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Academic Vocabulary

Academic Vocabulary. Cindy Bak Henry Romero Annabel Dannemann Danielle Caro. Please sit b y grade level. CHAD 2013. OVERVIEW. Introduction. CCSS. 3 Tiers. Purpose & History of A.V. Shift to Common Core State Standards. Marzano’s Six-Step Process.

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Academic Vocabulary

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  1. Academic Vocabulary Cindy Bak Henry Romero Annabel Dannemann Danielle Caro Please sitbygrade level. CHAD 2013

  2. OVERVIEW Introduction CCSS 3 Tiers Purpose & History of A.V. Shift to Common Core State Standards Marzano’s Six-Step Process Expectations, reflection, commitments, and recommended readings A closer look at vocabulary words Academic Vocabulary Closure CHAD 2013

  3. PURPOSE • Increase the understanding of vocabulary instruction in relation to the Common Core State Standards. • Increase understanding of the different tiers of vocabulary. • Identify Marzano’s 6 Step Process. • Learn various vocabulary strategies to use in the classroom. CHAD 2013

  4. HISTORY • Teachers noticed that RUSD students were experiencing difficulties with vocabulary across content areas. • Teacher input from data dialogue conversations called out a need for resources to support academic vocabulary instruction in their classrooms. CHAD 2013

  5. HOW: Created by • Sylvia Cadena • Amy Grigsby • Celia Mungia Under the supervision of Dr. Jeanette Chien • Cross-referenced vocabulary lists from a variety of school districts. • Lists provided are grade level academic vocabulary lists that include both Tier 2 and Tier 3 words. • Aligned to Common Core anchor standards. CHAD 2013

  6. RESEARCH & DATA • Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). • Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELLs (Carlo, August, & Snow, 2005; Calderón et al., 2005). CHAD 2013

  7. RESEARCH & DATA Academic Vocabulary words… • …are far more likely to appear in written texts than in speech. • … often represent subtle or precise ways to say relatively simple things. • …require deliberate effort to learn, unlike Tier 1. • … are critical to understanding academic texts. Common Core State Standards, Appendix A, page 33 CHAD 2013

  8. COMMON CORE STATE STANDARDS CHAD 2013

  9. COMMON CORE STATE STANDARDS CHAD 2013

  10. COMMON CORE STATE STANDARDS Shift your thinking. CHAD 2013

  11. COMMON CORE STATE STANDARDS 3 Major Shifts in ELA 1.) Building knowledge through content-rich nonfiction. 2.) Reading, writing, and speaking, grounded in evidence from the text, both literary and Informational. 3.) Regular practice with complex text and its academic language. CHAD 2013

  12. 3 Tiers of Academic Vocabulary CHAD 2013

  13. 3 Tiers of Academic Vocabulary

  14. 3 Tiers of Academic Vocabulary How do I determine that a word is TIER 2? 5th grade yes yes yes assume Tier 2 no sometimes Tier 3 perimeter yes

  15. 3 Tiers of Academic Vocabulary • Tier 2 and Tier 3 words are not all clear-cut in their tier classification. • There is more than one way to select words. • Word knowledge is subject to personal experience.

  16. Time to Practice • Read the excerpt from Volcanoes on the following slide (grade 4/5). • With a partner, determine the Tier 2 and Tier 3 words.

  17. In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

  18. Tier 2 In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

  19. Tier 2 Tier 3 In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

  20. Marzano’s Six-Step Process See page 2 CHAD 2013

  21. Time to Practice! • Find your assigned Step section. • Read through the strategies and select one to share. • Use chart paper, index cards, or any other materials available to model the strategy for the group. • Step 1: TK & K • Step 2: 1st • Step 3: 2nd & 3rd • Step 4: 4th • Step 5: 5th • Step 6: 6th CHAD 2013

  22. Time to Practice! Please label your chart with: Grade level Step # Strategy Name • Step 1 (p.4-5) : TK & K • Step 2 (p.6-7): 1st • Step 3 (p.8-10): 2nd & 3rd • Step 4 (p.11-16): 4th • Step 5 (p.17-19): 5th • Step 6 (p.20-22): 6th CHAD 2013

  23. EXPECTATIONS • ELD is its own content area and needs to be explicitly taught everyday. • Students need access to Tier 2 and Tier 3 Academic Vocabulary words throughout the day. CHAD 2013

  24. CLOSURE • Increase the understanding of vocabulary instruction in relation to the Common Core State Standards. • Increase understanding of the different tiers of vocabulary. • Identify Marzano’s 6 Step Process. • Learn various vocabulary strategies to use in the classroom. CHAD 2013

  25. CLOSURE Reflection: What are the implications on your practice? Commitments: What will you commit to trying? CHAD 2013

  26. READINGS: Developing Academic Vocabulary by BeverleeJobrack Common Core Shifts for Mathematics (handout) From achievethecore.org CHAD 2013

  27. Contact Info: Cindy Bak cbak@rowland.k12.ca.us Henry Romero hromero@rowland.k12.ca.us Annabel Dannemann adannemann@rowland.k12.ca.us Danielle Caro dcaro@rowland.k12.ca.us CHAD 2013

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