across several content areas.)
obvious
complex
establish
verify
Tier III (Content
Specific Words)
transformation
conflict
theocracy
mitosis
A Six-Step Process for Teaching New Terms
Provide a
description,
explanation, or
example of the
new term.
Ask students to
restate the
description,
explanation, or
example in their own
words.
Engage students 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.
Ask students to
construct a picture,
symbol, or graphic
representing the
term or phrase.
Involve students
periodically in
games that allow
them to play with
terms.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano
Page 135
Page 137
What
strategies do
you use to
determine
the meaning
of a word?
Definition
Examples
Page 137
Illustration
Migration is
the movement
of people,
animals, and
things
In the fall,
there is a
migration of
birds flying
south
Migration
• move away
• shifting
• fly south
• movement
• journey
• voyage
Essential Characteristics
Nonessential Characteristics
Examples
Essential Characteristics
A person
seeking the
legal end
to slavery
in the US
Nonessential Characteristics
Northerner
Race
Abolitionist
John Brown
Harriet Tubman
Harriet
Beecher
Stowe
Frederick Douglass
Examples
What is it? (Category)
What is it like? (Properties)
Illustrations (What are some examples?)
What is it? (Category)
What is it like? (Properties)
closed
Mathematical
shape
Geometric
shape
Plane
figure
polygon
Straight
sides
Twodimensional
hexagon
pentagon
rhombus
Illustrations (What are some examples?)
Word Parts
Illustration
one
desk
Synonyms
Context
clues
NOW IT IS YOUR TURN
 Look over your vocabulary list.
 Create a Circle Map similar to one of the previous maps with
one of your vocabulary words.
Add a Frame
of Reference
Essential
characteristics
or examples
Illustration
Choose one
word from
your list.
Personal
associations
Choose the 3 or 4
best ways to
define your word
and write each in
one area of the
frame.
Essential
Characteristics
What are some
examples?
What is it?
(Category)
Non-essential
Characteristics
What is it like?
(Properties)
Definitions
Paraphrase or
Define in your own
words
Word parts
Visual
Representations
Related words
Personal
Association or
Characteristics
A Six-Step Process for Teaching New Terms
Provide a
description,
explanation, or
example of the
new term.
Ask students to
restate the
description,
explanation, or
example in their own
words.
Engage students 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.
Ask students to
construct a picture,
symbol, or graphic
representing the
term or phrase.
Involve students
periodically in
games that allow
them to play with
terms.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano
Page 135
WORD
PARTS
“Teaching word parts enhances
students’ understanding of
terms.”
Robert Marzano
Page 138
Color code the different parts of
the word.
Add the
meaning of
each part in
parentheses.
Use the
meaning of
each part to
write the
definition of
the whole
word.
Page 138
NOW IT IS YOUR TURN
 Look over your vocabulary list.
 Create a Brace Map similar to one of the previous maps
with one of your vocabulary words.
A Six-Step Process for Teaching New Terms
Provide a
description,
explanation, or
example of the
new term.
Ask students to
restate the
description,
explanation, or
example in their own
words.
Engage students 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.
Ask students to
construct a picture,
symbol, or graphic
representing the
term or phrase.
Involve students
periodically in
games that allow
them to play with
terms.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano
Page 135
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Comparing Terms
Classifying Terms
Solving Analogy Problems
Marzano, 2004
Page 139
Notice the color
coding.
COMPARING ENHANCES MEANING
A monarchy and a dictatorship are similar because
they both ________________.
________________.
________________.
A monarchy and a dictatorship are different
because
a monarchy___, but a dictatorship____.
a monarchy___, but a dictatorship____.
a monarchy___, but a dictatorship____.
NOW IT IS YOUR TURN
 Look over your vocabulary list.
 Do you have two words on your vocabulary list that are
students could compare and contrast in order to better
understand each word?
 Choose two words and create a Double Bubble Map.
A Six-Step Process for Teaching New Terms
Provide a
description,
explanation, or
example of the
new term.
Ask students to
restate the
description,
explanation, or
example in their own
words.
Engage students 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.
Ask students to
construct a picture,
symbol, or graphic
representing the
term or phrase.
Involve students
periodically in
games that allow
them to play with
terms.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano
Page 135
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Comparing Terms
Classifying Terms
Solving Analogy Problems
Marzano, 2004
Step 1
Select one or two academic
vocabulary words that have an
identifiable relationship.
Create the beginning of a
Bridge Map and write the
relating factor.
Page 140
Step 2
Page 140
Identify two words that students would
know that have a similar relationship
and complete the Bridge Map.
Challenge students to continue to add
related pairs of words.
This second
relationship will
“anchor” the
first pair of
words.
Solving Analogy Problems
document
as
portfolio
…is carried in
book
backpack
…relating factor
compound
elements
as
The anchor
pair
batter
ingredients
…is a new substance made up of
…relating factor
The generation
of these
Nonlinguistic
Representations
has caused the
learner to
elaborate on his
knowledge.
RF: Provide(s) a plan for building
Power Plant
mitochondria
Dispelling misconceptions about atomic structure
NOW IT IS YOUR TURN
 Look over your vocabulary list.
 Do you have one or two words on your list that students
could use to create a Bridge Map?
 Create a Bridge Map with an “anchor” pair and one or two
words from your vocabulary list.
A Six-Step Process for Teaching New Terms
Provide a
description,
explanation, or
example of the
new term.
Ask students to
restate the
description,
explanation, or
example in their own
words.
Engage students 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.
Ask students to
construct a picture,
symbol, or graphic
representing the
term or phrase.
Involve students
periodically in
games that allow
them to play with
terms.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano
Page 135
Close your textbooks.
VOCABULARY
DEMONSTRATION!
or . . .
A Game
?
Let’s
Practice
THINGS ASSOCIATED WITH
EDUCATION
Schools
Professional Development
Administration
State Standards
Assessment
Students
Success
THINGS ASSOCIATED WITH FOOD
Grocery Store
Farm
Animals
Aluminum Can
Cardboard Box
Restaurant
Fruit
Dieting
WHAT IS THE POINT?
Partner A:
 What strategies did you
use to get your partner to
identify the words?
 Did your strategies change
during the game?
Partner B:
 What strategies did you
use to identify the words?
THINGS ASSOCIATED WITH
CHILDREN
Playground
Schoolwork
Adolescence
Disney World
Crib
Kindergarten
Toys ‘R Us
Maternity Ward
THINGS ASSOCIATED WITH
TOPOGRAPHY
Plateau
Mountain
Bay
Desert
Grassland
Elevation
Sea level
Valley
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After the game, students should record the clues,
illustrations, examples that helped them guess
each vocabulary word.