Breaking the Ice Breaking the Ice by MarcelGermain
Slide 3
I am inspired by... I am passionate about... What was your
favorite thing you did over the winter break? If you were stranded
on an island, what three objects would you take with you? An
adventure that you have had in education A Rainbow of Fruity
FlavorA Rainbow of Fruity Flavor by *Micky
Slide 4
2nd Quarter Close Reading Share
http://www.flickr.com/photos/27238916@N04/3662940105/
Slide 5
Common Core
Slide 6
Fiction Nonfiction Stories, drama, poetry, realistic fiction,
historical fiction Follows an expository text structure rather than
a narrative form; often includes print features, captions, tables
of contents, indices, diagrams, glossaries, and tables. Biographies
are NOT informational text. THEN...
Slide 7
Literary Text Informational Text Stories, drama, poetry,
realistic fiction, historical fiction Follows an expository text
structure rather than a narrative form; often includes print
features, captions, tables of contents, indices, diagrams,
glossaries, and tables. Biographies are NOT informational text.
NOW...
Slide 8
True or False 1. Reading 14 minutes a day means reading over
1,000,000 words a year. 2. Preschool or childrens books expose you
to more challenging vocabulary than do prime-time adult TV shows.
3. Vocabulary can be learned through reading and talking.
Slide 9
Why teach Vocabulary? Research shows a student with no direct
vocabulary instruction, scores in the 50th percentile ranking.
We'll Forsake Our Ages and Pretend We Are Children by Brandon
Christoper Warren on Flickr
Slide 10
The same student after specific content-area terms have been
taught in a specific way, raises his/her comprehension ability to
the 83rd percentile.
Slide 11
Early vocabulary knowledge is a predictor of comprehension in
later years. (p. 2- Creating Robust Vocabulary) Classic Strobist
Shot Classic Strobist Shot by B & K Weaver on flickr
Slide 12
ReadRead by sabeth718 on flickr Background knowledge is more
important to the understanding of reading than IQ.
Slide 13
1st graders from high SocioEconomicStatus know 2X the words of
kids from low SES. (Bringing Word to Life p.1) Baca Buku Baca Buku
by xiangxi on Flickr
Slide 14
Did you know? In 1st and 2nd grade, children need to learn 800+
words per year, about 2 per day. In 3rd grade, children need to
learn between 2000-3000 new words each year, about 6-8 per day. For
the love of books For the love of books by Chocolate Geek on
flickr
Slide 15
There is a strong correlation between vocabulary knowledge and
comprehension. ?? by atomicity on flickr Did you know?
Slide 16
Words Peoples knowledge of any topic is encapsulated in the
terms they know that are relevant to the topic. (Building Academic
Vocabulary p.1) One day this will seem like youth One day this will
seem like youth by Greg Gladman on Flickr
Slide 17
Carving is appropriate for most green and blue slopes, and even
some black slopes. However, if you try to carve through moguls,
especially in packed powder or corn snow, youre going to face
plant. based on Building Vocabulary: Teachers Manual by Robert J.
Marzano and Debra J. Pickering.
Slide 18
"Teaching specific terms in specific ways is the strongest
action a teacher can take to ensure academic background." (Building
Academic Vocabulary p.1) Why Teach Vocabulary?
http://www.photographyblogger.net/12-interesting-question-
mark-pictures/
Slide 19
What Words to Teach Amor de Palabra Word LoveAmor de Palabra
Word Love by Javier Volcan
Slide 20
Is there a list of grade- specific words teachers should be
teaching? Vocabulary Vocabulary by Akira ASKR
Slide 21
Common Core State Standards Identify Three Tiers of Words 3 2 1
Everyday Speech Words learned in the early grades - not a challenge
to native speakers - not the focus of discussion General Academic
Words more likely to appear in written text - subtle or precise
ways to say simple things - highly generalizable Domain Specific
Words - specific to content area - key to understanding new concept
within a text - common in informational texts
Slide 22
Tier 1 Words of everyday speech Usually learned in the early
grades Not considered a challenge to the average native
speaker
Slide 23
Tier 2 Tier Two (general academic words) are far more likely to
appear in written texts than in speech. They appear in all sorts of
texts.
Slide 24
Tier 2 Represent subtle or precise ways to say relatively
simple things -- saunter instead of walk Hanging OnHanging On by
Steve-h
Slide 25
Tier 3 Tier Three words are specific to a domain or field of
study. lava, piano, carburetor, legislature, circumference, aorta
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
Junior YearJunior Year by flickr./com/photos/amanda_munoz
Slide 26
Tier 3 Tier Three words are... o key to understanding a new
concept. o far more common in informational texts than in literary
texts. Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002,
2008)
Slide 27
Tier 3 Often explicitly defined by the author of a text,
repeatedly used, and heavily scaffolded ie: made a part of a
glossary. Isabel L. Beck, Margaret G. McKeown, and Linda Kucan
(2002, 2008) New Section - Food Glossary! New Section - Food
Glossary! by LexnGer
Slide 28
Restroom Break Bare Necessity Bare Necessity by *clarity*
Slide 29
From CCSS Apendix A
Slide 30
Mag Mag n etic Fridge Poetry by Steve A. Johonson etic Fridge
Poetry
Tier 2 Tier 2 words are referred to in the Common Core State
Standards as general academic words. Could be words that describe
more specifically or that elevate tone, like writing mention
instead of tell, or fortune instead of luck. They are the words
that are used to discuss, persuade, and explain across disciplines,
words like argument, significance, characteristic, and
question.
Slide 33
Tier 2 Take Aways Kids do not learn the same words at the same
rate There are no grade specific word lists Choosing words can be
quite arbitrary AnchorAnchor by Leo Reynolds
Slide 34
Chosen words need to be used in a variety of ways What makes
vocabulary valuable and important is not the words themselves so
much as the understandings they afford (Marilyn Jager Adams (2009,
p. 180), Common Core Appendix A) More Tier 2 Take Aways
Slide 35
Reflect: Circle: What question is still circling in your mind?
Square: What are two things that square with your beliefs about
vocabulary? Triangle: What are three points you learned today?
Circle, Square, Triangle http://www.flickr.com/photos/97299
09@N07/4586773090/
Slide 36
http://www.flickr.com/photos/32127264@N08/4530185934/ How will
we vocabulary?
Slide 37
Slide 38
Blooms Taxonomy and SJSD Vocabulary Acquisition
Slide 39
Let's practice! Purpose: Identify Tier 2 words in Bruce Neel's
"What a Glorious Nation We Live In"
Slide 40
Our Word List for the Day is taken from the essay, "What a
Glorious Nation We Live In" Author: Bruce Neel
Slide 41
Slide 42
How Well Do I Know These Words? instillgobble
reparationstrampling accommodateimpassioned pleastabilizing
compensationcontributions from Words, Words, Words by Janet
Allen
Slide 43
lomo fisheye 2 at Chester Cathedral lomo fisheye 2 at Chester
Cathedral by Adam Foster l Codefore A Picture Walk
Step 1: Typical Classroom Activities "How Well Do I Know These
Words?" Picture Walk o compensation Use Context Clues to Describe
the Word o accommodate Root Word and Affix o impassioned
Slide 49
oomph.com
Slide 50
Slide 51
Define Me For each word, compare and contrast the examples with
the counterexamples and write a definition.
Slide 52
Trampling Examples:Counterexamples: crush, pulverize,
surrender, lose, annihilate, ambush,give-up, aid, help overpower
Definition: when something ruins something else
Step 2: Typical Classroom Activities Students repeat the word.
Teacher can define it or question students about the meaning of the
word. Define Me! Teacher describes the word in context, student
writes own definition. Add to a Vocabulary Notebook Concept
Circles
Slide 55
oomph.com
Slide 56
Slide 57
Find or create a cartoon to depict the word.
Slide 58
to eat hurriedly and noisily cram, devour, gorge, gulp, scarf,
stuff Hurry up and gobble up the cookies before your mom comes
home! When I am hungry I tend to gobble up my food. nibble peck
pick gobble
Slide 59
Remember... Model... Model!!!
Slide 60
Step 3: Typical Classroom Activities Find or create
comic/drawing Frayer Model Dramatize the term Graphic
organizers
Slide 61
oomph.com
Slide 62
Slide 63
Instilling Similes and Metaphors Simile: Instilling a love for
reading is like building a foundation in sand. Metaphor:
Slide 64
Google Docs Vocabulary Students can use digital media to
assemble a list of word meanings and examples in context.
Slide 65
Step 4: Typical Classroom Activities Create similes and
metaphors Google doc definitions Visuwords Visual Thesaurus Vocab
Grabber
Slide 66
oomph.com
Slide 67
Slide 68
Games www.amazon.com $25,000 Pyramid
Slide 69
Side A gobble reparations trampling accommodate instill
Slide 70
Side B impassioned plea stabilizing compensation
contributions
Step 5: Typical Classroom Activities Student Interaction and
Discussion about words o Think-Pair-Share o Clock Partners o One
Minute Review Games o Pictionary o Charades o Jeopardy o $25,000
Pyramid Other o nGram Viewer nGram Viewer o Extreme Vocabulary o
Motivational Posters o ninjawords ninjawords
Slide 73
oomph.com
Slide 74
Slide 75
Blooms Taxonomy and SJSD Vocabulary Acquisition
Slide 76
oomph.com
http://oceancopy.co.uk/wp-content/uploads/2011/08/1083257_44995937.jpg
What are some ways students can independently apply their knowledge
of words? Step 6 - Typical Classroom Activities Silent Chalk
Talk