August 13 & 14, 2015 Big Creek Elementary School District.

Slides:



Advertisements
Similar presentations
6 Step Process to Building Academic Vocabulary
Advertisements

Strategies for Vocabulary Development Middle & High School Martha Lamb August, 2010.
SIOP Lesson Planning for Science
Playing board for the game Crooked rules
Effective Vocabulary Activities & Games
Rosa De Leon and Lauren Walch
6 Steps to Building Academic Vocabulary Robert J. Marzano and Debra J. Pikening Laredo Independent School District.
Based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 6 Step Process to Building Academic Vocabulary February.
Building Social Studies Vocabulary Debbie Behling, M.Ed. Region 4 ESC TSSSA, March, 2010.
Checking For Understanding
Algebra Team Session Mark Ellis October 31, 2006.
Vocabulary. Vocabulary (NRP)  Themes or general categories of effective vocabulary instruction direct and indirect instruction multiple exposures to.
Objectives Look purposefully at vocabulary instruction. Discuss how this component is effectively taught. Collaborate to plan for strategic instruction.
Vocabulary and Oral Language Development
M ATH C OMMITTEE Mathematical Shifts Mathematical Practices.
1 Constructing and Transforming Vocabulary Perspectives in Your Math Classroom NCTM Indianapolis April 14, 2011 Laura Maly Rosann Hollinger Cynthia Cuellar.
Effective Vocabulary Instruction: The Team! Marzano’s Six Step Process for Building Academic Vocabulary & CAFÉ: Expanding Vocabulary Stephanie Jablonski.
Coweta Committed to Student Success 1 Building Academic Vocabulary.
 A student’s ability to understand what you say can have a major impact on their ability to learn  There are three main ways in which children’s failure.
Building Academic Vocabulary
SIOP Co-Teaching Goal:
Cognitive Coaching: Mathematics Session Lizette Diaz Jennifer Hodges.
Let’s get WIG-gy with it!. To improve our vocabulary… To understand more concepts… To learn more about the WORLD!
Measured Progress ©2011 ASDN Webinar Series Spring 2013 Session Four March 27, 2013 New Alaska State Standards for Math: Connecting Content with Classroom.
pa Six strategies 1. Read the description of the practice you were given. Think of one way you might use it in your classroom. 2. Meet with colleagues.
V OCABULARY D EVELOPMENT October 10, E NGLISH S TANDARDS K.8 The student will expand vocabulary 1.8 The student will expand vocabulary 2.7.
Academic Vocabulary Sandra Brewer Language Arts Instructional Coach Muskogee Public Schools OWP-S. Brewer.
Prevention to Avoid Intervention Tier 1: the most important tier!
Prevention to Avoid Intervention Tier 1: the most important tier!
Vacaville USD December 5, AGENDA Problem Solving and Patterns Math Practice Standards and High Leverage Instructional Practices Number Talks –Computation.
The Comprehension Process Improving Adolescent Literacy.
Vocabulary Instruction Ivy Phillips 7th-grade English/Language Arts Hutchison School.
The Language Behind Mathematics Focusing on the English Learner.
ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?
High Quality Math Instruction
Teaching language means teaching the components of language Content (also called semantics) refers to the ideas or concepts being communicated. Form refers.
Scaffolding Instruction Support for Learners. Adapted (with permission) from: From Apprenticeship to Appropriation : Scaffolding the Development of Academic.
6-STEP VOCABULARY AUGUST 7, TODAY’S OBJECTIVES At the end of the day, can you… Describe characteristics of effective direct vocabulary instruction.
A Collaboration between: Los Angeles Unified School District University of California, San Diego San Diego State University University of California, Irvine.
Developing Vocabulary and Concepts. Objectives - Understand characteristics of effective vocabulary instruction. - Apply a six-step process for direct.
Instructional Strategies That Support Mathematical Problem Solving Janis FreckmannBeth SchefelkerMilwaukee Public Schools
Ideas for Teaching Math Vocabulary. Nagy’s principals of effective vocabulary instruction Integration: new words must be related to each other and to.
Language of Math Using the Language of Content to increase confidence and competence.
Language Acquisition Part II in a 4 Part Series. Essential Question How can we help all of our students acquire the necessary language to be successful.
Vocabulary Instructional Routines Offered by The District Literacy Team October 17, 2012.
Marzano: Building Academic Vocabulary. Six Step Process 1.Provide a description, explanation or example 2.Students restate the description, explanation.
12/13/ You will:  Understand characteristics of effective vocabulary instruction, and  Apply a six-step process for direct instruction in vocabulary.
WHAT’S THE WORD: INTEGRATING VOCABULARY INSTRUCTION THROUGH SCIENCE HICKORY PUBLIC SCHOOLS CURRICULUM CONFERENCE JANUARY 27, 2015 PRESENTED BY JENNY WADSWORTH.
Opening Exercise Read - Pair – Share Read what research has to say about vocabulary instruction. Mark three findings that resonate with you. Share/discuss.
Maths Workshop. Welcome to ‘Supporting Your Child’
The Vocabulary Library An Introduction. Introduction Vocabulary is always a struggle for students, especially in a class where terms are just as “foreign”
Teaching Academic Vocabulary to English Language Learners Where do we start?
Math Assessments Math Journals When students write in journals, they examine, they express, and they keep track of their reasoning. Reading their journals.
Opening Exercise Read - Pair – Share Read what research has to say about vocabulary instruction. Mark three findings that resonate with you. Share/discuss.
Welcome to our Curriculum Meeting October Aims for Tonight Share with you how we work with your children to support their achievements and become.
Solidify Content Knowledge Using Vocabulary Strategies for Grades 5-8 Science Arkansas Department of Education.
Critical Vocabulary for Every Student Words that make or break student understanding 1.
Slide 1 Welcome California Mathematics and Science Partnership (CaMSP) Year 2, Follow Up 3 January 22, 2011.
Prevention to Avoid Intervention Tier 1: the most important tier!
#1 Make sense of problems and persevere in solving them How would you describe the problem in your own words? How would you describe what you are trying.
Spring, 2012 Local District English Learner Coordinators.
Please sit with your grade level and content area! TEACHING ACADEMIC VOCABULARY USING THINKING.
Review and Assessment Features  Comprehensive Review of Key Vocabulary  Comprehensive Review of Key Content Concepts  Regular Feedback Provided to Students.
CRITICAL SOCIAL STUDIES VOCABULARY INSTRUCTION IN KATY ISD Elementary Training.
Common Core State Standards
What is the knowledge of words and word meanings called? A.) Comprehension B.) Decoding C.) Vocabulary C.) Vocabulary D.) Inferences L F.
Common Core State Standards Standards for Mathematical Practice
WELCOME TO THINKING MAPS 2015
Building Academic Vocabulary
A Six-Step Process for Teaching Vocabulary
Presentation transcript:

August 13 & 14, 2015 Big Creek Elementary School District

Key Shifts Year at a Glance 4 Cs Vocabulary Student Engagement Instructional Strategies Unit Planning Universal Theme Assessment Key Shifts Year at a Glance 21 st Century – 4 Cs Universal Themes Student Engagement Instructional Strategies Unit Planning Vocabulary Mathematics & ELA

3 Norms/Agreements

S H O W R E S P E C T

Math Practices What are they? How many are there? Are they important? When do I use them? How will they help me?

A D C B

E H G F

A HG F E D C B Math Practices 1. Persevere 2. Precision 3. Reason 4. Argue 5. Tools 6. Structure 7. Patterns 8. Model

1.Partner A solves the first problem, explaining his/her thinking. 2.Partner B watches and listens, check, coaches if necessary and praises. 3.Partner B solves the next problem, explaining his/her thinking. 4.Partner A watches and listens, check, coaches if necessary and praises. 5.Partners repeat taking turns solving successive problems. One paper. One pencil or pen.

A D C B Perseverance Model Reason Argument

E H G F Tools Patterns Precision Structure

1.Students mix in class. Hand up until you find a partner. 2.Partner A asks questions from worksheet, Partner B responds. Partner A record answer. 3.Partner B check and initials the answer. Partner B asks a question and records Partner A’s answer. 4.Partner A checks and initials the answer. Partners shake hands. 5.Students raise hands to find a new partner.

Vocabulary Instruction

Key Shifts Year at a Glance 4 Cs Vocabulary Student Engagement Instructional Strategies Unit Planning Universal Theme Assessment Key Shifts Year at a Glance 21 st Century – 4 Cs Universal Themes Student Engagement Instructional Strategies Unit Planning Vocabulary Mathematics & ELA

What is vocabulary?

Vocabulary is… Not something that can ever fully mastered; it is something that expands and deepens over the course of a lifetime. “Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.” (Michael Graves 2000)

Thus, an extensive vocabulary is the bridge between the word-level processes of phonics and the cognitive processes of comprehension (Kamil & Heibert).

Vocabulary Research One of the most persistent findings in reading research is that the extent of a students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success. (Baumann, Kame’enui, 2003; Becker, 1977; Davis. 1942; Whipple, 1925)

Vocabulary Research One of the most critical services a teacher can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction with important academic terms. (Marzano & Pickering, 2005)

What is Academic Vocabulary? Is defined…as being the words that are used frequently in many different academic areas.

Tier I: clock, baby, happy Tier III: irksome, pallet, retinue Tier II: maintain, fortunate, compute Which words should be explicitly taught?

Academic v Content Vocabulary Academic WordsContent Words Analyze Trigger Enable Guideline Deny Panel Quote Series Contact Exponent Polygon Proton Landowner Monarchy Aerobic Texture Stretching Malnutrition

Direct Vocabulary Instruction

StudentTeacher Writes the term or phrase, neatly, and spelled correctly. Talks about the term, facilitates a conversation, asks who may know or heard of the term Identifies the subject and knowledge level. May show realia, pictures Step 1: Term/phrase Term/phrase:_______________ __ _ My Understanding: | 1 | 2 | 3 | 4 | Description:.. Drawing: More ideas: Subject:

1.I’m very uncertain about the term. I really don’t understand what it means. 2.I’m a little uncertain about what the term means, but I have a general idea. 3. I know what the word means and how to use. 4. I know the word means and how to use it in multiple ways. I can teach others this word. Knowledge Level

Step 1: Write, Subject, Knowledge Level Term/Phrase: Mitosis Subject: science Describe: Draw:More Ideas:

Step 2: Description Term/phrase:_______________ __ _ My Understanding: | 1 | 2 | 3 | 4 | Description:.. Draw: More ideas: Subject: StudentTeacher Writes a description in his/her own words…does not copy a definition Monitors students for accuracy

Teacher shows diagram and talks about the word

Step 2: Describe Term/Phrase: Mitosis Subject: science Describe: is when one cell divides into two with the same number of chromosomes Draw:More Ideas:

Step 3: Drawing Student: draws what they understand – uses pictures, symbols, or any nonlinguistic representation. Term/phrase:_______________ __ _ My Understanding: | 1 | 2 | 3 | 4 | Description:.. Drawing: More ideas: Subject:

Step 3: Drawing Term/Phrase: Mitosis Subject: science Describe: is when one cell divides into two with the same number of chromosomes Draw:More Ideas:

Step 4: Activities Student: engages in activities to add to their level of understanding. may add to ‘related ideas’. Metaphors Comparing Analogy Problems Classifying Organizers Term/phrase:_______________ __ _ My Understanding: | 1 | 2 | 3 | 4 | Description:.. Drawing: More ideas: Subject:

Step 4: Activities Term/Phrase: Mitosis Subject: science Describe: is when one cell divides into two with the same number of chromosomes Draw:More Ideas: Mitosis is to _________ as ____________ is to ___________

Step 5: Discuss Student: discusses the term with one another. may add to ‘related ideas’. “Don’t you just love this new way of vocabulary instruction!!!” “Our teacher is really good at vocabulary instruction now that she has been trained in a researched-based method.” “Let’s discuss our new word, mitosis.” Think Pair Share

Step 6: Games Student: Plays games with the vocabulary. May add to ‘related ideas’. Never This Team 1: 180 Team 2: 250 Team 3: 225 Team 4: 310 Team 5: 150 Team 6: 290

47 Quiz Talk-A-Mile-A-Minute or $100,000 Pyramid

48 Quiz - Rules 1.Choose a partner 2.Determine who is the ‘A’ partner and who is the ‘B’ partner 3.‘A’ partner gives the clues – looks at the slide 4.‘B’ partner guesses the term – does not look at the slide 5.‘A’ is not allowed to say any letters or words of the acronym nor any part of the words

Things about Explicit Vocabulary Instruction Draw Activities Discuss Describe Write Games

Things about the Parts of a Cell Nucleus DNA Chromosomes Mitosis Cell division Phases

Revisit Knowledge Level Term/phrase:_______________ __ _ My Understanding: | 1 | 2 | 3 | 4 | Description:.. Draw: More ideas: Subject:

Step 1: Provide a description, explanation, or example of the new term. Provide learners information about the term. Determine what the learner already knows about the term. Ask learners to share what they already know as a means of monitoring misconceptions. Ask learners to share what they already know to use this knowledge as a foundation for more learning. Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. Instruct learning of proper noun terms through identifying characteristics of the proper noun.

Step 2: Ask the learner to give a description, explanation, or example of the new term in his/her own words. Remind learners to not copy, but use their own words. Monitor students to determine if any confusion exists. Provide more descriptions, explanations, or examples if necessary.

Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. Provides learners a nonlinguistic method of vocabulary mastery. Share examples of other learners' drawings or allow students to work in teams to help those who complain that cannot draw. Teach the concept of speed drawing for those who labor too long over their work. Ask learners to share their work. Use graphics from magazines or the Internet. Illustrating terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged.

Step 4: The learner will participate in activities that provide more knowledge of the words Use of the 9 effective strategies. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term as "new info" on the worksheet. If English is a second language to the learner, provide an opportunity to translate the word into their native language. Use words in a sentence. Compare and contrast

Step 5: Student discussion of terms. Periodically engage students in activities such as Think-Pair-Share. THINK: Allow think time for learners to review their own descriptions and images of the terms. WRITE PAIR: Put learners in pairs to discuss their descriptions, images, and any new info related to the terms. WRITE SHARE: Provide opportunity for groups to share aloud and discuss conceptions and misconceptions. Monitor as learners help each other identify and clear up confusion about new terms. WRITE

Step 6: Games: Set aside time each week or intersperse throughout the day to reinforce terms. Jeopardy Pictionary The $100,000 Pyramid Charades Password Skits

Writ e Discuss Draw Describe Writ e Game s Activities Completed when a word is introduced

Writ e Discuss Draw Describe Writ e Game s Activities Completed when a group of words have been introduced

1. Revisit Year at a Glance. 2. Define some skills/concepts for each trimester. 3. Study Unit 1 of Engage NY. 4. Identify the content of column Determine the content for column Select the content for column Think (decide) about column Check the timeline.