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Vocabulary instruction Part II

**Please sit in tables of 4-5 with colleagues from different teams. Maxwell Professional Learning Tuesday, November 5, 2013. Vocabulary instruction Part II. Be an active participant Allow time for questions and discussions Take what you can use Be willing to try something new.

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Vocabulary instruction Part II

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  1. **Please sit in tables of 4-5 with colleagues from different teams. Maxwell Professional Learning Tuesday, November 5, 2013 Vocabulary instruction Part II

  2. Be an active participant • Allow time for questions and discussions • Take what you can use • Be willing to try something new Professional Learning Norms

  3. Greeting – One minute Greeting

  4. To celebrate progress made with vocabulary instruction Review 3 Tiers of Vocabulary Set goals for strengthening vocabulary instruction this year Desired Outcomes

  5. Last Year’s Data - TCAP 2013 1 2 Yay !!!

  6. Table Talk: Name one thing you did differently with vocabulary last year that made a difference for students. Discussion (5)

  7. Evidence (2)

  8. Evidence

  9. Language & Vocabulary = 26.2% Proficient/Advanced Language & Vocabulary = 36.9% Proficient/Advanced Current Data – DEA

  10. 3 of 6 Common Core Anchor Standards for Language are vocabulary standards Two types of vocabulary specified in CC: general academic & domain-specific It is now well accepted that the chief cause of the achievement gap between socioeconomic groups is the language gap - E.D. Hirsch (2003) Why Explicitly Teach Vocabulary?

  11. If the words are present in a child’s oral vocabulary, comprehension should occur as the child decodes and monitors the oral representations. However, if the print vocabulary is more complex than the child’s oral vocabulary, comprehension will not occur. (Kamil & Heibert, 2005) From Marzano & Simms (2013). Vocabulary for the Common Core Vocabulary & Reading Ability

  12. Tier 1 – common words • Acquired through conversation, reading, and daily experiences • Exception: Students from lower-SES families and EL • Tier 2 – “general academic” • Commonly used in academic and professional writing but rarely used in speech or informal settings • Tier 3 – “domain-specific” • Specific to a discipline or field of study Tiers of Vocabulary

  13. Take 5 index cards from the center of your table. On each card, write one vocabulary word from your weekly vocabulary list for a total of 5 words on 5 cards. With your tablemates, sort your words into Tier 1, Tier 2, Tier 3 words. Choose a recorder. Record your word sorton the paper provided. Be sure to include the names of your group members on the page. Activity (15)

  14. Vocabulary instruction has the greatest effect when it focuses on a reasonable number of important academic terms rather than on high frequency word lists. (Marzano, 2004) Multiple exposures to words needed (Jenkins, Stein, & Wysocki, 1984) Understanding and retention improve when students interact with words in a variety of ways (Beck, McKewon, & Kucan, 2002) Research

  15. Students need opportunities to think deeply about new words using nonlinguistic representations, comparison, metaphors, etc. (Marzano, 2004) From Silver, Dewing, & Perini (2012) The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Research

  16. Connect – make connections to new words Organize – understand how words relate to one another Deep-Process – use thinking strategies and multiple forms of representation to develop deep conceptual understanding Exercise – meaningful review and practice activities Handout Vocabulary CODE

  17. The Abc’s of Teaching Academic Vocabulary (a read aloud)

  18. On another index card, write your name & one goal for strengthening your vocabulary instruction this year. - then - Write your goal in your Professional Learning Log. Goal Setting

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