Vocabulary and Content

1. Vocabulary and Content Strategies for teaching academic vocabulary

3. Past Practice: Dictionary/Glossary “Rote memorization of words and definitions is the least effective instructional method resulting in little long term effect.” (Kameenui, Dixon, Carine 1987)

4. In an age when emphasis is put on critical thinking, we must examine how that impacts our approach to vocabulary.

5. Past Practice: Assign Reading without frontloading • Here had been overgrazing before the coming of the settlers and the invasion of barbed wire, but the death knell of the Plains was sounded and the birth of the Great American Desert was inaugurated with the introduction and rapid improvement of power farming. • “Dust to Eat, and Dust to Breathe, and Dust to Drink” • Readers must have a rich vocabulary and background knowledge to support understanding.

6. Picking Terms to Teach • Is term critically important to content I will be teaching this year? • Which terms are necessary to understand the key points of the chosen resource? • Which terms do I want • my students to remember • and reuse?

7. Marzano’s Six Steps to Teaching VocabularyStep 1 The teacher provides a description, explanation or example of the new term.

8. Step 2 Students restate the explanation of the new term in their own words.

9. Step 3 Students create a nonlinguistic representation of the term.

10. Step 4 Students periodically engage in activities that help them add to their knowledge of vocabulary terms.

11. Step 5 Frequently have students discuss important terms with one another. Studies show that it takes, on average, 28 exposures to a new word before it becomes part of a student’s working vocabulary.

12. Step 6 Periodically engage students in games that allow them to play with the terms. Games

13. Tools & StrategiesFor “Digging Deep” • Frayer Model (word web) • LINCS Strategy

14. Definition Facts Word/Concept Examples Non-examples integer Frayer Model

15. Definition Facts Word/Concept Examples Non-examples integer Frayer Model - May be positive - May be negative - May be zero - Is a number - Has no fractional or . decimal part

16. Definition Facts Word/Concept Examples Non-examples integer Frayer Model - May be positive - May be negative - May be zero - Is a number - Has no fractional or . decimal part 0 -4 781 0.2 -1.3 2/3

17. An Overview of the LINCS Strategy Step 1: List the parts: word and definition Step 2: Identify a Reminding Word (perhaps a word that sounds like the vocabulary word Step 3: Note a LINCing Sentence that includes the reminding word and part of the definition Step 4: Create a LINCing Picture about the sentence Step 5: Self-test!

18. Creating LINCS Study Cards 1. Take an index card and divide it in half by folding the card.

19. Creating LINCS Study Cards 2. Write the word to be learned on the top half of one side. dynamic

20. Creating LINCS Study Cards 3. Write the parts of the definition you need to remember on the top of the other side. Very active, energetic dynamic

21. Creating LINCS Study Cards 4. Write the Reminding Word on the bottom half of the first side. Very active, energetic dynamic dynamite

22. Creating LINCS Study Cards 5. Write the LINCing Story on the bottom half of the second side. Very active, energetic dynamic The blast of dynamite was like an active volcano, it had energy. dynamite

23. Creating LINCS Study Cards 6. Draw the LINCing Picture on the bottom half of the second side. Very active, energetic dynamic The blast of dynamite was like an active volcano, it had energy. dynamite

24. What about “dictionary” and resource skills?THINK OUTSIDE OF THE BOX:What skill are we really emphasizing?

25. EXAMPLE: • an·nu·al[an-yoo-uh l] –adjective • 1. of, for, or pertaining to a year; yearly: annual salary. • 2. occurring or returning once a year: an annual celebration. • 3. living only one season or year, as beans, corn or certain insects. • 4. performed or executed during a year: the annual course of thesun. • Match the letter of the definition to the way in which the annual is used in the sentences below. • _____ I don’t waste my time planting annuals in my flowerbeds, I • would rather have flowers that come back each spring. • _____ Mrs. O’Connor knew behavior was going to get worse after • spring break, it was the annual progression of sixth graders. • _____ The annual rainfall was lower than average causing a • drought to occur. • _____ I am going to run in the annualRace for the Cure so that I • can raise money for cancer research.

26. Questioning Vocabulary • Do students know what is being asked of them?

27. Larry Bell, 12 Powerful Words Also, think about how you would explain the term “justify” • 1. Trace: List in steps • 2. Analyze: Break apart • 3. Infer: Read between the lines • 4. Evaluate: Judge • 5. Formulate: Create • 6. Describe: Tell all about • 7. Support: Back up with details • 8. Explain: Tell how • 9. Summarize: Give me the short version • 10. Compare: All the ways they are alike • 11. Contrast: All the ways they are different • 12. Predict: What will happen next

28. Application & Planning • What strategies can I use to teach vocabulary? • Select vocabulary from your discipline. • Discuss with your group how you will use the strategies from this session.