1. Building Academic Vocabulary Robert J. Marzano Debra J. Pickering Early Release Day 2 Dedicated to Continuous Improvement

2. Vocabulary Review Activities & Review Games

3. Review Activities Free Association Comparing Terms

4. Review Games Vocabulary Charades Who Wants To Be A Millionaire Sampson Squares

5. Free Association Description – The easiest and most unstructured of the review activities. It involves asking students simply to say any words that they think of when they hear a particular term. For example, upon hearing fraction, students might respond with such words as decimal, numerator, denominator, half, thirds, parts, whole, invert and so on.

6. Free Association Procedure – During a designated vocabulary block, announce that it is “free-association time”. You then call out a term – the target – and ask students to take turns – (as a class, in small groups, or in pairs) saying any word they think of that is related to the target term. After a few seconds, say “STOP”. The last person to say a word must explain how that word is related to the target.

7. Free Association Example Target Term: Life requirements Related Words: WaterWarmthFood ShelterFamilyOxygen AirFriendsSociety Homes

8. Free Association Small Group Activity Play free association with a small group. Record related terms. Leader should call time at set intervals. Target term: Circulatory system Share related terms with group upon completion.

9. Similarities and Differences Comparing terms Sentence stems Venn diagram Double Bubble Matrix

10. Comparing – Sentence Stems This format provides sentences to be completed by students. The first set of sentences asks students to fill in similarities between the two terms, and the second set asks for differences. Sentence stems provide very structured guidance for students, thus helping them to avoid common errors in their thinking.

11. Sentence Stem Format _______ and ______ are similar because they both ______________________________________. ________ and _________ are different because _______is_________, but _______is________.

12. Sentence Stem Format Monarchy and dictatorship are similar because they both Are forms of government Are governments with major power given to one person. Have examples from history in which the powerful person was a tyrant. Monarchy and dictatorship are different because In a monarchy, the ruler is often in power because of heritage, but in dicatorship, the rulers often comes to power through force or coercion. In monarchies today, the rulers are often perceived to be loved by the people, but in dictatorships, the rulers are often fear and hated by the people A monarchy can coexist with a representative government, but a dictatorship often is a police state

13. Activity – Sentence Stems Choose a partner Complete a sentence stem for the terms SUN and MOON – (5 minutes) Share sentence stem with whole group

14. Example The sun and the moon are similar because they both Are in space Influence our lives and our moods Shine Sun and Moon are different because The sun is about 93 million miles away from Earth but the moon is only about 250,000 miles away. The sun is made of gases, but the moon is made of rocks. The sun influences the temperature, but the moon influences ocean waves

15. Venn Diagram The Venn Diagram is another format commonly used for comparison. As with sentence stems, a major challenge is the necessity of guiding students in identifying differences that are related to the same characteristic. To help meet this challenge, you can use a modified Venn diagram that includes numbered pairs of differences so students see that the differences must relate.

16. Example – Monarchy - Dictatorship Term: MonarchyTerm: Dictatorship 1. 2. 3. 1. 2. Can co-exist with representative government Not uncommon for people to show great affection for ruler Usually come into power through heritage Often perceived as police states Not uncommon for ruler to be hated or feared Usually comes into power through force Forms of government Government dominated by single person History has examples of rulers viewed as tyrants

17. Activity – Venn Diagram Complete Venn diagram using your previous example of SUN and MOON

18. Venn Diagram Activity 1. 2. 3. 1. 2. 3. Term: SUNTerm: MOON

19. Double Bubble Students identify the two terms they are going to compare and then record the information in the appropriate bubbles. Students can number the “differences” bubbles to ensure they focus on general characteristics of the items.

20. Double Bubble ITEM Different Similar

21. Matrix The final comparison format is the matrix. The matrix allows students to compare more than two terms at a time. Item 1Item 2Item 3 Characteristic 1Similarities & Differences Characteristic 2Similarities & Differences Characteristic 3Similarities & Differences General characteristics for comparison Describe how each term relates to characteristic Draw conclusions about similarities and differences.

22. Example - Matrix MonarchyDictatorshipDemocracy How the leaders come to power King or queen gains throne from heritage. Or sometimes by force. They are often a leader for life. The dictator usually takes power through coercion or force. Often is a leader for life. Leaders are elected by people. The leaders doesn’t have total power. May be voted out of office. Monarchy and dictatorship are more alike and democracy is different. They are similar in that the power is taken by an individual but in a democracy, the people decide who will have the power. The reaction from the people Similarities & Differences The role of the people Similarities & Differences

23. Review Games Vocabulary Charades This game is energizing because it involves movement. You can take two approaches to playing this game in the classroom. Students can simply stand next to their desks and use their arms, legs, and bodies to show the meaning of each term called out by the teacher. You can also form teams and them have a designated member to act out the term for the other members to identify.

24. Activity: Vocabulary Charades Divide into small groups of three to four. Give each group an envelop with identified terms. Each member needs to act out the term for the other team members to identify. Recognize the team that correctly identifies all the terms first.

25. Who Wants To Be A Millionaire  Go to Sampson County Schools website  Curriculum and Instruction  Middle School Division  Vocabulary  Review Games  Select Who Wants to Be a Millionaire  Insert review questions with identified terms  Save to your folder, drive or email

26. Sampson Squares  Go to Sampson County Schools website  Curriculum and Instruction  Middle School Division  Vocabulary  Review Games  Select Sampson Squares  Insert review questions with identified terms  Save to your folder, drive or email

27. Questions/Concerns