Focusing on Academic Vocabulary to Build Background Knowledge

1. Focusing on Academic Vocabulary to Build Background Knowledge Keys to unlocking the future Cathy Carter, cathy.integrated@bluetie.com Cathy Carter Educational Consultant

2. Files located • www.cmath2.com – click enter – Main page left frame link for Cicero Vocabulary • Google – Academic Vocabulary Games Cathy Carter Educational Consultant

3. Goals • Review the six step process • Focus on the activities and games • Examples in content areas • Thinking of how words are used and how they relate • Using Higher Level Thinking activities for vocabulary • All activities can be adapted for centers Cathy Carter Educational Consultant

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5. Direct Vocabulary Instruction A change from . . . Teacher presents word, students look up in dictionary, write definition and sentence. Cathy Carter Educational Consultant

6. Where do lexicographers get definitions? • Identify the class to which the word belongs and then how the word differs from members of the class – bachelor – man who is unmarried. • “The most overriding consideration for definitional format, however, is that definitions in dictionaries must be concise because of space restrictions. Lexicographers, . . . have called this constraint “horrendous.” • COBUILD English Language Dictionary Cathy Carter Educational Consultant

7. What are the six steps in vocabulary instruction promoted by Marzano’s research? Cathy Carter Educational Consultant

8. Six Step Process • Description, explanation, or example • Students to restate in their own words • Students construct a picture, symbol, or graphic representing • Engage students periodically in activities • Students discuss the terms with one another • Involve students in games Cathy Carter Educational Consultant

9. TIME Video Segments Cathy Carter Educational Consultant

10. To learn a word in context, students need to be exposed to the word at least 6 times.Jenkins, Stein and Wysocki, 1984 Cathy Carter Educational Consultant

11. 1 Build It concrete, manipulative 3 Symbol It abstract symbolic 4 Say It Write It communications Connections 2 Draw It representational pictorial graphical Cathy Carter Educational Consultant

12. Activities and Games From Marzano • Free Association • Comparing Terms • Sentence Stems • Venn Diagrams • Double Bubble • Matrix • Classifying Terms • Solving Analogy Problems • Creating Metaphors Cathy Carter Educational Consultant

13. Activities and Games • Jeopardy • Vocabulary Charades • $100,000 Pyramid • Pictionary • Talk a Mile a Minute Cathy Carter Educational Consultant

14. Choose a number between 1 and 8 What words do I choose? Cathy Carter Educational Consultant

15. Fraction Quadrilaterals Constitution Plateau Alliteration Context Clues Atoms Animals Numbers Shapes Democracy Landforms Literary Elements Reading Strategies Matter Living Things Brainstorm or Word Association Cathy Carter Educational Consultant

16. Strategies are Crucial for Comprehension Cathy Carter Educational Consultant

17. Check it out Fill in the blanks with words on the paragraph to develop a meaning for you Cathy Carter Educational Consultant

18. The questions that p_____ face as they raise chi____ from in ____ to adult life are not easy to an___. Both fa____ and m____ can become concerned when health problems such as co____ arise any time after the e____ stage to later life. Experts recommend that young ch____ should have plenty of s____ and nutritious food for healthy growth. B____ and g____ should not share the same b____ or even sleep in the same r____. They may be afraid of the d____. Cathy Carter Educational Consultant

19. The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark. Cathy Carter Educational Consultant

20. Coccidiosis – What can you figure out? • What is coccidiosis? • Who/What does it affect? • At what life stage does coccidiosis occur? • Why are merchants and poultrymen concerned with coccidiosis? Cathy Carter Educational Consultant

21. Synonym Antonym Definition Examples Explanation Inference or Gist Experience Knowledge of Subject Context Clue Strategies Cathy Carter Educational Consultant

22. Keep in mind how words are used – Antonym Example Polar (Opposites) which are Contradictories and Reciprocals Cathy Carter Educational Consultant

23. Fill in top line with words that begin with FAntonyms are listed Cathy Carter Educational Consultant

24. Fill in top line with words that begin with FAntonyms are listed Cathy Carter Educational Consultant

25. Fill in top line with words that begin with FAntonyms are listed Cathy Carter Educational Consultant

26. Contradictory/Reciprocal Examples - Cathy Carter Educational Consultant

27. Scalar – Contraries • List as many synonyms for big • List as many synonyms for little • Place your synonyms on the gradient below. Cathy Carter Educational Consultant

28. Connotation and Denotation • Sentence Frames • Friends gathered in front of the ice cream stand. • Friends collected in front of . . . • Friends harvested in front of . . . • Friends assembled in front of . . . • Different way to categorize • Write as many synonyms for “spin” • Categorize your synonyms for spin • Write as many phrases as you can using “spin” next to the categories Cathy Carter Educational Consultant

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31. Ideas for more activities • Academic Vocabulary Games Cathy Carter Educational Consultant

32. Changes in “The Lesson” Pre-reading activities Discussion Predictions Questioning Brainstorming Setting purpose Reading Assignment given Guided ACTIVE silent reading Independent reading Clarify, reinforce, extend know- ledge Discussion to see what they “should have” learned. Cathy Carter Educational Consultant

33. Social Studies - Lesson 3 in 4 part Unit • Usually – define the 3 vocabulary words • Read pages 246-253 • Answer questions or do workbook page • Time invested in building Cathy Carter Educational Consultant

34. Review!! • Present descriptions, using everyday language with a word • Use linguistic and non-linguistic forms (language based and imagery based) • Multiple exposures to the words – extended mappings • Variety of activities and games • Various forms of identifying similarities and differences • Various forms for categorization Cathy Carter Educational Consultant

35. Include also . . . • Teaching word parts – roots and affixes • Different types of words require different types of instruction – grammar as nouns, verbs, concrete nouns, abstract nouns, etc. • Students should discuss and write about the terms they are learning • Students should play with words • Instruction should focus on terms that have a high probability of enhancing academic success • Instruction should focus on strategies to “figure it out” Cathy Carter Educational Consultant

36. Reflections Cathy Carter Educational Consultant

37. Reflection on Learning – Word Association • What are the six steps in vocabulary instruction? • What are different classifications of antonyms? • What would be some classroom examples that would help students build vocabulary? • What is the difference with connotations and denotations? • How does knowing this information help you plan instruction for vocabulary? • What would be some examples to help build student knowledge and understanding of words? • How often do students need to be exposed to words to start remembering and understanding? • What should teachers remember in creating, adapting, or using vocabulary activities and games with students? Cathy Carter Educational Consultant

38. Descriptions Graphic Representations Students own words Higher Level Activities Comparisons Categorization Polar Antonyms Scalar Antonyms Connotation – associations Denotation – literal meaning Academic vocabulary Vocabulary in context Thank you! Cathy Carter Educational Consultant

39. Geometry words • Write as many possible geometry words that you can think of • With your group – categorize all the geometry words • There cannot be one group of math or geometry words • Groups must be mathematical characteristics • No word can fall into two categories Cathy Carter Educational Consultant

40. Talk a Mile a Minute Measurement Inch Yard Centimeter Meter Area Perimeter Cathy Carter Educational Consultant

41. Sentence Stems Monarchy and dictatorship are similar because they both • Are forms of government • Are governments with major power give to one person • Have examples from history in which the powerful person was a tyrant Cathy Carter Educational Consultant

42. Sentence Stems Monarchy and dictatorship are different because • Monarchy – ruler is often in power because of heritage, but dictatorship the ruler comes to power through force or coercion • Monarchies today – rulers often perceived to be loved by the people, but dictatorships the rulers are feared and hated • Monarchy can coexists with a representative government, but a dictatorship often is a police state Cathy Carter Educational Consultant

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47. Pictionary • Plant Cell • Density • Emancipation Proclamation • Plateau Cathy Carter Educational Consultant