Closing the Vocabulary Gap: Vocabulary Building Strategies in Action Presented by: Sandi Yellenberg...
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Transcript of Closing the Vocabulary Gap: Vocabulary Building Strategies in Action Presented by: Sandi Yellenberg...
![Page 1: Closing the Vocabulary Gap: Vocabulary Building Strategies in Action Presented by: Sandi Yellenberg Science Coordinator Santa Clara County Office of Education.](https://reader036.fdocuments.in/reader036/viewer/2022081519/56649d035503460f949d6e34/html5/thumbnails/1.jpg)
Closing the Vocabulary Gap:Vocabulary Building Strategies in Action
Presented by:
Sandi Yellenberg
Science CoordinatorSanta Clara County Office of Education
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AgendaVocabularyPre-Planning Lesson
◦Front-loading some vocabulary◦Building Prior Knowledge◦Identify Content Standard(s)◦Identify Language Objective(s)
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Agenda Teaching the lessonso Pre-assess for prior knowledgeo Teach Concepto Structure Recording in Notebooko Discuss Sentence Frameso Support Concept with Accessible Reading
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Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement.
--Kate Kinsella, Isabel Beck, Robert Marzano, Doug Fisher, et. al.
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Schools Often Have To Build Vocabulary With StudentsAverage child from a low-income family
hears about 3 million words a year vs. 11 million from a professional family (Hart & Risley, 1995)◦By age 4, the gap in words heard grows to 13 vs. 45 million
◦Children from a professional family spoke more words than parents in a low-income family
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What is meant by academic vocabulary?
Thank-Pair-Share:Think (30 sec.)PairShareChoose partner “A” and “B”“A” shares (30 sec.)“B” shares (30 sec.)
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Academic Vocabulary
The language necessary to succeed in
school. Academic Vocabulary falls
into two major categories:
•content specific vocabulary• transportable vocabulary (words
that are used across the curriculum in multiple disciplines)
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Vocabulary
To front load, or not to front load?
That is the question.
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And the answer is
It depends on the vocabulary.
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Identify Vocabulary
Defined Tier I, II, & III words
Determine what to front-load
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What is academic vocabulary?
Tier I Tier II Tier III
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Some people call them brick and mortar words
As you’ll see, sometimes the mortar words can get messy.
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Tier 1: The most basic words Survival English
Examples—tablehamburgerwalkdancehappyredhomework
These words tend to be simple nouns, verb, and adjectives.
These words should be front loaded before the lesson.
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Tier 3: Low frequency words specific to a discipline
Examples—omnivoreCongress oxymoronsquare rootlongitudeigneous rock
Some people call these the brick words
These words should NOT be front loaded.
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Tier 2: High frequency words found across a variety of disciplines
Examples—conductclassifymonitorinvestigatedeclarationharmonyanalyze element
Some people call these the mortar or functional mortar words
In science, these words CAN be front loaded.
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Larry Bell’s 12 Power Words
Words that Help Students Take Tests
•Trace•Analyze•Infer•Evaluate•Formulate•Describe
•Support•Explain•Summarize•Compare•Contrast•Predict
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We teach too many Tier I words, not enough Tier 2 words, and we’re just about right-on with our teaching of Tier 3 words.
--Doug Fisher, “Secondary Literacy Conference Spring 2007”, Anaheim CA
What do you think Doug Fisher means?
Do you agree or disagree?
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Identify Vocabulary Words
Tier I Tier II Tier III light observe retina color conclude retinal cells eye predict white light white cones wavelength
rodscells- learned in previous lesson
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Identify Vocabulary Words
Tier I Tier II Tier III light observe retina color conclude retinal cells eye predict white light white cones wavelength
rodscells- learned in previous lesson
= words can be front loaded
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Front-load Appropriate Vocabulary
Tier I Tier II Tier III light observe retina color conclude retinal cells eye predict white light & white cones wavelength
rods learned in cells- learned in previous lesson
previous lesson
= words can be front loaded = words not normally front loaded – but previously taught
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A Notetaking Guide to Facilitate Active Listening and Retention
Word Meaning Examples1. predict(pre*dict) (verb )Spanish: predecir
2. prediction(pre*dic*tion) noun)Spanish: predicción
affix-pre-before
1.To say that something will happen _______ it happens.
2. The fortune teller made a _________ about who I would marry.
1. The weatherman said, “I predict a _____day tomorrow.
2. Please make a careful prediction before you ________ what the winning lottery number will be.
Writing Task: I have a _________ about which team will win the World Series.
This Vocabulary Notebook strategy was developed by Kate Kinsella
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Frayer ModelDefinition (in student’s own words)A living unit that can eat, and reproduce that can be a plant, animal, or joined together to make bigger plants and animals.
Facts/Characteristics Smallest part of living organ Can be a 1 celled plant or animal Has smaller parts inside it It can divide to make 2 new cells It can eat It can poop
Examples Muscle cell
Nonexamples
Blood cell Nerve cell
Cell
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Upper Grade adaption of Frayer
Vocabulary Word
Definition Examples Non-examples / metaphors
Image / Icon
cellA single unit of life – plant or animal
MuscleBloodnerve
Cell phonePrison cell
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Science Notebook
A connection to real science researchers:Table of ContentsNumbered pages
Each page dated
Glossary in the back
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Science Notebooks
Sample Science Notebookfrom
Using Vocabulary Strategies to Maximize Students’ Learning in
Science
NSTA PresentationMarch 11, 2011
Table of Contents
Visible Light = white light 4Reflection . . . . . . . . . 6Refraction & rainbows . . .9How we see colors . . . . 12
Glossary cell - a living unit that can eat and reproduce can be animal or plant has organelles – like human organs
wavelength – the distance between 2 peaks or troughs
white light – light from the sun contains all the colors of the rainbow
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Activate/ Build Prior Knowledge
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Activate/ Build Prior KnowledgeAnticipatory Set
1. Everyone sees any given color as the same color as everyone else.
2. Seeing colors is caused by a chemical reaction.
3. Our eyes can adjust to what we see at the speed of light.
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Vocabulary Knowledge Rating Chart
Word RatingWhat I Think
This Word Means
Rating Scale: 4 = I can teach the word. 3 = I have some understanding. 2 = I have seen or heard it before.
1 = I have never seen or hear it before.
a part of the eye
This Vocabulary Notebook strategy was developed by Kate Kinsella
retina 3cone cell
rod cell
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Start with the Standard
7th grade – California State Standard 6.e.
Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths.
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Simplify Standard to a Learning Objective /Learning Goal
Students will be able to explain how our eyes see colors.
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Define a Language Objective
Students will use at least 3 vocabulary words in their explanation of how people’s eyes see colors.
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Kits for experiment's spinners available at RAFT ($4.00 for 20)
Thanks to the volunteers at RAFT (Resource Area for Teaching) for assembling this spinners for today.
www.raft.net
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Materials Wall
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InvestigateMake Preliminary Observations – in your
notebook
Predictions – When you spin your disc, what do you think you are going to see? – draw or write it in your notebook.
- Sentence frames:I think I will see _______ .
When I spin my disc, I predict that I will see _____ .
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Spin your Black & white top in your plate.
What do you see?
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InvestigateConduct Investigation
◦Spin and draw what you see in notebooks (Record results)
◦When I spun my disc, I saw ________
◦When I spun my disc, I observed _____
◦Share results with an elbow partner.
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Investigate
Teach concept to explain observations. Can be taught:
◦From students inquiry and observations
◦Through additional experimentation
◦Through direct instruction
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Learning & Language Objectives
Students will be able to explain how our eyes see colors.
Students will use at least 3 vocabulary words in their explanation of how people’s eyes see colors
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Vocabulary Cards
cell
cone
retina
observed
predicted
concluded
white light
wave length
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Investigate
Extend and deepen knowledge – posters around the rooms
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Discourse Objective Scientific Language StructureMake Predictions I think ________ will _______ .
Based upon the evidence, I believe that ___________, is most likely to occur.
Discourse Objective Scientific Language StructureGive and Support Opinions I think ________ is _______ because of ______.
My hypothesis is supported by _________, __________, and _________.
Make Predictions I think_________ will ________.
Based upon the evidence, I believe that _______ has a substantial probability of occurrence.
Draw Conclusions The ________ is ________ because____________.A logical conclusion of ___________ may be drawn from the experimental data.
Retell First, _______, next_______, and then _______.
The main point is__________, and _________, _______, and ______ are key supporting points.
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Station 1:1. Stare at the yellow dot in the middle of the flag for 20-30 seconds.2. Then look at a blank white paper, and blink your eyes.3. What do you see.4. Discuss what you think just happened in your eyes.5. Knowing what you do about how the eyes see color, please give your
hypothesis of an explanation for what you just experienced.6. Vocabulary to include:
• retina• cones
• cell• wavelength
• observation• conclusion
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Activate/ Build Prior KnowledgeAnticipatory Set
1. Everyone sees colors the same way.
2. Seeing colors is caused by a chemical reaction.
3. Our eyes can adjust to what we see at the speed of light.
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Remember
Provide multiple opportunities to practice vocabulary using oral language
Provide time to process information OFTEN
Teach new concepts BEFORE having students read about them at an appropriate reading level for the student.