Vocab instruction

24. Mar 2019

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Vocab instruction

  2. WHAT IS ACADEMIC VOCABULARY ? ⮚ Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. ⮚Words used in schoolwork, including words used in each curriculum area and general academic terms. ⮚Academic vocabulary is important because our knowledge of any topic is encapsulated in the terms we know that are relevant to the topic. ⮚A language learner who has 1book read to them each day is exposed to 1825 books by the time they reach 5.
  3. WHY IS VOCABULARY IMPORTANT? People’s knowledge of any topic is summed up in the words they know that are relevant to the topic. Example: People who know about skiing understand terms such as fall line, snow plow, corn snow, unweight, powder, packed powder, green slope, blue slope, black slope, mogul, carving, and face plant. The more students understand these terms, the easier it is for them to understand information they may read or hear about the topic.
  4. VOCABULARY Research is clear that vocabulary predicts reading ability, and should be explicitly taught. How many times does an average student need to see a word to be able to recognize it and its meaning? The average student needs to see a word between 25 to 45 times prior to independent recognition. Struggling readers needed to see words an average of 76 times or more before they could recognize each word in isolation for three consecutive times (Hargis, 1988).
  5. DIRECT VOCABULARY INSTRUCTION 🞂 The same student placing at the 50th percentile in reading comprehension, with no direct vocabulary instruction, placed at the 83rd percentile when provided specific instruction in academic vocabulary.
  6. WHY TEACH ACADEMIC VOCABULARY? •According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms. •When students understand these terms, it is easier for them to understand the information they will read .
  7. RESEARCH FACTS ⮚The vocabulary of entering 1st graders predicts not only their word reading ability at the end of 1st grade (Senechal &Cornell 1991). ⮚But also their 11th grade reading comprehension (Cunningham & Stanovich, 1997).
  8. CONE OF LEARNING How Much we Tend to Remember Hearing Words Reading 10 % of what we read Looking at Pictures Watching a Movie Looking at an Exhibit Watching a Demonstration Seeing it Done on Location Participating in a Discussion Giving a Talk Doing a Dramatic Presentation Simulating a Real Experience Doing the Real Thing 20 % of what we hear 30 % of what we see 50 % of what we hear & see 70 % of what we say 90 % of what we say & do
  9. SIX STEP PROCESS FOR VOCABULARY INSTRUCTION • Marzano describes a six-step process in the instruction of vocabulary: • The first three steps are to assist the teacher in direct instruction. • The last three steps are to provide the learner practice and reinforcement.
  10. BUILDING ACADEMIC VOCABULARY SIX STEP PROCESS FOR TEACHING NEW TERMS Step l: Teacher provides a description, explanation or example. Step 2: Teacher restates the description, explanation or example. Step 3: Students draw a picture, symbol or graphic representation.
  11. BUILDING ACADEMIC VOCABULARY SIX STEP PROCESS FOR TEACHING NEW TERMS Step 4: Students add to their knowledge of the terms in their notebooks. Step 5: Students discuss terms with one another. Step 6: Students play games that allow them to practice new terms.
  12. SIX STEP PROCESS FOR TEACHING ACADEMIC VOCABULARY 1. Provide a description, explanation, or example of the new term. If working with ELL students the teacher should first provide the description in the native language and a visual representation of the word.
  13. STEP 1: TEACHER PROVIDES STUDENTS WITH A DESCRIPTION, EXPLANATION OR EXAMPLE ( NOT A DEFINITION) USING COMMON LANGUAGE ❖Determine prior knowledge 1. What do you think you know about this word? 2. Where have you heard this word before?
  14. STEP 1: CONT… • Tell a story that integrates the term. • Use video or computer images as the stimulus in understanding the information. • Use current events to help make the terms applicable to something familiar to students. • Describe your own mental pictures of the terms. • Find or create pictures that exemplify the term. • Ask individual or small groups to do some initial investigation into the term and present the information-perhaps in the form of a skit or pantomime- to the class
  15. STEP 1 EXAMPLE : HABITAT •Don’t give the formal definition: •A habitat is an environment or place where a group of organisms live together. •Have a discussion to simplify the definition: •It is the place where something lives. For example your habitat is your house. A den is a bear’s habitat. The lake is a fishes habitat.
  17. MY UNDERSTANDING OF THE WORD •1. I know the word well •2. I recognize it in context, and I can tell you what it is related to •3. I've heard of it, but I don't know what it means •4. I have never heard the word before
  18. SIX STEP PROCESS FOR TEACHING ACADEMIC VOCABULARY 2. Ask students to restate the description, explanation, or example in their own words. If students struggle: 🞂 Provide more examples 🞂 Discuss in partner pairs 🞂 Move on to step 3 and let them create a picture -ELL students may write their definition in their native language.
  19. STEP 2 (CONT.) : TEACHER RESTATES THE DESCRIPTION, EXPLANATION OR EXAMPLE Monitor students to determine if any confusion exists Allow students to discuss the term with partners or small groups Provide more descriptions, explanations, or examples if necessary Remind learners to use their own words; no parroting of teacher’s description
  20. SIX STEP PROCESS FOR TEACHING ACADEMIC VOCABULARY 3. Ask students to construct a picture, symbol, or graphic of the term. ⮚Add the drawing to the academic notebook. -This activity is critical for ELL students.
  21. STEP 3: STUDENTS DRAW A PICTURE, SYMBOL OR GRAPHIC REPRESENTATION •Ask the student to draw a picture, symbol, or locate a graphic to represent the new term. •Dramatize the term. •Provide examples of students’ drawing and your own drawings that are rough but that represent the ideas. •Allow students to work together. •Model for the students.
  22. STEP 4:SIX STEP PROCESS FOR TEACHING ACADEMIC VOCABULARY ⮚ Engage students every other week in activities that help them add to their knowledge of the terms.
  23. STEP 4: STUDENTS ADD TO THEIR KNOWLEDGE OF THE TERMS IN THEIR NOTEBOOKS 🞂 Identify synonyms or antonyms 🞂 List related words 🞂 Write reminders of common confusions 🞂 Draw an additional graphic 🞂 Write metaphors and analogies 🞂 Compare terms 🞂 Classify terms 🞂 Write a cognate 🞂 Student records in Academic Notebook Work Sheet
  24. EXAMPLES OF ACTIVITIES •Free Association (warm up) •Relationship Building –Concept Circles •Comparing Terms –Sentence Stems –Venn Diagram –Double Bubble –Matrix
  25. CONCEPT CIRCLE EXAMPLE Polygons Quadrilaterals
  27. SENTENCE STEMS •___________ & ___________ are similar because they both________________________________ •____________ & ____________ are different because ____________is__________, but ________is_________
  28. STEP 5: SIX STEP PROCESS FOR TEACHING ACADEMIC VOCABULARY 5. Every other week ask students to discuss the terms with one another. Example of a structured Strategy: ⮚Think_Pair_Share: Think: Allow quiet time Pair: Put learners in pairs to discuss. Ask students to discuss, describe and explain terms with each other Share: 2 minute vocabulary BUZZ where students share their work in pairs or with whole class
  29. STEP 6: SIX STEP PROCESS FOR TEACHING ACADEMIC VOCABULARY 6. Involve students periodically in games that allow them to play with the terms. After playing the reinforcement games, students can add to the new info section of the Academic Vocabulary worksheet.
  30. STEP 6: STUDENTS PLAY GAMES THAT ALLOW THEM TO PRACTICE WITH THE NEW TERMS Games are the most underused instructional tools in education Games help teachers keep new terms in the forefront of students’ thinking Games allow students to reexamine their understanding of terms Students improve their academic vocabulary and their communication skills (ELPS) Provide opportunities for students to work together (lowers anxiety level, practice of the English language ) Teachers need to set aside blocks of time each week or play games in order to energize students and guide them in the review and use of important terms
  31. EXAMPLES OF GAMES •Pyramid •Vocabulary Charades •Talk, Talk, Talk •Draw Me •Talk a mile a minute •PowerPoint Games • BINGO (K-2) • BINGO (K-6) • PASSWORD • JEOPARDY • PYRAMID • MILLIONAIRE
  32. WEBSITES Online Games 🞂 Jeopardy – 🞂 Word Sift – 🞂 Pictionary – 🞂 Charades - 🞂 Bingo- 🞂 Wordle- Vocabulary Websites: www.merrian-webster www.merrian-webster
  33. Tell me, I forget. Show me, I remember. Involve me, I understand. Ancient Chinese Proverb REFLECTION