Transcript Vocabulary - Michigan`s Mission Possible

Literacy in Action
Module 3
Protocol for Looking At Text Comprehension
Evidence
and
General Academic Vocabulary
Text Comprehension Sharing
Your turn…
Share with your group the experiences
you had
analyzing the article you chose.
– developing the prompts for summary.
– developing the prompts for multiple
choice questions.
–
Still your turn…
Working with a partner, try out your prompts.
Together, decide additional prompts that could
be developed.
LIA Module 3: Vocabulary
Participants will learn how to provide instruction and
activities for students to acquire General Academic
Vocabulary (tier two words) in content areas.
1. Learn the research and background for
vocabulary development.
2. Learn to implement Marzano’s
Six-step vocabulary instructional plan.
3. Engage in activities to extend word knowledge.
4. Develop a plan to teach General Academic
Vocabulary pertinent to your content area.
Your turn…
• At your table talk about research, instructional
lessons, strategies, activities, and protocols
you use to accelerate your students’
vocabulary acquisition.
• Share
Who Wants to Be a Millionaire?
• Prepare to play the game.
• Get your Answer Sheet ready.
• You are to answer the question by writing the
letter that corresponds to your answer.
• Check your answer.
• Indicate those answers you have correct.
• Unlike the TV show, you are still in the running
even if you miss answers.
(additional information may be requested)
Who Wants To Be a Millionaire?
1 Million___________________________________________________
$500,000___________________________________________________
$250,000___________________________________________________
$125,000___________________________________________________
$64,000___________________________________________________
$32,000___________________________________________________
$10,000___________________________________________________
$8,000____________________________________________________
$4,000____________________________________________________
$2,000____________________________________________________
$1,000____________________________________________________
$500____________________________________________________
$300_____________________________________________________
$200_____________________________________________________
$100_____________________________________________________
Common Core Vocabulary
Anchor Standards
Reading - Craft and Structure
R4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
Language – Knowledge of Language
L3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Common Core Vocabulary
Anchor Standards
Language – Vocabulary Acquisition and Use
L4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts,
and consulting general and specialized reference materials, as appropriate.
L5. Demonstrate understanding of word relationships and nuances in word
meanings.
L6. Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
Independent Word Learners
Self-Awareness Inventory
Self-Selection of Words
– In addition to teacher-selected words
Words in Context
Connect Known to the Unknown
From Teaching Vocabulary in All Classrooms by Blachowicz and Fisher, Merrill Prentice
Hall, 2009.
Allen, J., Words, Words, Words
Vocabulary Self-Awareness Chart
Name_____________
Class______________
WORD
+

?
EXAMPLE
DEFINITION
Directions:
1.
Examine the list of words you have written in the first column
2.
Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and
example must relate to the unit of study.
3.
Place a “” next to any words for which you can write only a definition or an example, but not both.
4.
Place a “?“ next to words that are new to you.
You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be
revising this chart, write in pencil.
History of Jazz
Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although
there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their
cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must
be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his
own spectacular conception of the blues.
Exactly why jazz developed the way it did on the streets of New Orleans is difficult to determine even though a spate of explanations has
poured forth from the scholars of the subject. Obviously, the need for it there was coupled with the talent to produce it and a favorable audience to receive it.
During those early years, the local urge for musical expression was so powerful that anything that could be twanged, strummed, beaten, blown, or stroked was
likely to be exploited for its musical usefulness. For a long time the washboard was a highly respected percussion instrument, and the nimble, thimbled fingers
of Baby Dodds showed sheer genius on that workaday, washday utensil.
The story of the twenties—in Chicago—is almost too familiar to need repeating here. What seems pertinent is to observe that jazz gravitated
toward a particular kind of environment in which its existence was not only possible but, seen in retrospect, probable. On the South Side of Chicago during the
twenties the New Orleans music continued an unbroken development.
The most sensationally successful of all jazz derivatives was swing, which thrived in the late thirties. Here was a music that could be danced to
with zest and listened to with pleasure. (That it provided its younger auditors with heroes such as Shaw, Sinatra, and Goodman is more of a sociological enigma
than a musical phenomenon.) But swing lost its strength and vitality by allowing itself to become a captive of forces concerned only with how it could be sold,
not how it could be enriched. Over and over it becomes apparent that jazz cannot be sold even when its practitioners can be bought. Like a truth, it is a spiritual
force, not a material commodity.
During the closing years of World War II, jazz, groping for a fresh expression, erupted into bop. Bop was a wildly introverted style developed
out of a certain intellectualism and not a little neuroticism. By now the younger men coming into jazz carried with them a GI subsidized education, and they
were breezily familiar with the atonalities of Schonberg, Bartok, Berg, and the contemporary schools of music. The challenge of riding out into the wild blue
yonder on a twelve-tone row was more than they could resist. Some of them have never returned. Just as the early men in New Orleans didn't know what the
established range of their instruments was, so these new musicians struck out in directions which might have been untouched had they observed the academic
dicta adhering even to so free a form as jazz.
The shelf on jazz in the music room of the New York Public Library fairly bulges with volumes in French, German, and Italian. It seems
strange to read in German a book called the Jazzlexikon in which you will find scholarly résumés of such eminent jazzmen as Dizzy Gillespie and Cozy Cole.
And there are currently in the releases of several record companies examples of jazz as played in Denmark, Sweden, and Australia. Obviously, the form and
style are no longer limited to our own country. And jazz, as a youthful form of art, is listened to as avidly in London as in Palo Alto or Ann Arbor.
History of Jazz
Vocabulary
 traced
 deviationists
 enlivened
 flamboyant
 uncommonly
 vital
 spate
 twanged
 strummed
 gravitated
 retrospect
 probable












derivatives
zest
auditors
sociological
enigma
phenomenon
introverted
intellectualism
neuroticism
atonalities
contemporary
bulges
Your Turn…Select from the list of words from “History of Jazz”
Six words that meet the following criterion:
- 2 important for text comprehension
- 2 for word analysis (parts, scalability, map using
tree, unusual or unique form or rule)
- 2 academic vocabulary (Tier 2)
• Analyze the words using the Self-Awareness Chart.
• Determine how you will learn the word:
1. Look back at the “History of Jazz “ for context clues
2. Make a personal connection to the word
3. Find dictionary definition
Name __________________________________ Hour ____
Date _____________
Vocabulary Self-Awareness Chart
Word
1.
2.
3.
4.
+
√
-
x Note
12
2
3
Teaching words in context with
synonyms or definitions.
Guided Highlighted Reading for Vocabulary is
a way to help students navigate a text that has
many unknown words that need to be defined
before they can read and comprehend the
text.
Example of Guided Highlighted Reading
for Vocabulary
THE HISTORY OF JAZZ
1
2
3
4
5
6
7
•
•
•
•
•
Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened
most fully in New Orleans seems beyond dispute although there are a few deviationists who support
other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson
were blowing their cornets in the street and in the funeral parades which have always enlivened the
flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott
Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in
Memphis, W.C. Handy was evolving his own spectacular conception of the blues.
In line 2 find and highlight the word that means disagreement. (dispute)
In line 2 find and highlight the word that means one who departs from the norm
(deviationists)
In line 5 find and highlight the word that means flashy. (flamboyant)
In line 7 find and highlight the word that means developing. (evolving)
In line 7 find and highlight the word that means idea. (conception)
Teaching Individual Words
To assist teachers in making word-choice decisions, researchers
have proposed several criteria. In general terms, these criteria
focus on two major considerations:
– Words that are important to understand a specific
reading selection or concept.
– Words that are generally useful for students to know and
that they are likely to encounter with some frequency in
their reading.
From The Vocabulary Book by Michael Graves
From Vocabulary at the Center by Amy Benjamin
See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; Hiebert, in press;
Nation, 2001).
Why Not Teach All Unknown Words in a Text?
• The text may have a great many words that are
unknown to students – too many for direct
instruction.
• Direct vocabulary instruction can take a lot of class
time – time that teachers might better spend having
students read.
• Students might be able to understand a text without
knowing the meaning of every word in the text.
• Students need opportunities to use wordlearning strategies to independently learn the
meanings of unknown words.
Armbruster, Lehr, and Osborn, 2001
Word Selection for Explicit Instruction
Strategically select a relatively small number (3-10 per
reading selection) of words for explicit instruction.
Select words that
• are unknown
• are critical to the meaning
• will likely be encountered in the future
(Archer, 2008)
Marzano’s Six-Step Process for
Vocabulary Acquisition
• Step 1: Provide a description, explanation, or
example of the new term.
• Step 2: Ask students to restate the description,
explanation, or example in their own words.
• Step 3: Ask students to construct a picture,
symbol, or graphic representing the term.
Marzano continued
• Step 4: Engage students periodically in activities
that help them add to their knowledge of the
terms in their notebooks.
• Step 5: Periodically ask students to discuss the
terms with one another.
• Step 6: Involve students periodically in games
that allow them to play with the terms.
From Building Academic Vocabulary by Robert Marzano and Debra Pickering
Neuroticism (Marzano’s Step 1)
neuroticism: noun
Comes from the word neurotic, an adjective
describing an over anxious or overly concerned
person; or a noun representing a person who
is over anxious or overly concerned. The suffix
“ism” refers to a system of belief.
Example: Her neuroticism regarding feline
health kept her veterinarian expenses very
high.
Your turn…
Steps 2 and 3
• Turn to a neighbor and put the explanation or
example of neuroticism in your own words.
• Draw a picture or symbol for the word,
“neuroticism.”
Step 4
neuro
“nerve,” “nerves,” “nervous system,”
Word Sort
Look over the list and with your group write down
all the ways you can categorize the following
words.
derivatives
zest
auditors
sociological
enigma
phenomenon
introverted
intellectualism
neuroticism
atonalities
contemporary
bulges
Jim Burke’s Vocabulary Squares
Word
neuroticism
Part(s) of Speech
noun
Symbol, Logo, Icon
Variations, Synonyms, Antonyms
Antonyms: calm or calmness
Synonyms: turbulence,
uneasiness, tension
Definition(s)
anxious state
Sentence
Linear Array
•
•
•
•
•
•
•
•
Neuroticism
Paranoia
Nervousness
Fluctuation
Alertness
Concern
Carefree
Calmness
Frayer Concept Attainment Model
Definition in your own words
Examples
neuroticism
Facts/Characteristics
Non Examples
Tiers of Words
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful
model for conceptualizing categories of words readers encounter in texts and for
understanding the instructional and learning challenges that words in each category
present.
Tier One words are the words of everyday speech
usually learned in the early grades, albeit not at
the same rate by all children.
Tier Two words are general academic words that
appear usually in text and in all content areas.
Tier Three are domain specific words and are
usually taught within the content area.
Tier Two Words: Academic Vocabulary
•are far more likely to appear in written texts than in
speech.
•appear in all sorts of texts: informational texts (words
such as relative, vary, formulate, specificity, and
accumulate), technical texts (calibrate, itemize, periphery),
and literary texts (misfortune, dignified, faltered,
unabashedly).
•represent subtle or precise ways to say relatively simple
things—saunter instead of walk, for example.
•are found across many types of texts.
•are highly generalizable.
Academic Vocabulary List
by Jim Burke
The Academic Vocabulary List has been
categorized by parts of speech; or in other
words, into grammatical categories or word
groups. By Rick Smith
Your turn…
Look through the handout and notice what
information about the academic vocabulary has
been included.
Still your turn…
• Work in content-area groups of five people.
• Choose one of the five vocabulary activities.
All five activities need to be completed by each
group.
• Select five words that are pertinent to your
content area and grade level and that will
serve as beginning points for your selected
activity. Be sure to select two words that have
either a prefix or a suffix or both (for use in
Vocabulary Trees, and Word Sort activities.
A Closer Look at Five Strategies
Word Sort
Word Scales and/or Linear Arrays
Vocabulary Trees
Frayer Model
Vocabulary Squares
malevolent
malicious
maladjusted
malaria
malaise
malnourish
maltreatment
malign
Mal-
“bad…”; “badly…”
Vocabulary
Tree
To gain use
knowledge of Greek
and Latin roots and
prefixes and suffixes
Word Sort Strategy
This is a strategy that focuses on meaning and develops deep
discussion with students.
•Choose 12 – 16 words from the content that you are
studying or about to study.
•Write words on a 3 X 4 grid or 4X4 grid. Cut out.
•Hand out sets of vocabulary cards to pairs or groups of
students.
•Ask students to sort (or categorize) into any kind of
grouping.
•Groups share results.
1) Which words did you group together?
2) Why did you group them that way?
•Discuss relevance to the chapter.
•Go over definitions or explanations of concepts. Does this
change the way you sorted?
Jim Burke’s Vocabulary Squares
Word
Part(s) of Speech
Variations, Synonyms, Antonyms
Symbol, Logo, Icon
Definition(s)
Sentence
Linear Arrays - A Vocabulary Activity
Linear Arrays
See Words, Words, Words written by Janet Allen (See pages 52-53)
See Teaching Vocabulary to Improve Reading Comprehension by William Nagy (pages 16-20)
Linear arrays are visual representations of degree. An activity like this helps students
examine subtle distinctions in the words. Linear arrays may be more appropriate for
displaying other types of relationships among words. For example, many sets of
words differ essentially in degree:
annoyed, angry, enraged, and furious; or lukewarm, warm, hot, scalding.
The relationship among such words can be illustrated visually by arranging them in a
line.
This is a graphic organizer for depicting graduations between two related words:
freezing – cool – tepid – hot – boiling
minute – small – average – huge – immense
private – sergeant – captain – lieutenant – colonel
past – yesterday – present – tomorrow – future.
Frayer Concept Attainment Model
Definition in your own words
Examples
Word
Facts/Characteristics
Non Examples
Vocabulary Acquisition Task
• Select 8 words from the General Academic
Vocabulary list (Jim Burke’s list) that your students do
not know.
• Direct students to fill out a Self-Awareness
Vocabulary Chart by analyzing their knowledge about
the assigned words.
• Use Marzano’s Six Step Instructional Plan for
vocabulary acquisition to teach each word.
• Implement Steps 3– 6 with word sorts, vocabulary
squares, vocabulary trees, Frayer’s model, and linear
arrays.
Evidence of Vocabulary Acquisition
1. Record the number of words each student knows
to the fullest extent from their Self-Awareness Chart.
This is your pre- instruction assessment data.
2. Determine the number of words the students know
to the fullest extent (+) after instruction and activities
using 8 blank Vocabulary Squares as a postinstruction assessment (quiz). Use your judgment.
3. Tally the difference between pre- and postassessment. This is the evidence of your work.
Vocabulary Data
Class___________________________
Student
PreAssessment
Date
PostAssessment
Grade_______
Date
Percentage of gain
or loss
Required Evidence
• List of words you used with the students
• Vocabulary Pre and Post Assessment data and
gain and loss percentages
• Vocabulary activities that promoted the
vocabulary acquisition