Aligning ISAT & PSAE Vocabulary. Claran Einfeldt, email@example.com Cathy Carter firstname.lastname@example.org http://www.cmath2.com. Agenda. Research - Building Background Knowledge for Academic Achievement Embedded Activities Videos of vocabulary instruction Time for vocabulary review of strategies
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Claran Einfeldt, email@example.com
Keys to unlocking the future
Fill in the blanks with words on the paragraph to develop a meaning for you
What do I know about . . .?
Without the appropriate schema, trying to understand a story, textbook, or classroom lesson is like finding your way through a new town without a map.
What students already know about content is one of the strongest indicators of how well they will learn new information relative to the content.
Marzano, Building Background Knowledge for Academic Achievement, 2004, pg. 1
“In fact, given the relationship between academic background knowledge and academic achievement, one can make the case that it should be at the top of any list of interventions intended to enhance student achievement.”
Marzano, Building Background Knowledge for Academic Achievement, 2004, pg. 4
1 Standard Deviation Variation
US Census, March 2003
Reading Assignment given
Guided ACTIVE silent reading
Discussion to see what they “should have” learned.
A change from . . .
Teacher presents word, students look up in dictionary, write definition and sentence.