WHAT WE KNOW WHAT WE DO HOW WE LEARN Academic Vocabulary.
Transcript of WHAT WE KNOW WHAT WE DO HOW WE LEARN Academic Vocabulary.
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WHAT WE KNOW
WHAT WE DO
HOW WE LEARN
Academic Vocabulary
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Welcome!
Good Things
What good thing happened in your class today?
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Objectives and Goals
Explore our experiences with academic vocabulary
Review Marzano’s 6-steps for effective vocabulary instruction
Experience strategies as learners
Have a chance to work together
Be able to use these steps tomorrow
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Four Corners
1. I’m very comfortable with teaching academic vocabulary. It is part of my day-to-day instruction.
2. I have some ideas about how to teach academic vocabulary, but I still want to know more.
3. I’ve heard of some ways to teach it, but I want to know more about where to begin.
4. I’m not sure if academic vocabulary really makes sense in my instruction.
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Quickwrite
When you think about some vocabulary that you’ve had to learn, what are some ways in which you’ve learned it? What did it take to really master your understanding of that vocabulary?
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Elbow Partners
Please share your quickwrite with your elbow partner(s).
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Handouts
Marzano’s Six Steps of Academic VocabularyChart with SDAIE, Thinking Maps, and AVIDBubble MapMarzano pagePre-assessment ideas
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Steps 1, 2, and 3
Step 1 – The teacher provides a description, explanation, or example of the new term. Pronounce the word 1-3 times.
Step 2 – Students restate the explanation of the new term in their own words.
Step 3 – Students create a nonlinguistic representation of the term.
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OUR STEP 1:
VIDEO FROM BRAINPOP.COM
HTTP://WWW.BRAINPOP.COM/TECHNOLOGY/COMPUTERSANDINTERNET/BLOGS
/
Our vocabulary word = “blog”
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Step 1.5
Step 2 is for students to restate the explanation in their own words. Some students may benefit from additional support before taking this step.
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Bubble Map
Some teachers have found thinking maps like this bubble map helpful:
blogwriting
journal
internet
links
weblog
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Steps 2 and 3
Students restate the definition in their own words.
A blog is a __________________________________.
Students create a nonlinguistic representation of the term.
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Step 4
Students periodically do activities that help them add to their knowledge of vocabulary terms.
Comparing terms
Classifying terms
Generating metaphors/analogies
Studying roots & affixes
Word associations
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WRITE DOWN AT LEAST 10 WORDS THAT ARE RELATED
TO BLOG
Our vocabulary word = blog
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Similes and Metaphors
A _______________
is like a ____________
because _____________
A ________________
is _________________
A blog
is like a journal
because you write about what’s on your mind.
A blog is an open book to
one’s soul.
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Step 5
Periodically students are asked to discuss the terms with one another.
Collaborative groupings
Use questions you want students to discuss
Sentence stems can be used to aide their discussion
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Discuss with your table:Discuss with your table:
Which new terms do you find most interesting and why?
Which terms do you have questions about?
What have you been able to clarify?
How can you connect this word to your life?
Step 5
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Step 6
Periodically students are involved in games that allow them to play with the terms
Stimulate interest and enthusiasm
Provides multiple exposures to terms
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PRETEND THAT WE HAVE BEEN STUDYING THESE TECHNOLOGY TERMS
Our Vocabulary Unit = technology
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Million Dollar Password
In Pairs –
One person is going to help his or her partner try to guess the vocabulary word that has to do with technology. You must give clues without saying the vocabulary word itself
The other person will not look at the vocabulary list. He or she will try to guess the word with the help of his or her partners’ clues.
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On your mark, get set, GO!
computerflash driveUSBpodcastspaminternetemailwebsitesMP3binary
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Why 4, 5, and 6?
“One estimate of the number of multiple exposures needed is reflected in McKeown, et al’s (1985) research, which found that twelve encounters with a term increased comprehension, but four encounters did not.”
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Personal Reflection
How might some of these strategies and activities fit within the structure of your classroom? Please write your response on an index card.
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Technological Resources
Brainpop.comStevenson teacher websiteswww.pics4learning.comwww.picsearch.comwww.freefoto.com/index.jsphttp://images.google.com
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Next Steps
On Tuesday, March 10th and March 17th, Departments will meet for Common Planning Time.
Depending on your department’s schedule, you might want to discuss these strategies and student work related to academic vocabulary.
On Tuesday, March 24th, we will have a PD around higher-order thinking (Costa Levels of Questioning and Bloom’s Taxonomy)