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We all know that teaching vocabulary is important, yet …Its not that we teach vocabulary it HOW we teach vocabulary. |
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With Effective Vocabulary InstructionClosing the Achievement Gap A+ |
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Top Secret DisclaimersYes we have No Panaceas! Ooooh! I t’ink I saw a Frayer Model! One thing that I know for certain is that I don’t know what I thought I knew! You don’t always get what you want, but if you try real hard sometimes you get what you need! |
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Training GoalsUnderstand 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 |
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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 |
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Closing the gap with our low performing studentsThe 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. |
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Closing the gap with our low performing studentsBuilding academic background knowledge for students is essential if they are going to link new learning to what they already know. |
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Closing the gap with our low performing studentsOne of the most effective ways to build this academic background knowledge is through effective “direct” vocabulary instruction. |
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And the research says…Direct Vocabulary Instruction Works Building Academic Vocabulary, 2 |
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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 |
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What the Brain Research SaysOrstein 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 |
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What the Brain Research SaysInformation is stored both linguistically and non-linguistically. It is the combination of both of these that makes learning perdurable. Eric Jensen, Brain Based Learning |
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ReviewFor 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) |
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Our GoalTo build background knowledge through researched based strategies that effectively help our students build categories to store new information. |
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And just how do we go about doing thisPlease read aloud the following>>> |
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Instructional Strategies & Effects on AchievementCategory % 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 Marzano’s Nine |
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Instructional Strategies & Effects on AchievementCategory % Gain Identifying Similarities & Differences 45 Summarizing & Note Taking 34 Nonlinguistic Representations 27 |
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So how does this workLets watch your brain at work. What categories do you use to store information? Do your students have the same ones? |
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What do “your” categories tell you to do with this informationIn the early 1860’s 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 |
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What do “your” categories tell you to do with informationIn the early 1860’s 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. Alexander’s Plan was supported by many Russians. |
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Let’s try another easy oneThe 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______. |
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The questions that poultrymen face as they raise chickens fromincubation 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. |
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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. |
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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 |
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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 |
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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. |
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Word of the dayBREAK! 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 |
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Now to the “How To” |
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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 |
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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 |
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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 |
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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 |
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The spread of linguistic or cultural practices or innovations within acommunity 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. |
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DiffusionA 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. |
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To free someone from bondageEmancipation A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. |
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Czar Alexander “emancipated”, or freed the Russian serfs in 1861Abraham 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. |
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A Six-Step Process for Teaching New TermsPage 2 Step 2: Ask students to restate the description, explanation, or example in their own words. Adapted from ASCD Notes: Pertinent to our study |
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A Six-Step Process for Teaching New TermsNative 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 weren’t from India. |
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EvolutionA 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 |
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A Six-Step Process for Teaching New TermsStep 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Debra J. Pickering |
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Step 3: Ask students to construct a picture, symbol, or graphicrepresenting the term or phrase. Baghdad |
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Income tax is the money we pay to the government that they use toprovide things we all need, like roads. The money is taken out of our paychecks. Debra J. Pickering |
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Some challenges you might encounter |
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Challenge: The students—and you—are having trouble representing theterm. 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 |
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Types of pictures: Draw the actual thingAbraham Lincoln Debra J. Pickering |
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Types of pictures: Use a symbol |
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When possible, try to build into the picture a way of attaching thepicture to the word. Latitude—imaginary lines around Earth parallel to equator Longitude—imaginary lines around Earth that go through North and South Pole and are perpendicular to the equator Laaaatitude Loooongitude Debra J. Pickering |
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I didn’t put my grades in I have to go to a workshop The sand is warmI forgot what relaxation was like My feet and back don’t hurt at 4:00PM Students not in school Summer Draw a Visual Representation of Application for Visual Representation |
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Review for a BreakReview 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. |
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Six Steps to Effective Vocabulary InstructionProvide 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 |
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A Six-Step Process for Teaching New TermsFree 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). |
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Middle EastIraq 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). |
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Comparing termsUsing Sentence Stems Using Venn Diagrams Using Double Bubble. |
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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 |
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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____. |
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Venn Diagrams |
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Comparing Terms David Hyerle---Double Bubble |
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Comparing Terms |
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Page 4Solving Analogy Problems as David Hyerle’s Bridge Map |
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Solving Analogy ProblemsDebra J. Pickering |
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Solving Analogy ProblemsSocial Studies Sisters Core Curriculum Cinderella as David Hyerle’s Bridge Map |
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The Strategy: Creating AnalogiesGive 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 |
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The Strategy: Creating AnalogiesB. 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 |
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The Strategy: Creating AnalogiesB. 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 |
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The Strategy: Creating AnalogiesB. 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 |
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The Strategy: Creating AnalogiesC. Give students graphic organizers for models What if you were studying the 1920’s? |
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The Strategy: Creating AnalogiesC. Give students graphic organizers for models |
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The Strategy: Creating MetaphorsGive 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 – He’s as boring as… You’re walking on thin ice |
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The Strategy: Creating MetaphorsB. Use familiar content to teach the strategy of creating metaphors Cafeteria food is dog food Mr. David’s class is always an icebox This school is a prison! Guadal Canal was a “Hornets’ Nest” Genghis Kahn was a demon Your Turn |
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The Strategy: Creating MetaphorsEmancipation Santa Anna Sputnik Iraq War Alexander the Great Cultural Diffusion |
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Step 5: Periodically ask students to discuss the terms with oneanother. Lets do a Frayer! A Six-Step Process for Teaching New Terms Think Pair Share |
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The Frayer Model |
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CultureDefinition 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. |
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The Frayer ModelYour turn! Page 5 Achievement Gap |
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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. |
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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. |
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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 Frayer’s. Monitor their work to ensure that their additions and revision are accurate. |
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A Six-Step Process for Teaching New TermsVocabulary 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. |
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Name that categoryIndustrialization Immigrant Workers Poor working Conditions Social Darwinism Steel, Steel, Steel Vertical Integration New Inventions Late 1800’s |
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Draw MeAlthough 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. |
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Vocabulary Jeopardy |
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Building Your Essential Vocabulary Lists |
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Not ALL terms are critically importantSo how do we decide what to put on our list? Resources Collection- National Standards State Standards Local resources |
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So how do we decide what to put on our listDecide 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? |
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Marzano, Building Background Knowledge for Academic Achievement |
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So how do we decide what to put on our list3. 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 |
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So how do we decide what to put on our list4. 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” |
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So how do we decide what to put on our list5. 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) |
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Other versions of Vocabulary Building Templates |
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Review and ReaffirmOf 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 |
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Average Retention RateAfter 24 Hours 5% Lecture Reading 10% 20% Audiovisual Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach Others / Immediate Application 90% Collaborative Setting |
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Can you find meSee if you can find Marzano’s six steps to effective vocabulary instruction in these vocabulary strategies. |
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Concept Definition Mapping |
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DemocracyComparisons/ Contrasts |
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Verbal and Visual Word Association |
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LatitudeVisual Representation Definition Personal Association or Characteristic |
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Using a Word Splash Objectives: Assess prior knowledge Providemotivation for reading Set a clear purpose for reading Decipher vocabulary Allow for a variety of modes of learning |
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Using a Word SplashSelect 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. |
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Using a Word Splash5. 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. |
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Kindergarten ExamplePolice Mayor Fire Judge |
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Grade 2-3 Vocabulary ExampleCitizenship Harriet Tubman Slavery Underground Railroad |
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Grade 4 Vocabulary ExampleSam Houston Democracy Freedom Civic Affairs |
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Grade 5 Vocabulary ExampleBen Franklin Democracy Leadership Civic Duty |
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Making Sense in Social Studies http://wwwreadingquest.org |
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Making Sense in Social Studies http://wwwreadingquest.org |
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Templates available at wwwednet13.net/socialstudies |
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The Frayer Model(To become more durable) To ingrain in my memory so well that I will not forget it. Perdurable |
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Application ActivityReview 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? |
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