Training based on Diane E. Paynter’s original presentation Presented by Shannon Ayrish May 27, 2008

0 Building Background Knowledge for Academic Achievement Systematic Vocabulary Instruction Project Direct Instruction Training based on Diane E. Paynter’s original presentation Presented by Shannon Ayrish May 27, 2008

Interacting Dynamics of Working Memory • The more times we engage information in working memory the higher the probability that it will be embedded in permanent memory. -Four exposures, no more than 2 days apart • The depth of processing information adds detail to our understanding of information. • Elaboration is making new and varied connections

“Information must make it to permanent memory to become part of our background knowledge and the quality of processing in the working memory enhances or inhibits the likelihood that information will reach permanent memory.”

Even surface level background knowledge is useful. Even surface level background knowledge is useful. 0 • For background knowledge to be useful, students must be familiar with the terminology of a given topic and have some general idea as to the terms’ meanings. • Even this low-level understanding will greatly aid students’ comprehension and learning.

0 • The research and theory strongly suggest that teaching vocabulary knowledge is synonymous with teaching background knowledge. • The packets of information that constitute our background knowledge all have labels associated with them that can be considered vocabulary.

0 Once, long ago, all animals lived together. They didn’t fight, and they could all talk the same language. Lots of things happened then, and the unicorn lived with the other animals. The unicorn was white and the horn was long. Men thought that the unicorn could live forever. They hunted him because they thought he was magic. At last the unicorn had to go high into the mountains to escape being killed.

0 Once, long ago, all animals lived in harmony. There was no strife among them, and they were able to speak together in a common language. At that time, mysterious and wonderful events took place, and the noble unicorn dwelt with the other animals in the lower lands. The unicorn was pure white, as white as mountain snow, and his ivory horn was a magnificent spiral. Men believed the unicorn was immortal. They hunted him relentlessly, for it was said that his horn possessed magical powers. At last the unicorn was forced to flee high up into the mountains to escape the hunter’s arrows.

Direct Vocabulary Instruction

Research Generalizations Vocabulary 0 Students need to be exposed to a word at least six times in context. Direct vocabulary instruction works and should focus on words that are critical to new content. Even superficial instruction in new words increases the probability that students will understand the words when they encounter them. One of the best ways to learn a new word is to associate a mental image or symbolic representation with it.

0 Criteria For Words for Direct Instruction • Words that have multiple meanings or are found in potentially misleading contexts that would confuse students. • Words for which students have no other words or no prior knowledge to determine meaning even within a context. • Words that are difficult for students to grasp the meaning of and that are frequently misunderstood.

0 Step 1 Teacher identifies the new word and elicits background knowledge. Step 2 Teacher explains the meaning of the new word. Step 3 Students generate their own explanations of the new word. Step 4 Students create a visual representation of the new word. Step 5 Students engage in experiences that deepen their understanding of the new word. Students engage in vocabulary games and activities to help them remember the word and its meaning. Step 6

Teacher identifies the new word and elicits background knowledge. Step 1 • Tap into a students’ prior knowledge and experiences. • Ask students if they know the meaning of new words. • This discussion will help students make connections to the new words.

Teacher explains the meaning of the new word. Step 2 • It is important that students understand what a new word means in the context of something they are already familiar with or that make sense to them. • This can be done by… • -telling students a story • -giving them an explanation • -providing a description in written or verbal form • -providing examples or non-examples • The goal of this step it to provide students with a clear understanding of the meaning of the new word quickly and efficiently.

Students generate their own explanations of the new word. Step 3 • Use sentence stems or questions to describe the meaning of a word. • “I think this word means…” • “We use this word to describe…” • 2.Use tools to learn more about a new word. • Dictionaries – work best when students have some understanding of a word first • Thesaurus • Internet or Electronic Sources

Pay day!! 0 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. Debra Pickering

Students create a visual representations of the new word. Step 4 Creating a visual representation forces students to process their linguistic understanding into nonlinguistic representations. Strategies for step 4… Generating mental pictures Creating symbols Using vocabulary graphic organizers -Descriptive patterns -Concept Definition Maps -Frayer Model Creating kinesthetic representations Creating physical models

DEFINITIONWORD CHART 0

0 S C I E N C E F

0 Frayer Model • Essential Characteristics • Feathers • Hollow Bones • Warm-blooded • Breathe Air With Lungs • Wings • Beaks Symbol or Picture • Non-Essential • Characteristics • Ability to fly Birds • Examples • Robins • Meadowlarks • Parrots • Eagles • Ostriches • Penguins • Non-Examples • Bats • Flying Reptiles • Insects • Flying Squirrels (Teaching Reading in Science, pg. 56)

0 Frayer Model • Closed • Simple (curve does not intersect itself) • Plane figure (2 dimensional) • Made up of three or more line segments • No dangling parts A simple, closed plane figure made up of three or more line segments. Polygon • Examples • Rectangle • Triangle • Pentagon • Hexagon • Trapezoid • Non-Examples • Circle • Cone • Arrow (ray) • Cube • Letter A (Teaching Reading in Mathematics, 2nd Edition pg. 69)

0 What is it? What is it like? Chemical changes in rocks Minerals broken down into other substances Physical changes in rocks Minerals added to rocks (deposition) chemical weathering Minerals removed from rocks (leaching) oxidation hydrolysis carbonation What are some examples? (Teaching Reading in Science, pg. 52)

Definition Map – Teaching Model Set Expectations Motivate and Focus Teach / Model http://www2.scholastic.com/browse/search?query=vocabulary

Students engage in experiences that deepen their understanding of the new word. Step 5 • Comparisons • Analogies • Metaphors • Semantic Feature Analysis • Classifying

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 ___________. 0

Fractionsand Decimals are similar because they both ________________. ________________. ________________. Fractionsand Decimals are different because Fractions _____, but Decimals _____. Fractions _____, but Decimals _____. Fractions _____, but Decimals____. 0

0 A monarchyand a dictatorship are similar because they both ________________. ________________. ________________. A monarchyand a dictatorship are different because a monarchy____, but a dictatorship_____. a monarchy____, but a dictatorship_____. a monarchy____, but a dictatorship_____.

different different similar Item Item Item Item similar different different similar different different similar Comparing Terms David Hyerle---Double Bubble 0

0 Debra Pickering

Is To ?? Is To 0 Steps for constructing an analogy CREATING ANALOGIES 1. Identify how the two elements in the first pair are related. 2. State the relationship in a general way. 3. Identify another pair of elements that share a similar relationship.

night ??????? is to 0 Analogies can help explain an unfamiliar concepts by making a comparison to something we understand. hot cold is to Relationship: opposites Relationship: opposites

0 Solving Analogy Problems document book as backpack portfolio …is carried in …relating factor batter compound as elements ingredients …a new substance made up of …relating factor

Is A 0 What are the steps in creating a metaphor? CREATING METAPHORS 1. Identify the important or basic elements of the information or situation with which you are working. • 2. Write that basic information as a more general pattern by • replacing words for specific things with words for more general things; • summarizing information whenever possible. 3. Find new information or a situation to which the general pattern applies.

0 Important or General General Pattern in New Basic Information Pattern Information or Situation Step 1 Step 2 Step 3

0 Learning Goal: Students understand the components and purpose of a political map.

0 Extend and refine students’ understanding of and capacity to remember the new word. Step 6 Games – additional experiences that help the children remember the words and the meanings that you have already taught them in the previous steps.

0 Games • Select games that are USEFUL and a meaningful use of time to help learn the words. For example: • Password • Vocabulary Pyramid • Charades • Jeopardy • Games on-line: http://www.vocabulary.co.il/ http://www.vocabulary.com

0 Vocabulary Pyramid

$100,000 Pyramid 0 Types of Land/Terrain 200 Points Words You Hear In an Emergency Liquids 100 Points 100 Points Ways of Walking Synonyms For “Said” Synonyms For “Angry” 50 Points 50 Points 50 Points

0 $100,000 Pyramid Fruits And Vegetables 200 Points Bones Found In The Human Body Occupations 100 Points 100 Points Types Of Furniture Mathematical Terms Types of Government 50 Points 50 Points 50 Points

0 Charades

0 Things associated with Halloween Costume Witch Candy Dracula Scary Trick or treat Goblins

Training based on Diane E. Paynter’s original presentation Presented by Shannon Ayrish May 27, 2008