Area III ESL Steering Committee

Professional Development Session

For Wednesday, April 16, 2008.

Building Academic Vocabulary

A summary prepared by Christine McCuaig

Area III Learning Leader in Curriculum & Diversity

Building Academic Vocabulary:

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

From the Association for Supervision & Curriculum Development (ASCD)

Overview:

1. What is it? Who is it for?

2. The Six Steps & the Academic Vocabulary Notebook

3. Breaking Down the Steps

4. Strengths and Limitations

5. Other Considerations for Implementation

6. Extensions

7. Watch the video

What is the Six Step Process for teaching vocabulary?

Simply put, it is a process for teaching academic, content vocabulary to students in a systematic manner. While the ideas may not be new, its potential lies in its cohesive layout and consistency across domains.

Who is it for?

With modifications this six step process could be used across grade levels and could include English as a Second Language, Special Education, and un-coded students. It lends itself well to differentiation.

A Look at the Six Steps & the Academic Notebook:

• Describe• Re-state • Draw

• Activities• Discuss• Games

The first three steps introduce the vocabulary

term or concept

The next three steps reinforce the vocabulary

term or concept

The academic notebook can be purchased or built. The key is consistent design and consistent use.

Term:

Describe:

My understanding is: 1 2 3 4 because…

Draw: The activity we did was:

Now my understanding is 1 2 3 4 because…

STEP #1 DESCRIBE

Objective: The teacher provides a description, explanation, or example of the new term in everyday language, not a formal definition.

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

STEP #1 DESCRIBE

Steps: A. Introduce the term by writing it on the board.B. Ask students what they know about the word.

What does it mean? Where have you heard it? Access background knowledge & assumptions (students’ current understanding of the concept may be erroneous or incomplete).

C. The teacher provides an accessible definition of the term using everyday language and/or a concrete example. E.G. teacher has a jar with objects to estimate.

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

STEP #2 RE-STATE

Objective: The teacher asks students to re-state the description, explanation, or example in their own words.

STEP #2 RE-STATE

Steps: A. In their academic vocabulary notebooks, students

are asked to write the target word, then explain what it means in their own words.

Remind students to write something that helps them remember what the word means. It is okay if their description looks or sounds different than other students. But check for accuracy!

B. Students share what they have written with a partner or group of three.

STEP #3 DRAW

Objective: The teacher asks students to construct a picture, symbol, or graphic representing the term.

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

STEP #3 DRAWSteps: A. Students are asked to draw their representation of the term. It can be

elaborate, a diagram, or stick people in a comic book panel. The teacher moves amongst students discussing and confirming their visual representation. Remind students that the drawing doesn’t need to be perfect, it needs to represent the concept.

B. At this point students are asked to complete a self-assessment using a four point rating scale.

Example:4 Really well… I am familiar with this term and can give examples 3 Somewhat… I understand this term but may have trouble giving

examples 2 Not really… I don’t really understand this term.1 Not at all… I need help to learn more about this.

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

STEP #4 Activities

Objective: Engage students periodically in activities that add to (and reinforce) their knowledge of the terms.

STEP #4 ActivitiesSteps: A. In the video several examples are provided:

Analogies, Metaphors, Classifying, Comparisons, Free associationActivities & responses can be oral or writtensmall whiteboards or chalkboards for individuals or groups to write answers

Other ideas may include riddles, structural analysis, cloze activities, Frayer Model (examples & non-examples) or semantic gradients. The activities should be brief! Establish a teaching repertoire of 3-4 staple activities that you can re-use and recycle, this familiarity can serve you well.

B. Students work together (pairs or groups) on activities to co-construct & justify responses.

STEP #5 Discuss

Objective: The teacher asks students to discuss terms with one another.

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

STEP #5 DiscussSteps: Have students confirm, now that you have done four steps in this

process, “what does this word mean to you?” The teacher may have 1-3 guiding questions to direct the conversation & delve deeper into the term.

E.g. How were your definitions the same or different? What is a similar term? Opposite? Etc. –explore the levels of Blooms Taxonomy

B. After discussing in pairs or small groups have students add to their description of the term.

C. Have students re-rate their level of understanding on the self assessment scale

STEP #6 Games

Objective: The teacher involves students in games that allow them to play with terms.

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

6. Games

5. Discuss

4. Activities

3. Draw

2. Re-state

1. Describe

A Six Step

Process

STEP #6 GamesSteps: A. In the video the teacher has pre-constructed a Jeopardy style game with a 5X5 grid and a bell for contestants to buzz in.•Build on poster board with envelopes or library card pockets•five categories (e.g. L.A., Science, Math, Social, Other).•Points run from 200-1000, •term is written on one side of a recipe card, definition on the back.

STEP #6 Games

Games like this could be played once or twice a month with the class. If you have written responses groups can work together to write the answer and points can be awarded so that every team with a correct answer receives credit.

Strengths and Limitations

This process is especially valuable for ESL students who require structured talk-time that focuses on cognitive academic language.

Caution: Don’t create language ghettos! In this video the researcher talks about grouping ESL students at a similar level. However be sure to create opportunities for similar and mixed groups so that your ESL students have access to a variety of language models.

Strengths and Limitations

The consistency and repetition can allow students to internalize the instructions of “how to do the activity” which in turn frees up time, energy, and mental space to work on acquiring and deepening understandings of the content.

TIME is always an issue, but this can be structured as valuable time on task if the vocabulary is well chosen.

Considerations

What needs to be done or considered to make this process manageable? Because if it isn’t manageable you won’t want to do it and neither will your students!

•Which subjects initially? All? Just one?•Who might you use this with initially as a trial? The whole class? A small group? •Organizationally, a soft cover or hard cover book? With tabs? Or a binder with loose leaf?

Considerations

•Can you stagger the start dates of the various content areas? E.g. start with science this year in May/June to experiment. Then in Sept. make adjustments and try two subjects. Add a third before Christmas and so on. •For planning purposes find an interested same-grade teacher at your school who can be your co-pilot,

Being Mindful of Differentiation: Second Language Speakers & Students with Learning Disabilities:

•Ensure this six step process is modeled with the whole class•You could have an overhead version or chart paper and model it as a think-aloud. This will demonstrate for all students what your expectations are (organization of the notebook, quality &quantity of responses, how to interact with partners)

Being Mindful of Differentiation: Second Language Speakers & Students with Learning Disabilities:

•Next, consider modeling the process with one student with the rest of the class observing, again building comprehension of the process in a safe environment •You can have the steps or a completed example displayed •Allow for processing time •Allow ESL students to record responses in their first language, if they are literate •other

Extensions

Next we will watch the video. Think about:

1. What are you currently doing to support vocabulary development? Is there anything you could take from this process to supplement your program?

2. What do you see as the strengths of the six step process?

3. What do you see as challenges for implementation? How might you overcome these challenges? Would it be worthwhile or is there an alternate route?

4. Other thoughts or questions…