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Vocabulary and the Common Core

Vocabulary and the Common Core. Annette Roper. Oakbrook Elementary School, Title I Facilitator. Monica O’Dea. Oakbrook Elementary School, Principal. Mission and Vision.

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Vocabulary and the Common Core

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  1. Vocabulary and the Common Core Annette Roper Oakbrook Elementary School, Title I Facilitator Monica O’Dea Oakbrook Elementary School, Principal

  2. Mission and Vision Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.

  3. Vocabulary and the common core • Gain an understanding of the Tiers of Vocabulary and learn instructional approaches to assist students with committing words to memory. At the end of this session participants will be able to design their rooms and develop lessons for a vocabulary rich environment

  4. As Teachers it is important that you are able to: • Identify Tiered words • Understand characteristics of effective vocabulary instruction • Apply a six-step process • for direct instruction in • vocabulary.

  5. Ball Tossing Activity

  6. Why teach vocabulary?

  7. The more background knowledge a student has about academic content that will be addressed in a given class or course, the easier it is for the student to understand and learn the new content addressed in that class or course. What students already know about the content when they come to school is one of the strongest indicators of how well the will learn new information relative to the content.

  8. Children of poverty come to school with significantly fewer academic background experiences than other children. All students arrive at school with some amount of background knowledge—it is just different.

  9. Children of the middle class have heard _________words before coming to school. Children of poverty have heard _________ words before coming to school. 48,000 13,000

  10. Words Heard in an Hour (Word Poverty) Poverty: 615 words per hour Middle Class: 1,251 words per hour Upper Class: 2,153 words per hour

  11. So…What If ?You will take a quiz to test your background knowledge on a given topic.

  12. Background Knowledge Experiences WorkingMemory Permanent Memory Sensory Memory (temporary) Crystallized (Learned) Intelligence The more times we engage information in our working memory, the higher the probability that it will be embedded in our permanent memory…

  13. Understand tier two and three words are not “cast in stone”, but rather additions and deletions may become necessary over time.

  14. Importance of direct vocabulary instruction • Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. • The same student, after vocabulary instruction has been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.

  15. Six-Step Process: Marzano (Marzano and Pickering, 2005, pp. 14-15)

  16. Step 1 – Initial Information: Introduce New Term • Provide a description, explanation, or example of the new term. • Find out what they know or think they know • Clarify misconceptions, build on accurate information (Think, Pair, Share strategies) • Help build understanding of the term(Think, Pair, Share strategies)

  17. Step 1 – Initial Information: Introduce New Term • This does not involve presenting a definition or asking students to look up a definition! • Using context clues and background knowledge(correct and incorrect) will help build a better understanding!

  18. Step 1 – Initial Information: Tech Integration

  19. Step 2 – Students Restate Term: Informal Information • Ask students to restate description, explanation, or example in their own words. • Connect to prior experiences and knowledge.

  20. Step 2 – Students Restate Term: Tech Integration Free download!

  21. Step 3 – Non-linguistic Representations Ask students to construct a picture, symbol or graphic representation of the term.

  22. Step 3 – Non-linguistic Representations • Draw/construct actual object • (create a diagram and label) • Draw examples (Pictionary) • Represent with graphics • (mind map/graphic organizers/Frayer Model) • Dramatize with cartoons and speech bubbles • Represent with clip art/photos

  23. Step 4 – Students periodically do activities that help add to knowledge of vocabulary terms.

  24. Step 5 - Periodically ask students to discuss the terms with one another. • Think-Pair-Share • Create analogies and metaphors • Compare/contrast (e.g., Venn Diagram) • Spinner/Dice with “tell”, “write”, “draw”, “synonyms”, “examples”, and “characteristics”. • Debate

  25. Step 6 – Review and Games • Involve students periodically in games that allow them to play with terms. • The goal is to keep new terms in the forefront of student thinking and allow them reexamine their understanding of the terms.

  26. Step 6 – Review and Games • What’s the Question? • Vocabulary Charades • Name That Category • Draw Me • Talk a Mile a Minute • Big Book of Books • Dice Activities • $10,000 Pyramid

  27. “Talk a Mile a Minute”(a.k.a. Taboo ) • Create a team of 2-3 • Designate a “talker” for each round who will face the screen • Try to get partner/team to say each word by quickly describing them • May not use words in category title or rhyming words

  28. Talk a Mile a Minute 3rd Grade Social Studies People to Know

  29. Famous south carolinians • Thomas Sumter • Andrew Pickens • Francis Marion • Andrew Jackson

  30. Let’s Play Pictionary! • Teams of 2-3 people • Scratch paper (for the artist) • The ‘artist’ will see the screen • Partner will turn back to screen • There will be four terms!

  31. PICTIONARY 1st Grade Science

  32. Full Moon New Moon First Quarter Last Quarter

  33. Step 6 – Review and Games Tech Integration

  34. Give and Go 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

  35. Contact Information Annette Roper Title I Facilitator aroper@dorchester2.k12.sc.us (843) 821-1165 Monica O’Dea Principal modea@dorchester2.k12.sc.us (843) 821-1165

  36. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion. For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

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