1. WHAT WE KNOW WHAT WE DO HOW WE LEARN Academic Vocabulary

2. Welcome! Good Things What good thing happened in your class today?

3. Objectives and Goals Explore our experiences with academic vocabulary Review Marzano’s 6- steps for effective vocabulary instruction Experience strategies as learners Have a chance to work together Be able to use these steps tomorrow

4. Four Corners 1. I’m very comfortable with teaching academic vocabulary. It is part of my day-to-day instruction. 2. I have some ideas about how to teach academic vocabulary, but I still want to know more. 3. I’ve heard of some ways to teach it, but I want to know more about where to begin. 4. I’m not sure if academic vocabulary really makes sense in my instruction.

5. Quickwrite When you think about some vocabulary that you’ve had to learn, what are some ways in which you’ve learned it? What did it take to really master your understanding of that vocabulary?

6. Elbow Partners Please share your quickwrite with your elbow partner(s).

7. Handouts Marzano’s Six Steps of Academic Vocabulary Chart with SDAIE, Thinking Maps, and AVID Bubble Map Marzano page Pre-assessment ideas

8. Steps 1, 2, and 3 Step 1 – The teacher provides a description, explanation, or example of the new term. Pronounce the word 1-3 times. Step 2 – Students restate the explanation of the new term in their own words. Step 3 – Students create a nonlinguistic representation of the term.

9. OUR STEP 1: VIDEO FROM BRAINPOP.COM HTTP://WWW.BRAINPOP.COM/TECHNOLOGY/ COMPUTERSANDINTERNET/BLOGS/ Our vocabulary word = “blog”

10. Step 1.5 Step 2 is for students to restate the explanation in their own words. Some students may benefit from additional support before taking this step.

11. Bubble Map Some teachers have found thinking maps like this bubble map helpful: blog writing journal internet links weblog

12. Steps 2 and 3 Students restate the definition in their own words. A blog is a _________________ _________________. Students create a nonlinguistic representation of the term.

13. Step 4 Students periodically do activities that help them add to their knowledge of vocabulary terms. Comparing terms Classifying terms Generating metaphors/analogies Studying roots & affixes Word associations

14. WRITE DOWN AT LEAST 10 WORDS THAT ARE RELATED TO BLOG Our vocabulary word = blog

15. Similes and Metaphors A _______________ is like a ____________ because _____________ A ________________ is _________________ A blog is like a journal because you write about what’s on your mind. A blog is an open book to one’s soul.

16. Step 5 Periodically students are asked to discuss the terms with one another. Collaborative groupings Use questions you want students to discuss Sentence stems can be used to aide their discussion

17. Discuss with your table: Which new terms do you find most interesting and why? Which terms do you have questions about? What have you been able to clarify? How can you connect this word to your life? Step 5

18. Step 6 Periodically students are involved in games that allow them to play with the terms Stimulate interest and enthusiasm Provides multiple exposures to terms

19. PRETEND THAT WE HAVE BEEN STUDYING THESE TECHNOLOGY TERMS Our Vocabulary Unit = technology

20. Million Dollar Password In Pairs – One person is going to help his or her partner try to guess the vocabulary word that has to do with technology. You must give clues without saying the vocabulary word itself The other person will not look at the vocabulary list. He or she will try to guess the word with the help of his or her partners’ clues.

21. On your mark, get set, GO! computer flash drive USB podcast spam internet email websites MP3 binary

22. Why 4, 5, and 6? “One estimate of the number of multiple exposures needed is reflected in McKeown, et al’s (1985) research, which found that twelve encounters with a term increased comprehension, but four encounters did not.”

23. Personal Reflection How might some of these strategies and activities fit within the structure of your classroom? Please write your response on an index card.

24. Technological Resources Brainpop.com Stevenson teacher websites www.pics4learning.com www.picsearch.com www.freefoto.com/index.jsp http://images.google.com

25. Next Steps On Tuesday, March 10 th and March 17th, Departments will meet for Common Planning Time. Depending on your department’s schedule, you might want to discuss these strategies and student work related to academic vocabulary. On Tuesday, March 24 th, we will have a PD around higher-order thinking (Costa Levels of Questioning and Bloom’s Taxonomy)