Non-linguistic and Linguistic Strategies for Teaching Academic Vocabulary

1. Non-linguistic and Linguistic Strategiesfor Teaching Academic Vocabulary

2. Non-linguistic and Linguistic Strategiesfor Teaching Academic Vocabulary So many words, so little time! Which words should we teach? Tools

3. Averil CoxheadThe Academic Word List • high-incidence and high-utility academic words • for Secondary School, Higher Education, Career • 570 words are grouped into 10 sub-lists that reflect word frequency and range.

4. Averil Coxhead’s Sub-list 1 1. analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method occur percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary 3 in your teaching - Thumb

5. Isabelle Beck’s Three Tiers of Vocabulary Content specific School Task Vocabulary Literary Vocabulary Academic vocabulary

6. Robert Marzano

7. Time Out! Literacy vs Content Bricks and Mortar ...building understanding

8. Where will they encounter these terms? • Content Area Text – Book, websites, supplemental handouts, articles • Benchmarks • CST Standards • CAHSEE • CELDT

9. How/where do we find them? Show me the Money! http://www.nottingham.ac.uk/~alzsh3/avocab/awlhighlighter.htm

10. Textbooks • You can use the Problem-Solving Guidelines to help you translate a problem into an equation and solve it. Algebra 1 • In the atmosphere, temperature, precipitation, and other environmental factors combine to produce weather and climate. Biology

11. CST and CAHSEE Q’s • What element of "trapped" makes it suitable for adaptation as a drama? 9thGrade ELA CST • What makes the preceding statement ironic? CAHSEE • What feature of modern Western democratic government reflects Aristotle’s view as given above? 10th Grade History CST • A mineral supplement designed to prevent the common cold was given to two groups of people during a scientific study. After eight weeks, neither groups reported a case of the common cold. Which of the following would have made the outcome of this study more valid? 10th Grade Science CST

12. Textbooks • You can use the Problem-Solving Guidelines to help you translate a problem into an equation and solve it. Algebra 1 • In the atmosphere, temperature, precipitation, and other environmentalfactors combine to produce weather and climate. Biology

13. CST and CAHSEE Q’s • What element of "trapped" makes it suitable for adaptation as a drama? 9thGrade ELA CST • What makes the preceding statement ironic? CAHSEE • What feature of modern Western democratic government reflects Aristotle’s view as given above? 10th Grade History CST • A mineral supplementdesigned to prevent the common cold was given to two groups of people during a scientific study. After eight weeks, neither groups reported a case of the common cold. Which of the following would have made the outcome of this study more valid? 10th Grade Science CST

14. Common • Knowledge Rating System • Explicit Direct Instruction Process • Definition, explanation, description • Meaningful Interaction • Multiple Exposures Unique • Picture/Graphic • Sentence frames • Part of Speech

15. Knowledge Rating Chart exemplify

16. Explicit Vocabulary Instruction Models • Kinsella - Vocabulary Note-taking Guide • ASCD What it is…What it is not Vocabulary Form • Marzano -Vocabulary Processing Sheet • Effective Approach – Cognitive Content Dictionary

17. Student Worksheet

18. Vocabulary Note-taking Guide example exemplifies exemplified My ________ exemplifies ____________ by _____________. Mom teacher brother hard work patience compassion

19. Student Worksheet

20. What it is…What it’s not.. Write your definition as simply as possible so that others can understand it. List words or phrases that further describe what the word means. Word Write the word. Think of several examples that show this word in action. Think of several examples of actions or ideas that are the opposite of this word.

21. What it is…What it’s not.. exemplify

22. Marzano’s Six Steps forEffective Vocabulary Instruction • Six Steps • Teacher provides description, explanation or example of new term • 2. Students restate the explanation in their own words • 3. Students create a non-linguistic representation of the term • 4. Students are periodically given activities that help them add to their • knowledge of vocabulary terms • 5. Students are periodically asked to discuss the terms with one another • 6. Students are periodically give opportunities to play with the terms

23. Vocabulary Processing Sheet Student Worksheet

24. Vocabulary Processing Sheet His laughter was heard around the corner and exemplified the joy he felt upon hearing the good news.

25. Student Worksheet Cognitive Content Dictionary

26. Cognitive Content Dictionary Motivation, Let’s see what it means!

27. Connecting Students to Words • Connect vocabulary to a piece of text (18% to 33%). • Integrate new vocabulary with existing knowledge (Visuals, explanations). • Meaningful interaction with a word (within text, sentence frames and response starters). • Repeated exposures to the word (games and reviews). • Teach word families/Semantic Clusters (connect to cognates, organize by topic/theme, common roots/prefixes/suffixes). • Utilize mnemonic devices (symbols, rhymes, sketches).

29. Most Least (exposure to related words, shades of meanings)

30. Every teacher in every classroom needs to address their student’s English language development needs. This commitment to vocabulary instruction is pivotal to a school wide effort confronting the achievement gap in language and literacy. Kate Kinsella

31. There is no longer an excuse for any student to leave school lacking a general knowledge of…the basic general terms, the advanced general terms, and the academic terms…necessary for success in U.S. society. Robert Marzano