Indirect Approach

1. 10. Learned Intelligence/ Background Knowledge • Direct Instruction • ( to build Academic Vocabulary) Indirect Approach • Wide Reading • (General) • Direct Instruction • (Academic)

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3. 1. Identify essential academic terms and phrases. 2. Use a research-based process for teaching new terms and phrases.

4. 1. Identify essential academic terms and phrases. • Instruction should focus on terms that have a high probability of enhancing academic success.

5. Students read new information; comprehension assessed: • If there is some regular vocabulary instruction, • 12%ile gain • If the direct instruction is for words in the passage that is being read, • 33%ile gain

6. Part of Guaranteed and Viable Curriculum is identifying essential terms— Topic: Terms and Details Principles, Generalizations Skills and processes

7. Part of Guaranteed and Viable Curriculum is identifying essential terms— Fractions: Terms and Details fraction numerator denominator mixed number… Principles, Generalizations Skills and processes

8. Part of Guaranteed and Viable Curriculum is identifying essential terms— Astronomy Terms and Details planet meteor solar system orbit… Principles, Generalizations Skills and processes

9. Part of Guaranteed and Viable Curriculum is identifying essential terms— Cells Terms and Details nucleus mitosis meiosis cell wall… Principles, Generalizations Skills and processes

10. Part of Guaranteed and Viable Curriculum is identifying essential terms— Revolutionary War Terms and Details Terms and Details revolution Paul Revere “shot heard ‘round the world” Boston Tea Party….. Principles, Generalizations Skills and processes

11. 1. Identify essential academic terms and phrases. • Select a grade level and content area. • Identify “topics” that are included for the content at that grade level. Identify any terms that you think should be on the final “essential” list. • Select another content area follow Step 2 again.

12. 1. Identify essential terms and phrases. Subject area:

13. 1. Identify essential terms and phrases. Subject area: Math

14. 1. Identify essential terms and phrases. Subject area: science

15. 2. Use a research-based process for teaching new terms and phrases. Direct Instruction

16. 2. Use a research-based process for teaching new terms and phrases. • Effective vocabulary instruction does not rely on definitions. • Students must represent their knowledge of words in linguistic and nonlinguistic ways

17. Classroom Instruction That works Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers Nonlinguistic Representations

18. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed # of studies

22. 2. Use a research-based process for teaching new terms and phrases. • Effective vocabulary instruction does not rely on definitions. • Students must represent their knowledge of words in linguistic and nonlinguistic ways. • Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. • Students should discuss the terms they are learning. • Students should play with words.

23. The Process

24. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

25. A Six-Step Process for Teaching New Terms • Help students develop sufficient initial understanding • so that they can • describe the terms and • represent the terms nonlinguistically Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Provide multiple opportunities for students to • revisit and revise • descriptions and nonlinguistic representations. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms.

26. Undoing students current perceptions of vocabulary learning

31. Mutualism The interaction of organisms within an ecosystem in a manner that significantly benefits both, although the resulting relationship is not critical to the continued existence of either.

32. Six Steps

33. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms. Step 1: Provide a description, explanation, or example of the new term.

34. “provide?” • Build on direct experiences, such as a field trip or a guest speaker, that provide examples of the term; • Tell a story that integrates the term; • Use video or computer images as the stimulus for the information;

35. “provide?” • Ask individual students, or small groups, to do the initial investigation into the term and present the information—sometimes in the form or of a skit or pantomime—to the class. • Use current events to help make the terms applicable to something familiar to them; • Describe your own mental pictures of the term; • Find or create pictures that exemplify the term.

36. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. A function is a relationship between two things like height and weight. As one goes up, the other goes up. Isn’t it generally true that as you have grown in height over the years, your weight has also gone up? We could describe this relationship by saying, “Your weight is a function of your height.”

37. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. ■ Mr. Collier noticed that the science book glossary defined climate as follows: “The prevailing meteorological conditions, or weather, of a place, including temperature, precipitation, and wind.” Instead of using that definition, he explained the term this way: “Climate is the word that describes what weather is generally like in a particular place. If someone says that a place has a warm, dry climate, it means that the winters are not really cold and there is probably not much snow, plus the summers are probably pretty hot without much rain.”

38. spreadsheet percentage discount Australia light speed, sound speed interior designer plot (in literature)

39. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

40. sun earth Revolve: When something moves around something else, like the earth revolves around the sun.

41. Pay day!! 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.

42. A fraction tells you how many parts a whole thing is divided into and then how many of those parts you are thinking about. Example: 3/10 looks like this.

43. Dynamic character: It’s when a character in a story changes; usually changes a lot.

44. Czar: A ruler in ancient times. They were sort of like kings.

45. Addition: When you start with a certain number of things and then get a certain number more

46. Subtraction: When you start with a certain number of things and then a certain number are taken away.

47. Represent these terms nonlinguistically. spreadsheet percentage discount Australia light speed, sound speed interior designer plot (in literature)

48. Wiki Blog Really Simple Syndication Podcast

49. A Six-Step Process for Teaching New Terms • Help students develop sufficient initial understanding • so that they can • describe the terms and • represent the terms nonlinguistically Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Establish a record-keeping system: Separate Notebook Section in Content Area Notebook Technology IMPORTANT