building academic language tiered vocabulary pd module 2: october 29, 2015
TRANSCRIPT
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Building Academic Language
Tiered VocabularyPD Module 2: October 29, 2015
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Today’s Goals
Demonstrate the importance of Tier 2 vocabulary (mortar words)
Explore “Pulling Out” Tier 2 Vocabulary and the implications of the “Vocabulary Gap” for our learners
Practice vocabulary strategies/games
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Vocabulary JENGA!4 Volunteers or ”Voluntolds” sit
at the the JENGA TableRemaining Participants
“Fishbowl” around in a circle to observe
Play/Observe Vocabulary JENGA
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Whole Group DebriefHow was the “Pulling Out Tier 2 Word
Game” a metaphor?
As you sorted the Jenga words, what words did you have conversations about? Were there words that were both Tier 2 and Tier 3?
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30 Second BlastAt your table, generate a list of “meanings” the following word has:
BAR
At your table, create as many sentences as possible of the “multiple meanings” for the following 2 word phrasal verb:
PUT OUT
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30 Second BlastBAR: Soap Sand (water/ocean) Iron on window Stop Lawyer Place to drink Place to keep adult beverages “none” – nothing better than Metal lump Musical term
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30 Second BlastPut Out: Inconvenience Set something out (Inappropriate Meaning) Horse to pasture Extinguish Publish Maximum effort Ships to sea Baseball
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Bricks & MortarBricks/Tier 3 Words = specific content vocabulary of subject (i.e. radius; sedimentary rock)
Mortar/Tier 2 Words = general academic vocabulary and ways of using language that span subjects (i.e. concept; analyze; process; according to)
Need to help students learn both the bricks and the mortar, especially the mortar/Tier 2 “portable” words.
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Do you know what this means?
One ___________, there was a ____________ of producers in a food web. As a result, the number of deer and wolves _______________. The reason that both the deer and wolf populations __________________ is that: A. producers are not as important as consumers in a food web
B. more consumers than producers are needed to ________________the
food web
C. organisms in this food web are _____________
D. populations __________ to stay _____________ in a _______________
(NYS Regents HS Exam; Living Environment Item 3, August 13, 2008)
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Making Meaning
Tier 2Vocabulary
1. You will have 5 readings to examine with the Tier 2 words removed
2. Silently, pick 1 or 2 pages and read3. Try to find someone at your table
read the same pages4. Attempt to make meaning of the
text
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“Pulling Out” Tier 2 Vocabulary Words
Were you able to determine
meaning of the texts? How?
Given a learning task or
assessment based on the readings, how
would you perform?
Did discussing the text with a partner help increase your
understanding?
What connections can you make from this activity to those of your
struggling readers you work
with?
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Tier 2 words across grade levels
The same idea becomes more sophisticated as students progress across grade levels. and ⇨ also ⇨ additionally ⇨ moreover ⇨ furthermore
so ⇨ because ⇨ therefore ⇨ as a result ⇨ consequently (Causality)
end ⇨ last ⇨ finally ⇨ in conclusion ⇨ to sum up I like ⇨ I think ____ ⇨ In my opinion ⇨ Based on ____ I believe
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90% Rule for Comprehension
Knowing 90% of the words used in a passage helps students use context clues, cognitive strategies, and inferring abilities that strengthen reading comprehension and support learning additional words.
90% Comprehension Rule:• Frustration Level: Below 90%
Comprehension• Instructional Level: 90% - 95%
Comprehension range• Independent Level: 95% Comprehension
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Tier 2 Vocabulary Instruction
1. Watch the video demonstration of Marzano’s Six Step Process to teach tier two vocabulary
2. Observe and identify the teacher actions and behaviors that focus the lesson on vocabulary and/or are “sound” instructional practice
3. Describe the student actions and behaviors/interactions with vocabulary
https://www.youtube.com/watch?v=p9DPKgBrJQE
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Whole Group DebriefMarzano’s 6 Step Vocabulary Lesson
Teacher Behaviors/Actions:
Student Behaviors/Actions:
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Tier 2 vs Tier 3
These are parallel processes happening in your work every day by explicitly teaching and using: Transition words Signal words Task words Multi-meaning words
When teaching content vocabulary, the process becomes as important as the product.
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So Now What? Vocabulary Activities & Games
Vocabulary Charades
Jenga Sort
Talk a Mile a Minute
What vocabulary
activites do you do
with students?
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Building Academic Language
Next Workshop
PD Module 3: December 10, 2015
Remember to Complete Your Homework!!