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We all know that teaching vocabulary is important, yet
We all know that teaching vocabulary is important, yet
With Effective Vocabulary Instruction
With Effective Vocabulary Instruction
Top Secret Disclaimers
Top Secret Disclaimers
Training Goals
Training Goals
And the researchers are
And the researchers are
Closing the gap with our low performing students
Closing the gap with our low performing students
Closing the gap with our low performing students
Closing the gap with our low performing students
Closing the gap with our low performing students
Closing the gap with our low performing students
And the research says
And the research says
What the Academic Research Says
What the Academic Research Says
What the Brain Research Says
What the Brain Research Says
What the Brain Research Says
What the Brain Research Says
Review
Review
Our Goal
Our Goal
And just how do we go about doing this
And just how do we go about doing this
Instructional Strategies & Effects on Achievement
Instructional Strategies & Effects on Achievement
Instructional Strategies & Effects on Achievement
Instructional Strategies & Effects on Achievement
So how does this work
So how does this work
What do your categories tell you to do with this information
What do your categories tell you to do with this information
What do your categories tell you to do with information
What do your categories tell you to do with information
Lets try another easy one
Lets try another easy one
The questions that poultrymen face as they raise chickens from
The questions that poultrymen face as they raise chickens from
Please read aloud the following>>>
Please read aloud the following>>>
Five Statements from current research about Vocabulary
Five Statements from current research about Vocabulary
Five Statements from current research about Vocabulary
Five Statements from current research about Vocabulary
Five Statements from current research about Vocabulary
Five Statements from current research about Vocabulary
Word of the day
Word of the day
Now to the How To
Now to the How To
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
Six Steps to Effective Vocabulary Instruction (Marzano, 2005)
The spread of linguistic or cultural practices or innovations within a
The spread of linguistic or cultural practices or innovations within a
Diffusion
Diffusion
To free someone from bondage
To free someone from bondage
Czar Alexander emancipated, or freed the Russian serfs in 1861
Czar Alexander emancipated, or freed the Russian serfs in 1861
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
Evolution
Evolution
A Six-Step Process for Teaching New Terms
A Six-Step Process for Teaching New Terms
Step 3: Ask students to construct a picture, symbol, or graphic
Step 3: Ask students to construct a picture, symbol, or graphic
Income tax is the money we pay to the government that they use to
Income tax is the money we pay to the government that they use to
Some challenges you might encounter
Some challenges you might encounter
Challenge: The studentsand youare having trouble representing the
Challenge: The studentsand youare having trouble representing the
Types of pictures: Draw the actual thing
Types of pictures: Draw the actual thing
Types of pictures: Use a symbol
Types of pictures: Use a symbol
When possible, try to build into the picture a way of attaching the
When possible, try to build into the picture a way of attaching the
I didnt put my grades in I have to go to a workshop The sand is warm
I didnt put my grades in I have to go to a workshop The sand is warm
Review for a Break
Review for a Break
Six Steps to Effective Vocabulary Instruction
Six Steps to Effective Vocabulary Instruction
A Six-Step Process for Teaching New Terms
A Six-Step Process for Teaching New Terms
Middle East
Middle East
Comparing terms
Comparing terms
A and B are similar because they both _
A and B are similar because they both _
A monarchy and a dictatorship are similar because they both
A monarchy and a dictatorship are similar because they both
Venn Diagrams
Venn Diagrams
Comparing Terms David Hyerle---Double Bubble
Comparing Terms David Hyerle---Double Bubble
Comparing Terms
Comparing Terms
Page 4
Page 4
Solving Analogy Problems
Solving Analogy Problems
Solving Analogy Problems
Solving Analogy Problems
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Analogies
The Strategy: Creating Metaphors
The Strategy: Creating Metaphors
The Strategy: Creating Metaphors
The Strategy: Creating Metaphors
The Strategy: Creating Metaphors
The Strategy: Creating Metaphors
Step 5: Periodically ask students to discuss the terms with one
Step 5: Periodically ask students to discuss the terms with one
The Frayer Model
The Frayer Model
Culture
Culture
The Frayer Model
The Frayer Model
Think:
Think:
Pair:
Pair:
Share:
Share:
A Six-Step Process for Teaching New Terms
A Six-Step Process for Teaching New Terms
Name that category
Name that category
Draw Me
Draw Me
Vocabulary Jeopardy
Vocabulary Jeopardy
Building Your Essential Vocabulary Lists
Building Your Essential Vocabulary Lists
Not ALL terms are critically important
Not ALL terms are critically important
So how do we decide what to put on our list
So how do we decide what to put on our list
Marzano, Building Background Knowledge for Academic Achievement
Marzano, Building Background Knowledge for Academic Achievement
So how do we decide what to put on our list
So how do we decide what to put on our list
So how do we decide what to put on our list
So how do we decide what to put on our list
So how do we decide what to put on our list
So how do we decide what to put on our list
Other versions of Vocabulary Building Templates
Other versions of Vocabulary Building Templates
Review and Reaffirm
Review and Reaffirm
Average Retention Rate
Average Retention Rate
Can you find me
Can you find me
Concept Definition Mapping
Concept Definition Mapping
We all know that teaching vocabulary is important, yet
We all know that teaching vocabulary is important, yet
Democracy
Democracy
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
Latitude
Latitude
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
Using a Word Splash
Using a Word Splash
Kindergarten Example
Kindergarten Example
Grade 2-3 Vocabulary Example
Grade 2-3 Vocabulary Example
Grade 4 Vocabulary Example
Grade 4 Vocabulary Example
Grade 5 Vocabulary Example
Grade 5 Vocabulary Example
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
Templates available at www
Templates available at www
The Frayer Model
The Frayer Model
Application Activity
Application Activity

: 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
1 We all know that teaching vocabulary is important, yet

We all know that teaching vocabulary is important, yet

Its not that we teach vocabulary it HOW we teach vocabulary.

2 With Effective Vocabulary Instruction

With Effective Vocabulary Instruction

Closing the Achievement Gap

A+

3 Top Secret Disclaimers

Top Secret Disclaimers

Yes we have No Panaceas! Ooooh! I tink I saw a Frayer Model! One thing that I know for certain is that I dont know what I thought I knew! You dont always get what you want, but if you try real hard sometimes you get what you need!

4 Training Goals

Training Goals

Understand the research behind effective vocabulary instruction Visit the Six Steps of effective vocabulary instruction Learn how to close the achievement gap by building background knowledge through direct vocabulary instruction Make learning more perdurable

5 And the researchers are

And the researchers are

Robert J. Marzano Building Background Knowledge for Academic Achievement Building Academic Vocabulary Classroom Instruction that Works Debra J. Pickering Building Academic Vocabulary Classroom Instruction that Works Eric Jensen Brain Based Learning Jane K. Doty Teaching Reading in the Content Areas Closing the Achievement Gap Belinda Williams

6 Closing the gap with our low performing students

Closing the gap with our low performing students

The research is very clear that students from lower socioeconomic backgrounds and others with limited academic background knowledge are at a great disadvantage in our schools because they do not have the background knowledge that they need to be successful.

7 Closing the gap with our low performing students

Closing the gap with our low performing students

Building academic background knowledge for students is essential if they are going to link new learning to what they already know.

8 Closing the gap with our low performing students

Closing the gap with our low performing students

One of the most effective ways to build this academic background knowledge is through effective direct vocabulary instruction.

9 And the research says

And the research says

Direct Vocabulary Instruction Works

Building Academic Vocabulary, 2

10 What the Academic Research Says

What the Academic Research Says

one compelling fact: what students already know about the content is one of the strongest indicators of how well they will learn new information about the content. Robert J. Marzano, Building Background Knowledge for Academic Achievement

11 What the Brain Research Says

What the Brain Research Says

Orstein found that prior exposure to information speeds up learning. The brain looks for places to compartmentalize or categorize information and Donchin found that the greater amount of priming stimulus, the more the brain extracted and compartmentalized the information. Eric Jensen, Brain Based Learning

12 What the Brain Research Says

What the Brain Research Says

Information is stored both linguistically and non-linguistically. It is the combination of both of these that makes learning perdurable. Eric Jensen, Brain Based Learning

13 Review

Review

For information to be stored in long term memory (background knowledge) it has to find a compartment or category in the brain to reside. (In Social Studies we often call these concepts.) Low achieving students generally lack these categories or compartments because they have not been exposed to enough stimuli (linguistic and non-linguistic)

14 Our Goal

Our Goal

To build background knowledge through researched based strategies that effectively help our students build categories to store new information.

15 And just how do we go about doing this

And just how do we go about doing this

Please read aloud the following>>>

16 Instructional Strategies & Effects on Achievement

Instructional Strategies & Effects on Achievement

Category

% Gain

Identifying Similarities & Differences

45

Summarizing & Note Taking

34

Reinforcing Effort & Providing Recognition

29

Homework & Practice

28

Nonlinguistic Representations

27

Cooperative Learning

27

Setting Objectives & Providing Feedback

23

Generating & Testing Hypotheses

23

Questions, Cues, & Advance Organizers

22

Marzanos Nine

17 Instructional Strategies & Effects on Achievement

Instructional Strategies & Effects on Achievement

Category

% Gain

Identifying Similarities & Differences

45

Summarizing & Note Taking

34

Nonlinguistic Representations

27

18 So how does this work

So how does this work

Lets watch your brain at work. What categories do you use to store information? Do your students have the same ones?

19 What do your categories tell you to do with this information

What do your categories tell you to do with this information

In the early 1860s a ________issued the Emancipation ___________. This order freed millions of s________. The C_______ had the authority to enforce this order. Emancipation alone did not give the former ________ a new life. Decades of e_________ hardship and unequal rights continued. A______________ Plan was supported by many R____________.

Page 1 in Handout

20 What do your categories tell you to do with information

What do your categories tell you to do with information

In the early 1860s a Russian issued the Emancipation Manifesto. This order freed millions of serfs. The Czar had the authority to enforce this order. Emancipation alone did not give the former serfs a new life. Decades of economic hardship and unequal rights continued. Alexanders Plan was supported by many Russians.

21 Lets try another easy one

Lets try another easy one

The questions that p______ face as they raise ch______ 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______.

22 The questions that poultrymen face as they raise chickens from

The questions that poultrymen face as they raise chickens from

incubation to adult life are not easy to answer. Both farmer 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.

23 Please read aloud the following>>>

Please read aloud the following>>>

So what do we do?

To make sure that our students are going to the right categories we need to build these categories with good vocabulary instruction and stuff them full of good vocabulary terms.

24 Five Statements from current research about Vocabulary

Five Statements from current research about Vocabulary

. .

Students need to be exposed to a word at least six times in context before they have enough experience with the word to ascertain its meaning and make it perdurable.

Even superficial instruction in new words enhances the probability that students will understand the words when they encounter them. Jane K. Doty, MCREL

25 Five Statements from current research about Vocabulary

Five Statements from current research about Vocabulary

. .

One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.

Direct vocabulary instruction works. Teaching new vocabulary directly increases student comprehension of new materials. Jane K. Doty, MCREL

26 Five Statements from current research about Vocabulary

Five Statements from current research about Vocabulary

. .

Direct instruction on words that are critical to new content produces the most powerful learning. Jane K. Doty, MCREL

Selecting these words that are critical is essential.

27 Word of the day

Word of the day

BREAK!

To fail to keep prescribed gait To become fair To alter sharply a direction or course To reduce in rank To come into being as bursting forth To open spontaneously as with the surf To make ineffective as a binding force To separate into parts with sudden force

28 Now to the How To

Now to the How To

29 Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Provide description, explanation or example of the new term Students restate the explanation of the new term in their own words Students create a nonlinguistic representation of the term

Page 1

30 Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Students periodically do activities that help them add to their knowledge of vocabulary terms Comparing Terms Classifying Terms Generating Metaphors Generating Analogies Revising Initial Descriptions or Nonlinguistic Representations Understanding the roots and affixes

31 Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Periodically ask students to discuss the terms with one another Should occur as a regular part of SS instruction Pose questions to stimulate discussion Raise questions and issues about terms

32 Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Six Steps to Effective Vocabulary Instruction (Marzano, 2005)

Periodically engage students in games that allow them to play with the terms Examples: Word Splash, Flash Cards, Loop Cards, etc. Resources Available: TEKS Vocabulary Flashcards, Word Splashes & Word Walls for Grades 5-11 www.esc13.net/socialstudies www.tea.state.tx.us/ssc

33 The spread of linguistic or cultural practices or innovations within a

The spread of linguistic or cultural practices or innovations within a

community or from one community to another.

Diffusion

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

Diffusion is the process by which an idea or innovation is transmitted from one individual or group to another across space. There are two types of diffusion: relocation diffusion, i.e., when people move and take with them their culture; and expansion diffusion, i.e., when information about a new idea or innovation spreads throughout a society.

34 Diffusion

Diffusion

A Six-Step Process for Teaching New Terms

Diffusion is the process by which an idea or innovation is transmitted from one individual or group to another across space. There are two types of diffusion: relocation diffusion, i.e., when people move and take with them their culture; and expansion diffusion, i.e., when information about a new idea or innovation spreads throughout a society.

Step 1: Provide a description, explanation, or example of the new term.

35 To free someone from bondage

To free someone from bondage

Emancipation

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

36 Czar Alexander emancipated, or freed the Russian serfs in 1861

Czar Alexander emancipated, or freed the Russian serfs in 1861

Abraham Lincoln emancipated, or freed the slaves in the south in 1863.

Emancipation

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

37 A Six-Step Process for Teaching New Terms

A Six-Step Process for Teaching New Terms

Page 2

Step 2: Ask students to restate the description, explanation, or example in their own words.

Adapted from ASCD

Notes: Pertinent to our study

38 A Six-Step Process for Teaching New Terms

A Six-Step Process for Teaching New Terms

Native American

Step 2: Ask students to restate the description, explanation, or example in their own words.

Native American

Notes: Pertinent to our study The Natives Americans who lived in East Texas were called Caddo Indians. They live in grass houses and traded with lots of other Indians.

Native means the first people who lived somewhere so Native American means the first people who lived in America. They lived here before it was called America. We used to call them Indians, but that did not make sense. They werent from India.

39 Evolution

Evolution

A Six-Step Process for Teaching New Terms

Page 2

Step 2: Ask students to restate the description, explanation, or example in their own words.

Adapted from ASCD

Notes: Pertinent to our study

40 A Six-Step Process for Teaching New Terms

A Six-Step Process for Teaching New Terms

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Debra J. Pickering

41 Step 3: Ask students to construct a picture, symbol, or graphic

Step 3: Ask students to construct a picture, symbol, or graphic

representing the term or phrase.

Baghdad

42 Income tax is the money we pay to the government that they use to

Income tax is the money we pay to the government that they use to

provide things we all need, like roads. The money is taken out of our paychecks.

Debra J. Pickering

43 Some challenges you might encounter

Some challenges you might encounter

44 Challenge: The studentsand youare having trouble representing the

Challenge: The studentsand youare having trouble representing the

term.

Suggestions: Practice creating nonlinguistic representations

Types of pictures: Draw the actual thing. Use a symbol. Draw an example. Represent the idea with graphics. Dramatize the drawing with cartoon bubbles.

Debra J. Pickering

45 Types of pictures: Draw the actual thing

Types of pictures: Draw the actual thing

Abraham Lincoln

Debra J. Pickering

46 Types of pictures: Use a symbol

Types of pictures: Use a symbol

47 When possible, try to build into the picture a way of attaching the

When possible, try to build into the picture a way of attaching the

picture to the word.

Latitudeimaginary lines around Earth parallel to equator Longitudeimaginary lines around Earth that go through North and South Pole and are perpendicular to the equator

Laaaatitude

Loooongitude

Debra J. Pickering

48 I didnt put my grades in I have to go to a workshop The sand is warm

I didnt put my grades in I have to go to a workshop The sand is warm

I forgot what relaxation was like My feet and back dont hurt at 4:00PM Students not in school Summer

Draw a Visual Representation of

Application for Visual Representation

49 Review for a Break

Review for a Break

Review the Six Steps to Vocabulary Instruction on page 1 Identify which is the most important step for your student and explain why this is so to your table mates. Be prepared to share with the whole group.

50 Six Steps to Effective Vocabulary Instruction

Six Steps to Effective Vocabulary Instruction

Provide description, explanation or example of the new term Students restate the explanation of the new term in their own words Students create a nonlinguistic representation of the term Students periodically do activities that help them add to their knowledge of vocabulary terms Periodically ask students to discuss the terms with one another Periodically engage students in games that allow them to play with the terms

51 A Six-Step Process for Teaching New Terms

A Six-Step Process for Teaching New Terms

Free Association Comparing Terms Classifying Terms Solving Analogy Problems Creating Metaphors

Step 4: Engage students periodically in activities that help them add to their knowledge of categories (Concepts).

52 Middle East

Middle East

Iraq

Oil

Conflict

Israel-Palestine

Dry Climate

A Six-Step Process for Teaching New Terms

Free Association

Afghanistan

Step 4: Engage students periodically in activities that help them add to their knowledge of categories (Concepts).

53 Comparing terms

Comparing terms

Using Sentence Stems Using Venn Diagrams Using Double Bubble.

54 A and B are similar because they both _

A and B are similar because they both _

______________ ________________ ________________ A and B are different because A is __________, but B is ___________. A is __________, but B is ___________. A is __________, but B is ___________.

Page 3

55 A monarchy and a dictatorship are similar because they both

A monarchy and a dictatorship are similar because they both

________________. ________________. ________________. A monarchy and a dictatorship are different because a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____. a monarchy___, but a dictatorship____.

56 Venn Diagrams

Venn Diagrams

57 Comparing Terms David Hyerle---Double Bubble

Comparing Terms David Hyerle---Double Bubble

58 Comparing Terms

Comparing Terms

59 Page 4

Page 4

Solving Analogy Problems

as

David Hyerles Bridge Map

60 Solving Analogy Problems

Solving Analogy Problems

Debra J. Pickering

61 Solving Analogy Problems

Solving Analogy Problems

Social Studies Sisters

Core Curriculum Cinderella

as

David Hyerles Bridge Map

62 The Strategy: Creating Analogies

The Strategy: Creating Analogies

Give Students a model A:B::C:D= A is to B as C is to D Sam Houston is to Texas as George Washington is to the

US

Pearl Harbor was to WWII as 9/11 was to the

War of Terrorism

63 The Strategy: Creating Analogies

The Strategy: Creating Analogies

B. Use familiar content to teach the strategy School:Students::Spring:Butterflies Similar Concepts Adjacent concepts are synonyms or similar in `meaning. hungry:ravenous::tired:exhausted school:students::spring:butterflies

64 The Strategy: Creating Analogies

The Strategy: Creating Analogies

B. Use familiar content to teach the strategy Dissimilar Concepts Adjacent concepts are opposites or dissimilar in meaning grim:cheerful::hilly:flat Hitler:Gandhi::war:peace Class Membership Adjacent concepts belong to the same class or category. carrot: potato::brown: purple high birth rate:high poverty::high longevity:good health care Class Name or Class Member One element in a pair is a class name, the other is a member of the class. Mexican:Hispanic::Saudi:Arabic

65 The Strategy: Creating Analogies

The Strategy: Creating Analogies

B. Use familiar content to teach the strategy Part to Whole One element in a pair is a part of the other element in the pair. spark plug: engine::variable: function city:region:state:country Change One element in a pair turns into the other element in the pair. caterpillar: butterfly::tadpole: frog slavery issue:war::civil rights movement:equality

66 The Strategy: Creating Analogies

The Strategy: Creating Analogies

C. Give students graphic organizers for models

What if you were studying the 1920s?

67 The Strategy: Creating Analogies

The Strategy: Creating Analogies

C. Give students graphic organizers for models

68 The Strategy: Creating Metaphors

The Strategy: Creating Metaphors

Give Students a model Languid: This training is languid; it is moving as slow as molasses Exhaustion: I am as exhausted as a tri-athlete as she crosses the finish line. Scarcity: That resource is as scarce as a lake in the middle of the desert Your Turn: Bad Presenters Hes as boring as Youre walking on thin ice

69 The Strategy: Creating Metaphors

The Strategy: Creating Metaphors

B. Use familiar content to teach the strategy of creating metaphors Cafeteria food is dog food Mr. Davids class is always an icebox This school is a prison! Guadal Canal was a Hornets Nest Genghis Kahn was a demon Your Turn

70 The Strategy: Creating Metaphors

The Strategy: Creating Metaphors

Emancipation

Santa Anna

Sputnik

Iraq War

Alexander the Great

Cultural Diffusion

71 Step 5: Periodically ask students to discuss the terms with one

Step 5: Periodically ask students to discuss the terms with one

another.

Lets do a Frayer!

A Six-Step Process for Teaching New Terms

Think Pair Share

72 The Frayer Model

The Frayer Model

73 Culture

Culture

Definition

Characteristics

Culture is the total pattern of human behavior and its by-products

Examples

Non-Examples

Customs, beliefs, social forms and material traits of ethnic, racial, religious and social groups

In the Mid-East many men wear robes to work. Many people in Asia eat with chop sticks.

We live in a house. We wear clothes. We eat rice.

74 The Frayer Model

The Frayer Model

Your turn!

Page 5

Achievement Gap

75 Think:

Think:

Think: Provide a few minutes of quiet think time to allow students, individually, to review their own descriptions and images of the targeted terms in their notebooks. Consider modeling for them, by thinking aloud, some of the kinds of thinking they might do during this quiet time.

76 Pair:

Pair:

Pair: After students have had a chance to think about the targeted terms, organize them into pairs and ask them to discuss their descriptions and pictures of the terms with their partners. You might need to guide these interactions by suggesting or modeling ways they can discuss the terms, such as *Comparing their descriptions of the term. *Describing their pictures to each other. *Explaining to each other any new information they have learned or ahas they have experienced since the last time they reviewed the terms. *Identifying areas of disagreement or confusion and seeking clarification from you or other resources.

77 Share:

Share:

Share: Invite students to share aloud with the whole class any new thoughts or understandings they have discussed in their pairs. As students share, highlight interesting ideas and encourage students to explain any examples of confusion or any misconceptions that surfaced during their discussions. This step provides an opportunity for you to make sure that confusion and misconceptions have been resolved accurately. Ask students to make additions and revisions to their Frayers. Monitor their work to ensure that their additions and revision are accurate.

78 A Six-Step Process for Teaching New Terms

A Six-Step Process for Teaching New Terms

Vocabulary Charades Name That Category Draw Me Vocabulary Jeopardy (What is the Question?)

Step 6: Involve students periodically in games that allow them to play with terms.

79 Name that category

Name that category

Industrialization

Immigrant Workers Poor working Conditions Social Darwinism Steel, Steel, Steel Vertical Integration New Inventions Late 1800s

80 Draw Me

Draw Me

Although I began before the Civil War my real expansion came after. I really started rolling with the invention of the Bessemer process used for making steel I brought millions of people to the west and millions of dollars in kickbacks to my owners as I laid tracks across the west I finally made it across the country when I met up with my brother, Union Pacific, in Ogden Utah in 1869.

81 Vocabulary Jeopardy

Vocabulary Jeopardy

82 Building Your Essential Vocabulary Lists

Building Your Essential Vocabulary Lists

83 Not ALL terms are critically important

Not ALL terms are critically important

So how do we decide what to put on our list? Resources Collection- National Standards State Standards Local resources

84 So how do we decide what to put on our list

So how do we decide what to put on our list

Decide who will decide- Is it your job as the supervisor? Will you have a committee? How many words will you identify as critical or essential for each grade level?

85 Marzano, Building Background Knowledge for Academic Achievement

Marzano, Building Background Knowledge for Academic Achievement

86 So how do we decide what to put on our list

So how do we decide what to put on our list

3. How do I decide which words to select? a. TAKS First Approach b. Teacher First Approach (Committee) c. Ranking system (Example) 1. The word is critical TAKS 2. The word is critical for X grade 3. The word is important 4. The word will be learned indirectly

87 So how do we decide what to put on our list

So how do we decide what to put on our list

4. What do we do with the list? a. Break it down by unit/grading period for each grade level b. Supply each teacher with a copy c. Have a school/district expectation that these words will be taught directly

88 So how do we decide what to put on our list

So how do we decide what to put on our list

5. Resources a. SSC Glossaries - http://www.tea.state.tx.us/ssc/teks_and_taas/teks.htm#TEKS_glossary b. Building Academic Vocabulary, Marzano and Pickering (National Standards c. www.esc13.net/socialstudies Many of these activities are focused on the T3s (TAKS Testable TEKS)

89 Other versions of Vocabulary Building Templates

Other versions of Vocabulary Building Templates

90 Review and Reaffirm

Review and Reaffirm

Of the strategies that we just reviewed which one(s) do you think you would like to try in your class. Explain to you group. Be prepared to share

91 Average Retention Rate

Average Retention Rate

After 24 Hours

5%

Lecture

Reading

10%

20%

Audiovisual

Demonstration

30%

Discussion Group

50%

Practice by Doing

75%

Teach Others / Immediate Application

90%

Collaborative Setting

92 Can you find me

Can you find me

See if you can find Marzanos six steps to effective vocabulary instruction in these vocabulary strategies.

93 Concept Definition Mapping

Concept Definition Mapping

94 We all know that teaching vocabulary is important, yet
95 Democracy

Democracy

Comparisons/ Contrasts

96 Verbal and Visual Word Association

Verbal and Visual Word Association

97 We all know that teaching vocabulary is important, yet
98 Latitude

Latitude

Visual Representation

Definition

Personal Association or Characteristic

99 Using a Word Splash Objectives: Assess prior knowledge Provide

Using a Word Splash Objectives: Assess prior knowledge Provide

motivation for reading Set a clear purpose for reading Decipher vocabulary Allow for a variety of modes of learning

100 Using a Word Splash

Using a Word Splash

Select four to six social studies terms, people, phrases, or pictures from a unit of study or book. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others. Give each student a little time to think about what the terms, people, phrases, or pictures have in common. As a class, discuss the definitions of the words or meaning of the pictures and the connections between them.

101 Using a Word Splash

Using a Word Splash

5. Have students draw a picture or image for each term. 6. As a class, in pairs or small groups, have students work to identify the main idea or subject that connects the words. 7. Ask each group to share their explanation. 8. As the class describes the connections, list the common elements on the board. 9. Cut the words out to make note cards for use with new words or to add to your word wall.

102 Kindergarten Example

Kindergarten Example

Police

Mayor

Fire

Judge

103 Grade 2-3 Vocabulary Example

Grade 2-3 Vocabulary Example

Citizenship

Harriet Tubman

Slavery

Underground Railroad

104 Grade 4 Vocabulary Example

Grade 4 Vocabulary Example

Sam Houston

Democracy

Freedom

Civic Affairs

105 Grade 5 Vocabulary Example

Grade 5 Vocabulary Example

Ben Franklin

Democracy

Leadership

Civic Duty

106 Making Sense in Social Studies http://www

Making Sense in Social Studies http://www

readingquest.org

107 Making Sense in Social Studies http://www

Making Sense in Social Studies http://www

readingquest.org

108 Templates available at www

Templates available at www

ednet13.net/socialstudies

109 The Frayer Model

The Frayer Model

(To become more durable) To ingrain in my memory so well that I will not forget it.

Perdurable

110 Application Activity

Application Activity

Review the various vocabulary models and strategies presented What are the similarities between them? Differences? Can you identify the 6 steps in each?

Pages 5-12

Where can I find these templates?

We all know that teaching vocabulary is important, yet
http://900igr.net/prezentacija/anglijskij-jazyk/we-all-know-that-teaching-vocabulary-is-important-yet-118737.html
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