Building Academic Vocabulary Six Step Process

1. Building Academic VocabularySix Step Process Bilingual/ESL Department Dr. Romeo Romero September 6, 2010

2. Agenda • Welcome • Warm –Up Activity • Video I • Research • Six Step Process • Video II • Games, Websites, Activities • Group Project • Presentations

3. Warm Up Activity 1.What factors influence academic achievement? 2. What are the implications for students failing to graduate from high school?

4. Video 1 – Seinfeld in the Classroom • SNL - Seinfeld - History Class - World War II.mpg

5. Add vocabulary cartoon here

6. 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.

7. Exposure to academic Background knowledge • Many students acquire background knowledge based on their experiences outside of the classroom. When families travel extensively, children are exposed to a variety of individuals, experiences, and cultures. • Other students come from families with fewer resources that have lacked such opportunities and have not acquired important academic background.

8. Implications • Both types of students enter school with significant discrepancies in terms of their chances for academic success • With time, the gap in academic background knowledge grows even larger, as does the gap in academic achievement between the two groups

9. Vocabulary Pertaining to Limited English proficient Students • English Language Proficiency Standards • Texas English Language Proficiency Assessment System • Proficiency Level Descriptors • English Language Learners • Sheltered Instruction Observation Protocol • Language Proficiencies

10. Impact of direct vocabulary instruction

11. Research Says… • 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).

12. Academic Success • “Given the importance of academic background knowledge and the fact that vocabulary is such an essential aspect of it, one of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged background is systematic instruction in important academic terms.”

13. Academic Vocabulary • Words used in schoolwork, including words used in each curriculum area and general academic terms

14. Robert marzano • Leading researcher in education • Speaker, trainer and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership and school interventions. • Building Academic Vocabulary

15. Six Step Process for Vocabulary Instruction • Dr. 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.

16. 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.

17. (cont.) 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.

18. Climate “The prevailing meteorological conditions, or weather of a place including temperature, precipitation, and wind.”

19. 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?

20. 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

21. Climate- simplified • Climate is the word that describes what weather is generally like in a particular place. If someone says that a place has a warm dry climate, it means that the winters are not really cold and there is probably not much snow, plus the summers are probably pretty hot without much rain.”

22. Activity 1 • Select one of the following academic vocabulary words from your content and provide a simplified definition • Language Arts- personification, antagonist, flashback • Math- diameter, variable, circumference • Social Studies- tyranny, megalopolis, democracy • Science- energy, hypothesis, osmosis

23. Step 2: Teacher restates the description, explanation or example • Remind learners to use their own words, no parroting of teacher’s description • Request that students record these in their Academic Notebook Worksheet, “In My Own Words (Describe)” section. • These notebooks can travel with the learner as he/she moves through each grade level and become a compilation of vocabulary terms mastered.

24. Step 2 (cont.) • 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 *If they have the general idea but are struggling with stating what they are thinking, you might move on to Step 3 and ask them to create a non linguistic representation and then go back to the linguistic description.

25. Step 2: Example Czar ( in my own words) A czar was like the king of Russia. He ruled over all people.

26. Activity • Select a partner. Have your partner provide you with a description of an academic term • Write the vocabulary terms and restate description, explanation, or example of your academic word in your Academic Notebook Sheet.

27. 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 • Request that students record these in the Academic Notebook Worksheet, Draw section.

28. Step 3: Example of visual representation

29. Activity • Add your own vocabulary drawing, symbol, graphic in the “Draw” section of Academic Notebook Workbook.

30. 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

31. Step 4: Example of related Words, Analogy, and thinking Map analogy Rules King Emperor Ruler Caesar Tzar Leader Monarch Sovereign Head of state Teacher is to faculty:: Czar is to leader PrincipalCzar AS SchoolCountry

32. Step 4: Non Examples,False Cognates Write brief cautions or reminders of common confusions, such as false cognate • globe- globo • exit- exito

33. Activity • Have students add to their term ( synonyms, antonyms, graphics, cognates etc..) • Have students discuss and share with one another

34. Step 5: Students discuss terms with one another. • Think-Pair-Share • Ask students to discuss, describe and explain terms with each other • 2 minute vocabulary BUZZ where students share their work • Students can add to or revise their record on Academic Notebook sheet

35. Activity • Meet with your department as a whole and review each other’s work • Select from 3 to 5 samples to showcase. Use the Post-It tablets

36. Understanding Level • Quickly monitor and evaluate your students understanding of new terms using the levels indicated in this section

37. Video 2 • Six-Step Process for Teaching Vocabulary

38. 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 teacher 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.

39. Step 6: Games • Jeopardy • Pyramid • I have, who has? • Pictionary • Charades • $1000,000 Pyramid • Bingo- you give the definition, student marks the word • Create a skit (assign groups of 3-4 kids 3 vocabulary words to made a skit)

40. Jeopardy • Jeopardy3March.ppt

41. Password Games2NewDakota.ppt

42. Teachers’ Projects and presentations • Using CScope’s Academic Vocabulary listing for this 6 weeks, create two games that you will implement in your classrooms. • Be ready to present to your peers

43. websites Online Gameswww.its.leesummit.k12.mo.us/gameresources • Jeopardy –www.hardin.k12.ky.us/res_techn/countyjeopardygames • Word Sift – www.wordsift.com • Pictionary – www.pictionary.com • Charades -www.charades.com • Bingo- www.bingo.com • Wordle-www.wordle.net Vocabulary Websites: www.visuwords.comwww.dictionary.com www.wordsmith.orgwww.isualthesaurus.com www.thesaurus.comwww.askoxford.com www.merrian-websterwww.alphadictionary.com www.metaglossary.comwww.thsrs.com

44. Impact of Effective vs. IneffectiveInstruction on Low-Performing Students Average Student Gains Over One Year (Tennessee) With Effective Teacher With Ineffective Teacher Source: William Sanders and Joan Rivers, “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996.

45. Thank You! Enjoy Your Class!