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Secondary Coaches’ Network Vocabulary Instruction

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Secondary Coaches’ Network Vocabulary Instruction

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  1. Secondary Coaches’ NetworkVocabulary Instruction October 21, 2013

  2. Agenda • Complete Survey • Quotation Mingle • Vocabulary Discussion

  3. Quotation Mingle Instructional Coaching: A Partnership Approach to Improving Instruction by Jim Knight (2007) Be ready to share… How does your quote apply to your role as an instructional coach (IC)?

  4. Where are the rare words?

  5. A rare word is defined as any word not in the 10,000 most frequently used words in the language. (Hayes and Ahrens)

  6. Examples of Rare Words

  7. Where are the unfamiliar words? Adult TV Mr Rogers Comic Books Children’s TV Adult Books Children’s Books Newspapers Cartoons/Shows Conversation between 2 college-educated adults

  8. Where are the unfamiliar words? Newspapers Comic Books Adult Books Children’s Books Cartoons (shows) Adult TV Children’s TV Conversation between two college-educated adults Mr. Rogers

  9. Make a foldable Frayer Academic Vocabulary

  10. “Cognitive Verbs and the Common Core” • Read/Skim the article from Educational Leadership by Robert Marzano. • Quick write in your Frayer • How would you define academic vocabulary? • How is academic vocabulary addressed by your teachers?

  11. Guidelines for Choosing Words • Limit the number you will teach in depth • for eternal comprehension…just a few! • Essential subject-area words • Words critical for understanding concept/text • Useful words • Words student likely to see/use again and again in many contexts and across disciplines • Difficult words • Words with multiple meanings • idiomatic expressions

  12. Estimated # of Terms to Teach Building Background Knowledge by Marzano

  13. Choosing words based on Tiers • Tier 3: Low-frequency words, usually specific to an academic domain & best learned in the related content area, such as isotope, photosynthesis & psychologist. • Tier 2: High-frequency words that are important for capable language learners to have in their vocabulary, such as remorse, capricious, distinguished, & devious. • Tier 1: Basic words that rarely need to be taught, such as hair, always, dress, & laugh. • Beck, I., McKeown, M., & Kucan, L. (2002) Handout – Which Words to Teach

  14. Let’s go a little deeper • Read/Skim page 33-34 of Appendix A (Common Core State Standards) • Add to your Frayer: • How does this concept adjust your definition of Academic Vocabulary?

  15. Tier 2 Words in Content Classes Science unit on Earth’s Changing Surface • Suggested Words: runoff, rills, gully, drainage basin, divide, flood plain, tributary, meander, alluvial fan, delta, ground water, stalactite, stalagmite • Tier 2 Words to Add: process, feature, factor

  16. Let’s Practice Choosing the Words Reading level: 8th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text Select 8 words for explicit instruction Handout

  17. Let’s Practice Choosing the Words Reading level: 8th Words: *Selected for instruction in manual The Gift of the Magi ^Defined in text Select 8 words for explicit instruction

  18. Helping Students Become Better Word Learners • Model what you do when you encounter an unfamiliar word • Teach about the use of word parts, context clues, and definitions • Include strategies for dealing with unfamiliar words in your comprehension strategy instruction • Give explicit explanations on when and how to apply strategies

  19. Choosing Key Words • What is the students’ background knowledge and how is it assessed? • Which words are most critical for understanding the content? • How frequently is the word encountered? • Does the word require multiple strategies to comprehend? • Does the word or concept require more guided practice before students can use it independently? • What connections can be made with words students already know? • What words are difficult for students to grasp the meaning of and are frequently misunderstood?

  20. Let’s Practice Choosing Words • Read the text provided • List the tier 2 vocabulary you would teach • Compare your list with the list of your partner

  21. Summarizer • With another coach, discuss how you might use the materials and activities shared today with your teachers? • Who will you share this with? • How will you share?