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Assignment:. On the paper/card, please write at the top whether you are a middle school or a high school teacher. Next, briefly write a question, issue, problem that you have in terms of teaching ELA this year. It can be about the Common Core, ideas for teaching a novel, etc.

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  • On the paper/card, please write at the top whether you are a middle school or a high school teacher.
  • Next, briefly write a question, issue, problem that you have in terms of teaching ELA this year. It can be about the Common Core, ideas for teaching a novel, etc.
  • Be ready to turn this in a moment of two!
emerson ela grades 6 12 lead teachers

Emerson (ELA) Grades 6-12 Lead Teachers

November 7, 2012

Barbara Barthel, Consultant

Stark County Educational Service Center

  • State, Parcc, and other updates
  • Book Talk
  • Next Steps Work
november 19 2012
NOVEMBER 19, 2012
  • Vendor Showcase of Intervention Materials for Reading K-12
  • R.G. Drage Career and Technical Center
  • Open to Teachers from 3:00 p.m. to 6:00 p.m.
  • Drop in and see!
book talk
Book Talk

Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction

  • Robert Marzano
  • ASCD, 2010
need for instruction in basic vocabulary
Need for Instruction in Basic Vocabulary
  • Link between vocabulary knowledge and academic achievement!
beck mckeown kuno 2002
Beck, McKeown, Kuno 2002
  • Vocabulary terms are categorized into three tiers.
    • Tier 1: terms that are the most frequent in the English language; terms that are the most basic in the English language; terms that “rarely require instructional attention to their meaning in school.”
  • Who NEEDS instruction in basic terms?
    • Students of Poverty
    • ELL English Language Learners
tier 2 advanced terms
Tier 2: Advanced Terms
  • Requires instructional attention to their meanings
  • Appear infrequently enough that they will probably not be learned in context
  • Recommended by Beck as the focus of instruction
tier 3 academic words
Tier 3: Academic Words
  • Specific to the subject matter
  • General history has the most terms (1,311)
  • Greatest number of academic terms is in Grade levels 3-5
  • Least in Grades K-2
where to begin
Where to Begin?
  • Pre-assess to determine level to begin
marzano s six step process for teaching vocabulary
Marzano’s Six-Step Process for Teaching Vocabulary
  • The teacher provides a description, explanation, or example of the new term.
  • Students restate the explanation of the new term in their own words.
  • Students create a nonlinguistic representation of the term.
  • Students periodically engage in activities that help them add to their knowledge of the vocabulary term.
  • Periodically, students are asked to discuss terms with one another.
  • Periodically, students are involved in games that allow them to play with the terms.
introductory phase first three steps
Introductory Phase: First Three Steps
  • Purpose: to help students attach meaning to new terms they are learning
  • Involves associating past experiences with a new term
comparison phase
Comparison Phase
  • Focus is on helping students develop distinctions between the meaning of the new word and other words they might know or are learning.
  • Semantic clusters come in to play.
  • Purpose: make distinctions regarding what the terms mean and do not mean
review and refinement phase
Review and Refinement Phase
  • Task is to expand students’ understanding of the term by making multiple and varied linkages.
  • Students can add some advanced terms to their knowledge base.
  • Goal: to expand the number and diversity of linkages between the target term and other terms that are closely related or tangentially related
strategies for the introductory phase
Strategies for the Introductory Phase
  • Step One: Provide descriptions, examples, anecdotes, and illustrations
  • Step Two: Having students develop their own descriptions, examples, and illustrations
sample for nouns
Sample for Nouns

61% of the basic terms are nouns,

  • Teacher provides a brief description that focuses on some of the characteristics of the term.
  • Teacher elicits input about the term from the students.
  • The teacher asks follow-up questions to the get more info from the students.
  • The teacher tells a brief anecdote and uses the term in a sentence or two.
  • The teacher provides a picture that involves the new terms.
sample for verbs
Sample for Verbs

About 22% of the basic terms are verbs.

  • The teacher describes important characteristics of the verb.
  • The teacher may have to use the verb in a form that is more familiar to students.
  • The teacher would provide a brief story about a time that describes the term.
  • The teacher uses the word in a sentence that illustrates some of the characteristics.
  • The teacher provides a relevant picture.

About 11% of basic terms are adjectives.

  • The teacher provides information about the term.
  • The teacher gives examples of the adjective.
  • The teacher asks the students for examples.
  • The teacher provides a sentence with an example and the word.
  • The teacher tells a story.
  • The teacher provides a picture.
  • The same or similar process is done with other parts of speech:
    • About 3% of the basic terms are adverbs.
    • About half of 1% are conjunctions.
    • About 2% are prepositions.
    • Less than 1% are interjections.
    • About 2% are pronouns.
student examples etc
Student Examples, etc.
  • Students find, draw, etc., pictures for the words.
  • Students use words to explain, describe, etc.
strategies for the comparison phase
Strategies for the Comparison Phase
  • Put the term in groups of related terms.
  • Vocabulary notebook entry:
    • Term: with student definition
    • Related term: with the differences
    • Picture
  • Sentence stems:
    • ____ and ____ are alike because ______.
    • ____ and ____ are different because ______.
venn diagram
Venn Diagram


double bubble
Double Bubble

You did something nice for somoone

Other people like it



Someone did some-thing nice for you

classifying activities
Classifying Activities
  • Students organize terms into like categories. Teacher gives terms for two or more related clusters.

Metaphors and Analogies

strategies for review and refinement phase
Strategies for Review and Refinement Phase
  • Give-One, Get-One Activities
    • Done in pairs
    • Use vocabulary notebooks
    • Examine the partner’s notebook looking for information on a specific term
    • Discuss and add
use of roots and affixes
Use of Roots and Affixes


Talk a Mile a Minute

What Is the Question?

Classroom Feud

Which Word Doesn’t Fit?

remainder of book
Remainder of Book
  • Test Words
  • Cluster Groups
  • Etc.