Transcript Vocabulary

Aligning ISAT & PSAE
Vocabulary
Claran Einfeldt,
[email protected]
Cathy Carter
[email protected]
http://www.cmath2.com
Agenda
Research - Building Background
Knowledge for Academic Achievement
Embedded Activities
Videos of vocabulary instruction
Time for vocabulary review of strategies
Vocabulary Activities
Wrap up
Focusing on Academic
Vocabulary to Build
Background Knowledge
Keys to unlocking the
future
Key Vocabulary
Virtual
Experience
Sensory
Memory
Representation
Reading
Background
Knowledge
Permanent
Generate
Record the terms above and
write possible sentences
Check it out
Fill in the blanks with words
on the paragraph to develop
a meaning for you
The questions that p_____ face as they raise
chi____ from in ____ to adult life are not easy to
an___. Both fa____ and m____ can become
concerned when health problems such as co____
arise any time after the e____ stage to later life.
Experts recommend that young ch____ should
have plenty of s____ and nutritious food for
healthy growth. B____ and g____ should not
share the same b____ or even sleep in the same
r____. They may be afraid of the d____.
The questions that pourltrymen face as they raise
chickens from incubation to adult life are not easy
to answer. Both farmers and merchants can
become concerned when health problems such
as coccidiosis arise any time after the egg stage
to later life. Experts recommend that young
chicks should have plenty of sunshine and
nutritious food for healthy growth. Banties and
geese should not share the same barnyard or
even sleep in the same roost. They may be
afraid of the dark.
Schema
Framework, the learner’s general
knowledge about a particular subject.
Provides a structure or guide for
understanding.
What do I
know
about . . .?
Without the appropriate
schema, trying to
understand a story,
textbook, or classroom
lesson is like finding your
way through a new town
without a map.
Importance of Academic
Background Knowledge
Knowledge of vocabulary is
one of the best predictors of
success in all school
subjects.
Some 3 yr olds enter
preschool knowing
three times as many
words as their less
advantaged peers.
Some 6 yr olds have
heard many
thousands of words
more than their peers
by the time they enter
1st grade
The more words you
know, the easier it is
to learn new words
because you have
more “pegs” to hang
the new words on
The percentage of
English language
learners has grown 105
percent since 1991
while the overall school
population has grown
12 percent.
What students already know
about content is one of the
strongest indicators of how
well they will learn new
information relative to the
content.
Marzano, Building Background
Knowledge for Academic
Achievement, 2004, pg. 1
“In fact, given the relationship
between academic background
knowledge and academic
achievement, one can make the
case that it should be at the top of
any list of interventions intended
to enhance student achievement.”
Marzano, Building Background Knowledge
for Academic Achievement, 2004, pg. 4
Academic Achievement at Three Levels of Academic
Background Knowledge
1 Standard Deviation Variation
90
80
70
60
50
40
30
20
84
75
50 50
25
16
10
0
Level I
Level 2
Level 3
Academic background knowledge
Academic Achievement
Relationship Between Education and Yearly Income
$66,968
$62,275
$70,000
$60,000
$47,121
$50,000
$35,594
$40,000
$26,535
$20,997
$18,571
$20,000
$10,838
$30,000
$10,000
Gr
ad
Co
lle
As g e
so
cia
te
Ba
ch
elo
r
Ma
st e
Pr
of e
r
ss
ion
al
Do
cto
rat
e
So
me
HS
No
HS
$0
US Census,
March 2003
Direct Experiences
Provide academically
enriching
experiences
Field trips to
museums, art
galleries, travel,
exchange programs
Mentoring
relationships
Indirect experiences
Background knowledge is stored in bimodal packets –
move from specific to generalizations; includes linguistic
and non-linguistic forms
Process of storing experiences in permanent memory
can be enhanced
Background knowledge is multi-dimensional and its value
is contextual – teachers must value the background
knowledge of all learners
Even surface-level background knowledge is useful
Background knowledge manifest itself as vocabulary
knowledge
Virtual experiences can enhance background knowledge
Virtual experiences
Reading as a form of virtual experience
 SSR – Sustained silent reading
Language Interaction is a form of virtual
experience
 Talking and listening to others
Educational Television as a form of virtual
experience
How does this translate for educators?
Goal to install background knowledge in permanent
memory
Multiple exposures to target information for permanent
memory
Focus on development of surface-level but accurate
knowledge across broad areas
Instructional techniques focus on linguistic and nonlinguistic aspects of background knowledge
Direct vocabulary instruction to create or enhance
experiential knowledge
Relay on virtual experiences in working memory through
wide reading, language interaction, and educational
visual media
Changes in “The Lesson”
Reading
Assignment
given
Independent
reading
Discussion to see
what they “should
have” learned.
Pre-reading activities
Discussion
Predictions
Questioning
Brainstorming
Setting purpose
Guided ACTIVE
silent reading
Clarify,
reinforce,
extend
knowledge
Direct Vocabulary Instruction
A change from . . .
Teacher presents word,
students look up in dictionary,
write definition and sentence.
Present descriptions, using everyday
language with a word
Use linguistic and non-linguistic forms
(language based and imagery based)
Multiple exposures to the words – extended
mappings
 Variety of ways
 Various forms of identifying similarities and
differences
Teaching word parts – roots and affixes
Different types of words require different types of
instruction – grammar as nouns, verbs, concrete
nouns, abstract nouns, etc.
Students should discuss the terms they are
learning
Students should play with words
Instruction should focus on terms that have a high
probability of enhancing academic success
Six Step Process
Provide a description, explanation, or example of the new
term
Ask students to restate the description, explanation, or
example in their own words
Ask students to construct a picture, symbol, or graphic
representing the term.
Engage students periodically in activities that help them
add to their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one
another.
Involve students periodically in games that allow them to
play with terms.
Try it out
Possible sentences
PAVE
Frayer Model
Classification
Games