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With Effective Vocabulary Instruction
With Effective Vocabulary Instruction
With Effective Vocabulary Instruction
With Effective Vocabulary Instruction
A Six-Step Process for Teaching New Terms
A Six-Step Process for Teaching New Terms
A Six-Step Process for Teaching New Terms
A Six-Step Process for Teaching New Terms
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Types of pictures: Use a symbol
Venn Diagrams
Venn Diagrams
Solving Analogy Problems
Solving Analogy Problems
The Frayer Model
The Frayer Model
Concept Definition Mapping
Concept Definition Mapping
We all know that teaching vocabulary is important, yet
We all know that teaching vocabulary is important, yet
Verbal and Visual Word Association
Verbal and Visual Word Association
We all know that teaching vocabulary is important, yet
We all know that teaching vocabulary is important, yet
Using a Word Splash Objectives: Assess prior knowledge Provide
Using a Word Splash Objectives: Assess prior knowledge Provide
Using a Word Splash
Using a Word Splash
Making Sense in Social Studies http://www
Making Sense in Social Studies http://www
Making Sense in Social Studies http://www
Making Sense in Social Studies http://www
We all know that teaching vocabulary is important, yet

: chevalliere. , . , We all know that teaching vocabulary is important, yet.ppt zip- 1556 .

We all know that teaching vocabulary is important, yet

We all know that teaching vocabulary is important, yet.ppt
1We all know that teaching vocabulary 47Laaaatitude. Loooongitude. Debra J.
is important, yet .. Its not that we Pickering.
teach vocabulary it HOW we teach 48I didnt put my grades in I have to go
vocabulary. to a workshop The sand is warm I forgot
2With Effective Vocabulary Instruction. what relaxation was like My feet and back
Closing the Achievement Gap. A+. dont hurt at 4:00PM Students not in
3Top Secret Disclaimers. Yes we have No school Summer. Draw a Visual
Panaceas! Ooooh! I tink I saw a Frayer Representation of. Application for Visual
Model! One thing that I know for certain Representation.
is that I dont know what I thought I 49Review for a Break. Review the Six
knew! You dont always get what you want, Steps to Vocabulary Instruction on page 1
but if you try real hard sometimes you get Identify which is the most important step
what you need! for your student and explain why this is
4Training Goals. Understand the so to your table mates. Be prepared to
research behind effective vocabulary share with the whole group.
instruction Visit the Six Steps of 50Six Steps to Effective Vocabulary
effective vocabulary instruction Learn how Instruction. Provide description,
to close the achievement gap by building explanation or example of the new term
background knowledge through direct Students restate the explanation of the
vocabulary instruction Make learning more new term in their own words Students
perdurable. create a nonlinguistic representation of
5And the researchers are .! Robert J. the term Students periodically do
Marzano Building Background Knowledge activities that help them add to their
for Academic Achievement Building Academic knowledge of vocabulary terms Periodically
Vocabulary Classroom Instruction that ask students to discuss the terms with one
Works Debra J. Pickering Building Academic another Periodically engage students in
Vocabulary Classroom Instruction that games that allow them to play with the
Works Eric Jensen Brain Based Learning terms.
Jane K. Doty Teaching Reading in the 51A Six-Step Process for Teaching New
Content Areas Closing the Achievement Gap Terms. Free Association Comparing Terms
Belinda Williams. Classifying Terms Solving Analogy Problems
6Closing the gap with our low Creating Metaphors. Step 4: Engage
performing students. The research is very students periodically in activities that
clear that students from lower help them add to their knowledge of
socioeconomic backgrounds and others with categories (Concepts).
limited academic background knowledge are 52Middle East. Iraq. Oil. Conflict.
at a great disadvantage in our schools Israel-Palestine. Dry Climate. A Six-Step
because they do not have the background Process for Teaching New Terms. Free
knowledge that they need to be successful. Association. Afghanistan. Step 4: Engage
7Closing the gap with our low students periodically in activities that
performing students. Building academic help them add to their knowledge of
background knowledge for students is categories (Concepts).
essential if they are going to link new 53Comparing terms. Using Sentence Stems
learning to what they already know. Using Venn Diagrams Using Double Bubble.
8Closing the gap with our low 54A and B are similar because they both
performing students. One of the most ________________ ________________
effective ways to build this academic ________________ A and B are different
background knowledge is through effective because A is __________, but B is
direct vocabulary instruction. ___________. A is __________, but B is
9And the research says.! Direct ___________. A is __________, but B is
Vocabulary Instruction Works. Building ___________. Page 3.
Academic Vocabulary, 2. 55A monarchy and a dictatorship are
10What the Academic Research Says. one similar because they both
compelling fact: what students already ________________. ________________.
know about the content is one of the ________________. A monarchy and a
strongest indicators of how well they will dictatorship are different because a
learn new information about the content. monarchy___, but a dictatorship____. a
Robert J. Marzano, Building Background monarchy___, but a dictatorship____. a
Knowledge for Academic Achievement. monarchy___, but a dictatorship____.
11What the Brain Research Says. Orstein 56Venn Diagrams.
found that prior exposure to information 57Comparing Terms David Hyerle---Double
speeds up learning. The brain looks for Bubble.
places to compartmentalize or 58Comparing Terms.
categorize information and Donchin 59Page 4. Solving Analogy Problems. as.
found that the greater amount of David Hyerles Bridge Map.
priming stimulus, the more the brain 60Solving Analogy Problems. Debra J.
extracted and compartmentalized the Pickering.
information. Eric Jensen, Brain Based 61Solving Analogy Problems. Social
Learning. Studies Sisters. Core Curriculum
12What the Brain Research Says. Cinderella. as. David Hyerles Bridge Map.
Information is stored both linguistically 62The Strategy: Creating Analogies. Give
and non-linguistically. It is the Students a model A:B::C:D= A is to B
combination of both of these that makes as C is to D Sam Houston is to Texas
learning perdurable. Eric Jensen, Brain as George Washington is to the. US. Pearl
Based Learning. Harbor was to WWII as 9/11 was to the. War
13Review. For information to be stored of Terrorism.
in long term memory (background knowledge) 63The Strategy: Creating Analogies. B.
it has to find a compartment or category Use familiar content to teach the strategy
in the brain to reside. (In Social Studies School:Students::Spring:Butterflies
we often call these concepts.) Low Similar Concepts Adjacent concepts are
achieving students generally lack these synonyms or similar in `meaning.
categories or compartments because they hungry:ravenous::tired:exhausted
have not been exposed to enough stimuli school:students::spring:butterflies.
(linguistic and non-linguistic). 64The Strategy: Creating Analogies. B.
14Our Goal. To build background Use familiar content to teach the strategy
knowledge through researched based Dissimilar Concepts Adjacent concepts are
strategies that effectively help our opposites or dissimilar in meaning
students build categories to store new grim:cheerful::hilly:flat
information. Hitler:Gandhi::war:peace Class Membership
15And just how do we go about doing Adjacent concepts belong to the same class
this? Please read aloud the or category. carrot: potato::brown: purple
following>>> high birth rate:high poverty::high
16Instructional Strategies & Effects longevity:good health care Class Name or
on Achievement. Category. % Gain. Class Member One element in a pair is a
Identifying Similarities & class name, the other is a member of the
Differences. 45. Summarizing & Note class. Mexican:Hispanic::Saudi:Arabic.
Taking. 34. Reinforcing Effort & 65The Strategy: Creating Analogies. B.
Providing Recognition. 29. Homework & Use familiar content to teach the strategy
Practice. 28. Nonlinguistic Part to Whole One element in a pair is a
Representations. 27. Cooperative Learning. part of the other element in the pair.
27. Setting Objectives & Providing spark plug: engine::variable: function
Feedback. 23. Generating & Testing city:region:state:country Change One
Hypotheses. 23. Questions, Cues, & element in a pair turns into the other
Advance Organizers. 22. Marzanos Nine. element in the pair. caterpillar:
17Instructional Strategies & Effects butterfly::tadpole: frog slavery
on Achievement. Category. % Gain. issue:war::civil rights movement:equality.
Identifying Similarities & 66The Strategy: Creating Analogies. C.
Differences. 45. Summarizing & Note Give students graphic organizers for
Taking. 34. Nonlinguistic Representations. models. What if you were studying the
27. 1920s?
18So how does this work? Lets watch your 67The Strategy: Creating Analogies. C.
brain at work. What categories do you use Give students graphic organizers for
to store information? Do your students models.
have the same ones? 68The Strategy: Creating Metaphors. Give
19What do your categories tell you to Students a model Languid: This training is
do with this information? In the early languid; it is moving as slow as
1860s a ________issued the Emancipation molasses Exhaustion: I am as exhausted as
___________. This order freed millions of a tri-athlete as she crosses the finish
s________. The C_______ had the authority line. Scarcity: That resource is as scarce
to enforce this order. Emancipation alone as a lake in the middle of the desert Your
did not give the former ________ a new Turn: Bad Presenters Hes as boring as
life. Decades of e_________ hardship and Youre walking on thin ice.
unequal rights continued. A______________ 69The Strategy: Creating Metaphors. B.
Plan was supported by many R____________. Use familiar content to teach the strategy
Page 1 in Handout. of creating metaphors Cafeteria food is
20What do your categories tell you to dog food Mr. Davids class is always an
do with information? In the early 1860s a icebox This school is a prison! Guadal
Russian issued the Emancipation Manifesto. Canal was a Hornets Nest Genghis Kahn
This order freed millions of serfs. The was a demon Your Turn.
Czar had the authority to enforce this 70The Strategy: Creating Metaphors.
order. Emancipation alone did not give the Emancipation. Santa Anna. Sputnik. Iraq
former serfs a new life. Decades of War. Alexander the Great. Cultural
economic hardship and unequal rights Diffusion.
continued. Alexanders Plan was supported 71Step 5: Periodically ask students to
by many Russians. discuss the terms with one another. Lets
21Lets try another easy one! The do a Frayer! A Six-Step Process for
questions that p______ face as they raise Teaching New Terms. Think Pair Share.
ch______ from in______to adult life are 72The Frayer Model.
not easy to an______. Both fa______ and 73Culture. Definition. Characteristics.
m______ can become concerned when health Culture is the total pattern of human
problems such as co______ arise any time behavior and its by-products. Examples.
after the e______ stage to later life. Non-Examples. Customs, beliefs, social
Experts recommend that young ch______ forms and material traits of ethnic,
should have plenty of s______ and racial, religious and social groups. In
nutritious food for healthy growth. the Mid-East many men wear robes to work.
B______ and g______ should not share the Many people in Asia eat with chop sticks.
same b______ or even sleep in the same We live in a house. We wear clothes. We
r______. They may be afraid of the eat rice.
d______. 74The Frayer Model. Your turn! Page 5.
22The questions that poultrymen face as Achievement Gap.
they raise chickens from incubation to 75Think: Think: Provide a few minutes of
adult life are not easy to answer. Both quiet think time to allow students,
farmer and merchants can become concerned individually, to review their own
when health problems such as coccidiosis descriptions and images of the targeted
arise any time after the egg stage to terms in their notebooks. Consider
later life. Experts recommend that young modeling for them, by thinking aloud, some
chicks should have plenty of sunshine and of the kinds of thinking they might do
nutritious food for healthy growth. during this quiet time.
Banties and geese should not share the 76Pair: Pair: After students have had a
same barnyard or even sleep in the same chance to think about the targeted terms,
roost. They may be afraid of the dark. organize them into pairs and ask them to
23Please read aloud the discuss their descriptions and pictures of
following>>> So what do we do? To the terms with their partners. You might
make sure that our students are going to need to guide these interactions by
the right categories we need to build suggesting or modeling ways they can
these categories with good vocabulary discuss the terms, such as *Comparing
instruction and stuff them full of good their descriptions of the term.
vocabulary terms. *Describing their pictures to each other.
24Five Statements from current research *Explaining to each other any new
about Vocabulary . . . Students need to be information they have learned or ahas
exposed to a word at least six times in they have experienced since the last time
context before they have enough experience they reviewed the terms. *Identifying
with the word to ascertain its meaning and areas of disagreement or confusion and
make it perdurable. Even superficial seeking clarification from you or other
instruction in new words enhances the resources.
probability that students will understand 77Share: Share: Invite students to share
the words when they encounter them. Jane aloud with the whole class any new
K. Doty, MCREL. thoughts or understandings they have
25Five Statements from current research discussed in their pairs. As students
about Vocabulary . . . One of the best share, highlight interesting ideas and
ways to learn a new word is to associate a encourage students to explain any examples
mental image or symbolic representation of confusion or any misconceptions that
with it. Direct vocabulary instruction surfaced during their discussions. This
works. Teaching new vocabulary directly step provides an opportunity for you to
increases student comprehension of new make sure that confusion and
materials. Jane K. Doty, MCREL. misconceptions have been resolved
26Five Statements from current research accurately. Ask students to make additions
about Vocabulary . . . Direct instruction and revisions to their Frayers. Monitor
on words that are critical to new content their work to ensure that their additions
produces the most powerful learning. Jane and revision are accurate.
K. Doty, MCREL. Selecting these words that 78A Six-Step Process for Teaching New
are critical is essential. Terms. Vocabulary Charades Name That
27Word of the day! BREAK! To fail to Category Draw Me Vocabulary Jeopardy (What
keep prescribed gait To become fair To is the Question?). Step 6: Involve
alter sharply a direction or course To students periodically in games that allow
reduce in rank To come into being as them to play with terms.
bursting forth To open spontaneously as 79Name that category! Industrialization.
with the surf To make ineffective as a Immigrant Workers Poor working Conditions
binding force To separate into parts with Social Darwinism Steel, Steel, Steel
sudden force. Vertical Integration New Inventions Late
28Now to the How To. 1800s.
29Six Steps to Effective Vocabulary 80Draw Me! Although I began before the
Instruction (Marzano, 2005). Provide Civil War my real expansion came after. I
description, explanation or example of the really started rolling with the invention
new term Students restate the explanation of the Bessemer process used for making
of the new term in their own words steel I brought millions of people to the
Students create a nonlinguistic west and millions of dollars in kickbacks
representation of the term. Page 1. to my owners as I laid tracks across the
30Six Steps to Effective Vocabulary west I finally made it across the country
Instruction (Marzano, 2005). Students when I met up with my brother, Union
periodically do activities that help them Pacific, in Ogden Utah in 1869.
add to their knowledge of vocabulary terms 81Vocabulary Jeopardy.
Comparing Terms Classifying Terms 82Building Your Essential Vocabulary
Generating Metaphors Generating Analogies Lists.
Revising Initial Descriptions or 83Not ALL terms are critically
Nonlinguistic Representations important! So how do we decide what to put
Understanding the roots and affixes. on our list? Resources Collection-
31Six Steps to Effective Vocabulary National Standards State Standards Local
Instruction (Marzano, 2005). Periodically resources.
ask students to discuss the terms with one 84So how do we decide what to put on our
another Should occur as a regular part of list? Decide who will decide- Is it your
SS instruction Pose questions to stimulate job as the supervisor? Will you have a
discussion Raise questions and issues committee? How many words will you
about terms. identify as critical or essential for
32Six Steps to Effective Vocabulary each grade level?
Instruction (Marzano, 2005). Periodically 85Marzano, Building Background Knowledge
engage students in games that allow them for Academic Achievement.
to play with the terms Examples: Word 86So how do we decide what to put on our
Splash, Flash Cards, Loop Cards, etc. list? 3. How do I decide which words to
Resources Available: TEKS Vocabulary select? a. TAKS First Approach b. Teacher
Flashcards, Word Splashes & Word Walls First Approach (Committee) c. Ranking
for Grades 5-11 system (Example) 1. The word is critical
www.esc13.net/socialstudies TAKS 2. The word is critical for X grade
www.tea.state.tx.us/ssc. 3. The word is important 4. The word will
33The spread of linguistic or cultural be learned indirectly.
practices or innovations within a 87So how do we decide what to put on our
community or from one community to list? 4. What do we do with the list? a.
another. Diffusion. A Six-Step Process for Break it down by unit/grading period for
Teaching New Terms. Step 1: Provide a each grade level b. Supply each teacher
description, explanation, or example of with a copy c. Have a school/district
the new term. Diffusion is the process by expectation that these words will be
which an idea or innovation is transmitted taught directly.
from one individual or group to another 88So how do we decide what to put on our
across space. There are two types of list? 5. Resources a. SSC Glossaries -
diffusion: relocation diffusion, i.e., http://www.tea.state.tx.us/ssc/teks_and_ta
when people move and take with them their s/teks.htm#TEKS_glossary b. Building
culture; and expansion diffusion, i.e., Academic Vocabulary, Marzano and Pickering
when information about a new idea or (National Standards c.
innovation spreads throughout a society. www.esc13.net/socialstudies Many of these
34Diffusion. A Six-Step Process for activities are focused on the T3s (TAKS
Teaching New Terms. Diffusion is the Testable TEKS).
process by which an idea or innovation is 89Other versions of Vocabulary Building
transmitted from one individual or group Templates.
to another across space. There are two 90Review and Reaffirm. Of the strategies
types of diffusion: relocation diffusion, that we just reviewed which one(s) do you
i.e., when people move and take with them think you would like to try in your class.
their culture; and expansion diffusion, Explain to you group. Be prepared to
i.e., when information about a new idea or share.
innovation spreads throughout a society. 91Average Retention Rate. After 24
Step 1: Provide a description, Hours. 5%. Lecture. Reading. 10%. 20%.
explanation, or example of the new term. Audiovisual. Demonstration. 30%.
35To free someone from bondage. Discussion Group. 50%. Practice by Doing.
Emancipation. A Six-Step Process for 75%. Teach Others / Immediate Application.
Teaching New Terms. Step 1: Provide a 90%. Collaborative Setting.
description, explanation, or example of 92Can you find me? See if you can find
the new term. Marzanos six steps to effective
36Czar Alexander emancipated, or freed vocabulary instruction in these vocabulary
the Russian serfs in 1861. Abraham Lincoln strategies.
emancipated, or freed the slaves in the 93Concept Definition Mapping.
south in 1863. Emancipation. A Six-Step 94
Process for Teaching New Terms. Step 1: 95Democracy. Comparisons/ Contrasts.
Provide a description, explanation, or 96Verbal and Visual Word Association.
example of the new term. 97
37A Six-Step Process for Teaching New 98Latitude. Visual Representation.
Terms. Page 2. Step 2: Ask students to Definition. Personal Association or
restate the description, explanation, or Characteristic.
example in their own words. Adapted from 99Using a Word Splash Objectives: Assess
ASCD. Notes: Pertinent to our study. prior knowledge Provide motivation for
38A Six-Step Process for Teaching New reading Set a clear purpose for reading
Terms. Native American. Step 2: Ask Decipher vocabulary Allow for a variety of
students to restate the description, modes of learning.
explanation, or example in their own 100Using a Word Splash. Select four to
words. Native American. Notes: Pertinent six social studies terms, people, phrases,
to our study The Natives Americans who or pictures from a unit of study or book.
lived in East Texas were called Caddo Be sure to include not only similar words
Indians. They live in grass houses and that will indicate the subject of the
traded with lots of other Indians. Native selection but also some of the words and
means the first people who lived somewhere phrases that seem contradictory to the
so Native American means the first people others. Give each student a little time to
who lived in America. They lived here think about what the terms, people,
before it was called America. We used to phrases, or pictures have in common. As a
call them Indians, but that did not make class, discuss the definitions of the
sense. They werent from India. words or meaning of the pictures and the
39Evolution. A Six-Step Process for connections between them.
Teaching New Terms. Page 2. Step 2: Ask 101Using a Word Splash. 5. Have students
students to restate the description, draw a picture or image for each term. 6.
explanation, or example in their own As a class, in pairs or small groups, have
words. Adapted from ASCD. Notes: Pertinent students work to identify the main idea or
to our study. subject that connects the words. 7. Ask
40A Six-Step Process for Teaching New each group to share their explanation. 8.
Terms. Step 3: Ask students to construct a As the class describes the connections,
picture, symbol, or graphic representing list the common elements on the board. 9.
the term or phrase. Debra J. Pickering. Cut the words out to make note cards for
41Step 3: Ask students to construct a use with new words or to add to your word
picture, symbol, or graphic representing wall.
the term or phrase. Baghdad. 102Kindergarten Example. Police. Mayor.
42Income tax is the money we pay to the Fire. Judge.
government that they use to provide things 103Grade 2-3 Vocabulary Example.
we all need, like roads. The money is Citizenship. Harriet Tubman. Slavery.
taken out of our paychecks. Debra J. Underground Railroad.
Pickering. 104Grade 4 Vocabulary Example. Sam
43Some challenges you might encounter. Houston. Democracy. Freedom. Civic
44Challenge: The studentsand youare Affairs.
having trouble representing the term. 105Grade 5 Vocabulary Example. Ben
Suggestions: Practice creating Franklin. Democracy. Leadership. Civic
nonlinguistic representations. Types of Duty.
pictures: Draw the actual thing. Use a 106Making Sense in Social Studies
symbol. Draw an example. Represent the http://www.readingquest.org.
idea with graphics. Dramatize the drawing 107Making Sense in Social Studies
with cartoon bubbles. Debra J. Pickering. http://www.readingquest.org.
45Types of pictures: Draw the actual 108Templates available at
thing. Abraham Lincoln. Debra J. www.ednet13.net/socialstudies.
Pickering. 109The Frayer Model. (To become more
46Types of pictures: Use a symbol. durable) To ingrain in my memory so well
47When possible, try to build into the that I will not forget it. Perdurable.
picture a way of attaching the picture to 110Application Activity. Review the
the word. Latitudeimaginary lines around various vocabulary models and strategies
Earth parallel to equator presented What are the similarities
Longitudeimaginary lines around Earth between them? Differences? Can you
that go through North and South Pole and identify the 6 steps in each? Pages 5-12.
are perpendicular to the equator. Where can I find these templates?
We all know that teaching vocabulary is important, yet.ppt
http://900igr.net/kartinka/anglijskij-jazyk/we-all-know-that-teaching-vocabulary-is-important-yet-118737.html
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We all know that teaching vocabulary is important, yet

We all know that teaching vocabulary is important, yet

India - The natural population growth was 2.3%. XX . History of India. English speaking countries . . India on the globe. India is ranked seventh in terms of area, the second largest population. . ? ? .

- . Snowy sheep . A fox . A brown bear . A white hare -. A sheep bull . An elk . A reindeer . A polar wolf . A polar bear .

- . . . . , . . . . Mammoth. . . . .

- : , , . The flower. A fish. English humor. The Bunny is happy! The bear is smiling! I can see an Easter Bunny. . Definite and indefinite article. : I ve got a flower. .

Westminster abbey - In what part of London is the building of the House of Parliament situated? 2)Which two parts does British Parliament consist of? At first Parliament was organized to help the monarch rule the country. Prepared by student of 32 groups Gerasimova Kate. A church has stood here since Saxon times, when it was known as West Monastery (Westminster), because of its position to the west of Londons centre.

Complex Object - -. ing- Complex Object. . She saw the French Lieutenants Woman doing public penance (Fowles). - , . ( ).

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