Building Background Knowledge for Academic Achievement. A Professional Book Study Erie 2-Chautauqua-Cattaraugus BOCES. According to Marzano, True or False?.
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A Professional Book Study
Erie 2-Chautauqua-Cattaraugus BOCES
What students already know about academic content is one of the strongest indicators of how well they will learn new information relative to the content.
TRUE – Chapter 1, page 1
All students have background knowledge even though not all of them have the academic background knowledge necessary to do well in school.
TRUE – Chapter 2, page 29
Teaching vocabulary is synonymous with teaching background knowledge.
TRUE – Chapter 2, page 35
Prolonged reading activities like SSR (Sustained Silent Reading) can generate virtual experiences that build student background knowledge.
TRUE – Chapter 2, page 38-39
For the greatest impact, a compensatory reading program such as SSR should be implemented through grade 10.
TRUE – Chapter 3, page 43
Reading develops vocabulary sufficiently so that direct instruction is not necessary.
FALSE – Chapter 4, page 64-66
Effective vocabulary instruction relies first on definitions.
FALSE – Chapter 4, page 70-72
Marzano (2004), states that :effective direct vocabulary instruction is characterized by the following:
1. Does not rely on definitions
2. Linguistic and non-linguistic representations
3. Multiple exposures
4. Teaching word parts
5. Specific instruction for different types of words
6. Student discussion of words
7. Student play with words
8. Focus on terms with a high probability of enhancing academic success
Word frequency lists are the best indicators of which vocabulary to teach students within the content areas.
FALSE – Chapter 6
Analysis of standards documents , specifying what students should know and do in the various subject areas, are valuable resources for determining vocabulary for direct instruction.
TRUE– Chapter 6, page 117
A systemic target of 4,096 words taught through direct vocabulary instruction in K-10 is quite reasonable.
TRUE– Chapter 7