1. Effective Vocabulary Instruction
Liberty Middle School
Literacy Team
January 27, 2011

2. Team Members Kristi Combs-Language Arts Jessica Long- Math
Katie White- Science
Jamie Golliver- Social Studies
Emily Carter- At Risk Reading Specialist
Chastity Wrights- Assistant Principal
Carmen Buchanan- Instructional Coach
Share about the team. ARI began training again this year, however, this time it was for a core group of faculty who would return to their schools and train others. We met at the beginning of the school year with all schools across our district and were training in the foundations of literacy. This was more of a review from the previous ARI training. In October, we were training on…… and formative assessment. During our shared planning time, we decided one area that our entire school could benefit from was effective vocabulary instruction which is what we are going to do today.

3. Learning Target
Today, we will explore successful vocabulary strategies and the importance of chunking information in the classroom by participating in active learning activities

4. “Make a Date” Draw a clock. Time to make some appointments. 12 6 9 3
__________ 9
Instruct the faculty to get up and move around. The people that you walked in and sat with are the people you more than likely feel comfortable with-they are like your family. Well, you cannot “date” your family. So get up and make some dates or appointments. We will be using these later as we participate in activities.
________
_________ 3
_________

5. Reflection What strategies do you use to teach vocabulary?
Rate 1-5( With 1 being the lowest) Draw a square around this number.
Instruct the faculty to: Think about how you teach vocabulary in your classroom. Ask them to list some strategies they use to actively teach and engage students in learning the academic vocabulary for their class as well as the incidental words the students come across while reading the text or content from their classes. They have 2 minutes.
Ask them to rate honestly how effective they feel their strategies are. Draw a square around this number because we will come back to this at the end of the session.

6. First Date!
Meet with your 12 o’clock appointment and share your strategies.
You do not have to share your ranking unless you would like to do so.
Give the faculty two minutes.

7. Pass it On!
Please read and highlight important lines that you agree with for later discussion.
Decide on one line that you would like to share.
Pass it On!
Instruct the faculty that they will have 3 minutes to read the article and highlight.
Write one of their highlighted lines in the top box of the sheet labeled “Pass it On!” In the first line, write what it means to them.
Take 3 minutes to read the summary of Effective Vocabulary Instruction. Highlight one line that you agree with or feel is very important.
After reading the article, write the line or sentence in the top box of your “Pass it On” strategy. In the first line, write a summary of what that line meant to them or why they chose it.

8. Time for Speed Dating!! 3 o’clock and 6 o’clock
Get up, find your 3 o’clock appointment. Exchange papers and respond to your appointment’s line. What do you feel about the excerpt of the article summary? You will have 2 minutes to write and respond.
Get up and find your 6 o’clock appointment. Read both the line and the response on the paper. Respond to each in 2 minutes.
Go back to your seat and read each person’s response and fill in “What this means to me from what the other two people responded.” Take 1 minute.
Explain this strategy is a good way to get students to really reading and responding to text.

9. gallimaufry Vocabulary Lesson
Say the word. Repeat the word. Spell the word.
Show the word “gallimaufry”. What do you know about this word?
Story about the word- In my kitchen drawer

10. Gallimaufry
collection
gallimaufry
hodge-podge

11. idiopathic
Show the word “idiopathic”. What do you know about the word? Let’s read a short segment about these two words to see if we can determine these?
Stand let’s find a movement that we can associate with these.

12. Story Time/Using the Text
As my family snuggled in to watch “Hoarders” on A & E, we all prepared for the worst. You never know what to expect. I felt idiopathic sense of nausea as I watched the episode begin. I saw the gallimaufry of rats that Glen, the man featured on the show, had acquired over the last few years. He had over two thousand rats dwelling in his abode. The living conditions in his home were absolutely deplorable.

13. Time for Formative Assessment
Quiz!
Quiz on the back of the paper.
Spell write the word gallimaufry and define it. Doodle a pic to help you remember it.
Spell the word idiopathy and define it. Doodle a pic to help you remember it.
Meet with your 9 o’clock appointment to compare your answers.

14. Activities to assist in Retention
Bingo
Password
Twister
Game Boards
Fly Swat
Tracking Sheet

15. Bingo Game
Copy of STUDY_BINGO.xls

16. Game Board
homeworkgameboard.doc

17. Fly Swat
Fly Swat.doc

18. Tracking Progress
trackingprogress.pdf

19. Chunking?
The brain can hold 7 isolated bits of information in short term memory simultaneously. ( + or – 2 )Let’s see how many you can remember?
The brain can hold 7 isolated bits of information in short term memory simultaneously. + or – 2. Let’s see how many you can remember?
Call out this list of words
Button
Sewing
Sharp
Syringe
Pin
Pain
Haystack
Eye
Injection
Point
Hurt
Thread
Thimble
If we try to give students too much information at once, they cannot process it. Count up yours and see how many you could name. Ask about “Needle”.
What does this mean for our students? We must “chunk” our text in order to aid in processing and understanding.
Put a B, M, E by the words. Look at this. Most of you will remember what I said at the beginning and at the end of the list. This is the most important part of the lessons. This is when the brain is the most likely to remember your content. Are you structuring your lessons for this?

20. Cambridge University
Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
Relate to making sure that your lesson has a strong opening and a strong ending.

21. Wrap Up
Today, we revisited successful vocabulary strategies and the importance of chunking information in the classroom by participating in active learning activities

22. Exit Slip
On your note card, please rate how effective you feel that your instruction will be in the future from the knowledge you have gained today. Circle it.
This will be our formative assessment of our professional development.