dce social studies vocabulary

Social Studies

Vocabulary Instruction

D.C. Everest Social Studies Fall,2010

The Key to Academic Success

Cutting edge of technology

Content specialists

Literacy teachers

Hands-on learning

Preparing citizens for the 21st Century

Coaches/Advisors

Authentic learning

Leadership

Always checking for understanding

Rigor – high expectations

Focused on student learning

Teaching the research process

Innovative and willing to take risks

1) Rationale for direct instruction of vocabulary

2) Developing vocabulary lists – Which words?

3) Acquiring new vocabulary

4) Methods for directly teaching vocabulary

5) Assessing vocabulary knowledge

6) Differentiating vocabulary instruction

7) Word Conscious Classroom

Learning Targets

Rationale for

Direct VocabularyInstruction

Background knowledge increases academic

achievement

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10

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90

Level I Level II Level III

AcademicBackgroundKnowledgeAcademicAchievement

Academic background knowledge affects not only “school learning,” but occupation and status in life.

Success in school has a strong bearing on students’ earning potential. Marzano, 2009

Background knowledge increases life achievement

Building Background Knowledge Through

VocabularyVocabulary words are labels students store in their memory for groups or families of objects.

elements4health.com

socialmediaclub.posterous.com scripts.mit.edu

Building Background Knowledge Through Vocabulary

Vocabulary words are like magnets that attract the background knowledge

activistactivist

Background knowledge

Vocabulary word

Malcolm X

Medgar Evers

Harvey Milk movie

Viola Liuzzo

Cesar Chavez

Daisy Bates

John Brown

Karen Silkwood

movie on Martin Luther King Jr.

Field trip to Selma Montgomery

Union people protesting against Jimmy Johns

Book I read about civil rights

Research has shown a high correlation between vocabulary knowledge and academic success

and high scores on the ACT Exam!

Vocabulary and Academic Success

Vocabulary and Academic Success

AP Exams

Binder Check

The first part of the binder contains articleson teaching vocabulary.

Increasing Vocabulary

1.Life experiences & field trips

help students develop a strong vocabulary

Examples: going to the bank/credit union, visiting a battle field, canoeing on the Wisconsin River, visiting a museum, eating at a restaurant, helping at a charity event, going to Mount Rushmore, going fly fishing, visiting Disney Land


2. Widespread reading

In fact, by the time they reach adulthood, people who make a habit of reading have a vocabulary that is about four times the size of those who rarely or never read. This disparity starts early and grows throughout life.

Virtual experience

Widespread reading increases vocabulary. The more you read, the more vocabulary you learn. (The rich get richer and the poor get poorer.)

Chances of Learning New Words in Context

Moderator Level of Moderator

Chances of Learning Word

Ability Low 8%

Medium 12%

High 19%

Grade Level Grade 4 8%

Grade 11 33%

Text Density 1 new word for every 10 words

7%

1 new word for every 75 words

14%

1 new word for every 150 words

30%


3. Directly teaching vocabulary

It is estimated that children can be explicitly taught 400-500 words per year at a rate of 8-10 words per week. (Beck, McKeown, and Kucan, 2002)


90

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30

20

10

0

Percentile rank on test

50

62

83

Source: Based on data in Stahl & Fairbanks, 1986

Test refers to a test which tested information taught in class.

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Turn and TalkHow do you remember learning vocabulary in school?

“Given the importance of academic background knowledge, and the fact that vocabulary is such an essential aspect of it, one of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms.” Marzano and Pickering 2005

Background knowledge is highly correlated with family income or socioeconomic status (SES)

Closing the Gap – Low SES

There is an estimated 4,700 word difference in vocabulary knowledge between high and low SES (Nagy and Herman, 1984)

Hart and Risley (1995) long term study of vocabulary development in children…revealed significant differences based on parental income. Children in economically disadvantaged households were exposed to significantly fewer words.

Clearly poverty is a factor in vocabulary development.


Other

Free/ReducedLunch 29%

D.C. Everest 2010

Low SES D.C. Everest


Vocabulary instruction is one of the essential elements of literacy development for students “at risk.” (RAND Reading Study Group, 2002)

Closing the Gap – At-risk

Closing the Gap - ELL

Direct vocabulary instruction helps close the achievement gap for ELL For English

language learners, the “achievement gap” is primarily a vocabulary gap. (Carlo, 2004)

Closing the Gap – Low SES & ELL

BAV = Building Academic Vocabulary

1) Provide explicit vocabulary instruction

Closing the Gap – LD

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Turn and TalkThink of one student you’ve had who did not have a rich vocabulary background…

Developing Vocabulary

Lists – Which

Words?

Which Words?

1) Content specific/discipline based vocabulary

2) Academic vocabulary

Planned ahead of time/scope & sequence

Will depend on activity/readings

Content words = war debt, protest, boycott, taxation, duties revolution, propaganda, monopoly, monarchy, tyrant, liberty,

Academic words =profound, alteration, cite, advocate, intervene, analyze, pragmatic.

Vocabulary taught during unit on Events Leading to American Revolution

From directions on a DBQ

From Power sheet

Which Words?

• Tier 1 words are the basic words that commonly appear in spoken language.

• Tier 2 words represent the more sophisticated vocabulary of written texts.

• Tier 3 words are limited to specific domains. -Isabel Beck

Beck’s Tier 1, 2, & 3 WordsWhich Words?

The notion of tiers of words is not a precise one, and the lines between tiers are not clear-cut. -Beck

analyzeapproach role consistmajorrequiresignificantvaryinterpretrespondconsequencecontrastjustifycriteriaillustratecorresponddepict

Word Types: A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach

Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific

homedoghappyseecomeagainfindgolookboy

migrationdemocracytrade balancemonotheismmonarchypeninsulairrigationrepublicimmigrationsecularismanarchyguerilla warfareforensicsdesegregationmanumissionprofilingpsychotherapy

“Brick”words

“Mortar”words

Which Words?

Beck says Tier 2

Marzano says Tier 3

Which Words?

Content specific/discipline based vocabulary

Academic direction vocabulary or frequently used academic vocabulary

Tier 2 or 3

Tier 2

D.C. Everest Tier 2 & 3

Which Words?

Content/Discipline based words-Words that are crucial for understanding the topic/unit

-Words that will show up again and again in your class and future social studies classes

-Words that matter today

Nationally known author and educator, Dr. Anita Archer, speaking on the topic of improving literacy at the secondary level, recommended selecting content words for vocabulary development that students do not know, but that are critical to the understanding of the content, and that will have on-going meaning beyond the immediate topic of study.

Northwest Washington Education Service District [Feb.

2005]

Content/discipline based words

___crucial for understanding? ___will show up again and again?

___matter today?

Best if it fits all three criteria

common nouns

Proper nouns vs.

Which Words?

Pullman StrikeSTRIKE

Pullman Strike

Textile Workers Strike

1946 Bituminous Coal Strike

U.S. Postal StrikeSteel Strike 1959

saved in brain as single memory

saved in brain as group memory

Content/Discipline based wordsWhere do we get the words?-Standards and Benchmarks

-Power sheets

-Marzano’s list

-Other lists in vocabulary binder- Michigan list, Marshfield list, etc.

Binder Check

The middle part of the binder contains severalword lists.

Frequent Academic Words-Academic “direction” words that we find on tests, project directions

-Other words students might come across frequently (e.g., advocate, alleviate)

-Difficult words in readings

Where do we get the words?-Choose them from the “directions” for assignments/tests

-Difficult readings

-Coxhead Academic Word List (AWL) list

Frequent Academic Words

What is the Academic Word List?

The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand.

The list contains 570 words and is divided into 10 sublists.

The Academic Word List (AWL) is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, social sciences, health, business, and law.

Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency.


analyze approach area assess assume authority available benefit concept consist constitute context contract create data define derive distribute economy environment establish estimate evident export factor finance formula function identity income indicate individual interpret involve issue labor legal legislate major method occur percent period policy principle proceed process require research respond role section sector significant similar source specific structure theory vary


AWL Top 60

The Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing, mining, transport and technology had a profound effect on the socioeconomic and cultural conditions starting in the United Kingdom, then subsequently spreading throughout Europe, North America, and eventually the world. The onset of the Industrial Revolution marks the major turning point in human history; almost every aspect of daily life was eventually influenced in some way. Most notably, average income and population began to exhibit unprecedented sustained growth.


Content/Discipline based words

Which words might you need to teach to help students understand this passage?

Acquiring New

Vocabulary

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Turn and TalkHow have you typically provided vocabulary instruction in your classroom?

Finding definitions and writing words in sentences have had little impact on word knowledge and language use.

- Janet Allen, 1999

Perhaps the biggest misconception is that teaching vocabulary means teaching formal dictionary definitions.” - Marzano et al., 2002

Classroom Instruction That Works

What Doesn’t Work

Studies have shown that more than 60% of the sentences created by students to use new words based on definitions did not work.

Dubious instruction

Doug Buehl

• When vocabulary is discussed – “Does anyone know what ____ means? “Who can tell me…” This limits conversation to students who don’t need instruction

•Too many students are passive bystanders

• No requirements for using the vocabulary in writing or speaking

What Doesn’t Work

Traditional Vocabulary Instruction

the application of a broad spectrum of sciences to answer questions of interest to the legal system

‘fo-ren-sic

Our brain does not store definitions in it.

What Doesn’t Work

Manhead (c) BioRaven

Word knowledge must be constructed as networks of personal connections and useful associations-Isabel Beck, Margaret McKeown, and Linda Kucan

Acquiring Vocabulary

Manhead (c) BioRaven

Word Schema

A schema for a word must be able to associate with something they already know


Students must have at least six encounters with a word to learn it. -McRel, 2008


A child’s understanding of a word starts out simplistic but each time he comes across the word again the


understanding of the word becomes a little more sophisticated.

Acquiring VocabularyAcquisition of vocabulary is enhanced with the association of a visual image.

Research shows that the brain processes visual information faster than auditory information. Visuals are also more memorable than simple auditory information (the brain remembers more from what it sees and hears than what it just hears). RexiMedia 2009

Words

Frontloading is a process of intentionally exposing learners to vocabulary, concepts and skills they will later learn, either during the school day or in future unit activities.

FRONTLOAD…

- Vocabulary from a reading prior to reading

- Vocabulary from the unit to be studied next


FRONTLOADING


Words

FRONTLOADING

When you frontload, be sure to…

Maintain a focus on the words throughout the chapter

Point out the words in subsequent chapters as prior knowledge

- Carol Ann Tomlinson, 2007

JB

Reading Vocabulary

Listening Vocabulary

Writing Vocabulary

Speaking Vocabulary

Receptive

Productive

Doug Buehl 2007


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Turn and TalkHow can you go about frontloading vocabulary?

Methods for Directly

Teaching Vocabulary

We are using a blend of Marzano’s steps and McRel’s steps.

Method for Teaching Vocabulary

1. Teachers explains the word

2. Teacher provides a non-linguistic representation

3. Student writes an explanation in his/her own words

4. Student creates a visual representation

5. Students add to their understanding of the word and speak/write the words

6. Students “play” with the words

Method for Teaching Vocabulary6 STEPS


STEP 1 – Explain the word• Explain the word in everyday “kid” language (explain it like you are talking with a friend)

• Explain the word using language such as “you” or “someone” (e.g., if you wanted to boycott homework..”)


STEP 1 – Explain the word•Provide examples of the word in multiple contexts

•Make connections to familiar concepts and experiences

•Personalize the word by grounding it with concrete classroom examples


STEP 2 –Non-linguistic representation•The teacher shows the students an image that helps to represent the vocabulary word or acts out the meaning of the word.

REVOLUTION When people in a country overthrow the government because they don’t like what is going on

American Revolution

French Revolution

STEP 2 –Non-linguistic representation

REVOLUTION A sudden or complete change in things

Industrial Revolution

Cultural Revolution

of China

Black Power

Revolution


You say you want a revolutionWell you knowWe'd all want to change the worldYou tell me that it's evolutionWell you knowWe'd all want to change the worldBut when you talk about destructionDon't you know that you can count me outDon't you know it's gonna be alright


Songs can help students learn words.

Jazz Age - FlocabularySTEP 2 –Non-linguistic representation

Twenties came in like a lion;

By the end that lion was dying,

Couldn’t even pounce

Jazz Age, Dukes and Counts

Big band swing time make you bounce

You know what this is: Prohibition

No liquor sipping,

No-oh, we’re bootlegging.

Like Al Capone, running Chicago,

Organized crime, making the dough, moving more booze than Busch is,

Ladies for the first time, shaking their tushes,

Flapper happening

Flocabulary


Mind maps, diagrams and graphic organizers also help also.

hannah-bravenewworld.blogspot.com

teacherspayteachers.com

tickledbylife.com


Protest If I was protesting something I might walk around in front of the place I didn’t like carrying a protest sign!

Teachers can act out the meaning of the word.

Gus Use props to help kids understand vocabulary words.

STEP 3 Student writes explanation


The student writes an explanation for the vocabulary word in his/her own words. (It won’t be a perfect definition.)

Vocabulary Notebooks (Steps 3-6)

STEP 3 Student writes explanation

Have students keep vocabulary words in a section of their notebooks.-It allows them to write explanations and make a visual symbol

-They can add/modify the explanation and add examples

-All words are in one place for easy review, games, etc.

STEP 3 Student writes explanationVocabulary Notebooks (Steps 3-6)

Explanation

Binder Check

The last part of the binder contains differentactivities/strategies for teaching vocabulary.

See vocabulary notebook examples in back of binder and actual student notes

STEP 4 Student creates visual representation


The student draws a symbol, picture, cartoon to represent the word. The student could also add a copied or printed picture but it’s best if they do it themselves.

Method for Teaching VocabularySTEP 4 Student creates non-linguistic

representation

Draw a symboljustice

Draw an examplechild labor

Method for Teaching VocabularySTEP 4 Student creates non-linguistic

representation

Draw a talk bubble, cartoon

I like to study human beings. How do humans behave? Why are there differences between groups of people? Iam an anthropologist,

STEP 4 Student creates non-linguistic representation



STEP 5 Student adds to understanding of word and uses the word in writing & speaking

The student might…

•add examples of the word,

•make comparisons of the word,

•classify the word

Method for Teaching VocabularySTEP 5 Student adds to understanding of word and

uses the word in writing & speaking

The student might…

•Use the words in writing

•Have a conversation with a partner using vocabulary

•Look at suffixes, prefixes, and Latin roots

Reading Vocabulary

Listening Vocabulary

Writing Vocabulary

Speaking Vocabulary

Receptive

Productive

Doug Buehl 2007

Method for Teaching VocabularySTEP 5 Student adds to understanding of word and uses the word in writing

& speaking

http://www.inrebus.com/latinwordoftheday.php Latin Word of the Day

Directly teaching word parts- affixes, base words, roots - greatly enhance vocabulary because 60% of English words have Latin or Greek origins (Armbruster & Osborn, 2001).

unalienable: From the Latin adjective alienus, -a, -um, meaning belonging to another. Unalienable rights are those that cannot be taken away or transferred to another person.obligation: The same prefix ob- + the verb ligare, meaning to tie or bind. An obligation is that by which one is bound.legitimate: From the Latin noun lex, legis, meaing law. Legitimate means according to law.citizenship: From the Latin noun civis, civis, meaning citizen. revolt: From the Latin verb revolvere, to roll back or against.discipline: From the Latin verb disco, discere, meaning to teach. Or from the noun discipulus, meaning student or follower.militancy: From the Latin noun miles, militis, meaning soldier.destiny: From the Latin verb destinare, meaning to fasten down or to arrange or design.

STEP 5 Student adds to understanding of word and uses the word in writing & speaking


• Prefixes add meaning to thousands of words.

• Learn a few prefixes, and you open up the meaning of thousands of words.

• There are twenty common prefixes that account for 97% of the prefixed words in printed school English (White, Sowell & Yanagihara, 1989).

• dis- re- un- (in, im, il, ir)-


1. Anti = against : anti-war2. De = opposite : destroy3. Dis* = not, opposite of : disagree4. En(m) = cause to : encode, embrace5. Fore = before : forecast6. In(m) = in : intake, implant7. Inter = between : interact8. Mid = Middle : Midway9. Mis = Wrongly : Mistake10. Non = Not : Nonsense11. Over = Over : Overlook12. Pre = Before : Preview13. Re* = Again : Return14. Semi = Half : Semicircle15. Sub = Under : Submarine16. Super = Above: Superstar17. Trans = Across : Transport18. Un* = Not : Unfriendly19. Under = Under : Undersea 20. In, Im, Il, Ir * = Not : Injustice, Impossible, Illiterate, Irreligious.


Method for Teaching VocabularySTEP 5 Student adds to understanding of word and

uses the word in writing & speaking

Teach dictionary/glossary use as a way to check/refine their explanations. (We eventually do want students to be able to independently figure out meanings for unknown words.)


STEP 6 – Student “plays” with the words.

The student plays games, creates word art, creates vocabulary songs.

Wall of Vocab Song


police brutality

civil disobedience

WORD DEBATE

Which word best describes the picture?

WORD DEBATE


escalation

demilitarize

Which word best describes the picture?


Write a Word Poem

Benevolent (adj) kindThe benevolent dictatorWas good and kindHis rule was fairHis justice blind

Debunk (v) to discreditThe scientist was wrongHis hypothesis debunkedHis colleagues wonderedIf chemistry he flunked

Deliberate (v) to consider carefullyThe jury deliberatesThey think things throughThey look over the evidenceAnd piece together the clues


http://vocabulary.co.il/blog/learning_vocabulary/category/social-studies-vocabulary/Vocabulary building games

http://jc-schools.net/tutorials/vocab/Contains word lists/games

http://www.teach-nology.com/forum/showthread.php?t=3722Vocabulary game ideas

Resources for “Playing” with Words

http://www.superkids.com/aweb/tools/words/

Show examples

http://www.imagechef.comImage Chef -like Wordle only you can make shapes

http://picturevocabulary.com/satflashcards.htmlVisual learning (cards to purchase)

http://learning.blogs.nytimes.com/category/word-of-the-day/Word of the Day


Show examples

http://quizlet.com/Online quiz program

http://www.syvum.com/cgi/online/serve.cgi/squizzes/history/hist1.tdfHistory vocabulary


My daughter in collegeUses Quizlet to study. She makes her ownFlashcards and it’s FREE!“Tim Nyenhuis”

Show examples

http://www.vocabulary.com/

http://www.weboword.com/


Show examples


http://www.freerice.com/

Resources for “Playing” with WordsStudents could categorize words and make a word cloud.


http://www.wordle.net/Wordle

http://www.mosaizer.com/Wordaizer/

https://docs.google.com/present/view?pli=1&id=dhn2vcv5_157dpbsg9c5

Forty-seven ways to Use Wordle in the Classroom

Wordaizer

www.wordsift.com


Visual Thesaurusis free through Wordsift

Show examples

http://www.visualthesaurus.com/vocabgrabber/Visual Thesaurus & Vocabulary Grabber

Assessing Vocabulary Knowledge

VOCABULARY

4 = I know it well and can explain it and I use the word in writing and talking

3 = I know something about the word and can relate it to a situation

2 = I have seen the word or heard it before

1 = I don’t know the word at all

war debt

protest

boycott

revenue

taxation

duties

tyrant

monopoly

monarchy

propaganda

revolution

independence

Vocabulary Assessment

Show assessment example

VOCABULARY

4 = I know it well and can explain it and I use the word in writing and talking

3 = I know something about the word and can relate it to a situation

2 = I have seen the word or heard it before

1 = I don’t know the word at all

imperialism

capitalist economy

massive retaliation

military industrial complex

polytheistic

reparations

socialism

heresiarch

fiscal policy

aggregate

hegemony

simony


Teachers, how would you evaluate your knowledge of these words?

I know the word

I sort of know the word

I don’t know the word


Historians do not know exactly when people from Asia crossed this land bridge into North American because the travelers left no written records. Historians relay on _______ - the study of the unwritten past – for clues. Historians examine _________, or remains of objects made by humans to understand the past. Evidence indicates that the Paleo-Indians, or the first Americans, crossed Beringia into Alaska sometimes between 50,000 and 10,000 B.C. People who are native to an area or the original people of an area are known as _____________. Originally these people were hunters and gatherers but over time ____________ societies developed as people learned how to breed wild plants and animals for use by humans, also known as ______________.


CLOZE Passage


Vocabulary Word

Examples

doctrine Monroe Doctrine

naturalization - Saba Jaipuri- Hmong community members who weren’t born here

strait Bering StraitStrait of Gibraltar

Sometimes have students give examples instead of definitions


English/Language Arts Grade 6 Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

English/Language Arts Grade 7

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

English/Language Arts Grade 8



English/Language Arts Grades 9-10

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific 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.


English/Language Arts Grades 11-12

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific 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

Differentiating

Vocabulary Instruction

Advanced Students

Generate/examine examples across time (e.g., What were some revolutions that took place in history?)

Differentiate between words with close meanings (e.g., Is a coup de ‘etat the same as a revolution?)

SAT Vocabulary

Super Kids http://www.superkids.com/aweb/tools/sat/

A dictionary definition will make more sense to them than to students who do not have as much background information

Differentiating Vocabulary Instruction

appeasement

derapsclass.blogspot.com


Analyze political cartoons, which deal with the vocabulary word


Not all Hmong

students

speak HmongMcRel 2006

Have ELL students physically act out the vocabulary word. Rick Wormeli

2009

Hip hop flocabulary

http://www.flocabulary.com/wordup_blue_listen.htm

Music vocabulary

Image Chef – create a slide showhttp://www.imagechef.com/


Consider students’

Multiple intelligences

Make sure you work with specialiststo help students learn vocabulary.

Get specialists the words ahead of time so that they can help frontload the vocabulary.


A Word Conscious Classroom

Word Consciousness ...- Awareness of words

- Enjoyment of words

- Playing with words

- Interest in words

- Appreciation of words

- Satisfaction in using words well

There are specific academic discourse communities that use particular types of words to communicate.

Word Conscious Classroom

Doug Buehl explain that these communities read text in different ways. (TLH)

Novice Apprentice Practitioner

Expert

A person becomes a part of a discourse

community by becoming an“apprentice” in the

culture.


This involves becoming an “insider”with others who will help the novice so that s/he learns the culture, including the type of language used.

Word consciousness becomes a way to address this issue by actively, explicitly and thoroughly immersing students in opportunities to see, hear and use academic discourse vocabulary.


Word Walls

The power of an interactive word wall in the classroom is amazing. The key to a successful word wall is the word, "interactive." Students need to actively interact with the word wall on a daily basis.


As students master a word, it should be retired to a shoe box and newer words added to the wall. The “shoe box” words can be reviewed before cumulative tests, or used to help students make connections between past learning and new topics. Word walls work best when they are interactive, with words that can be easily added, removed or rearranged. Pocket charts, or index cards with peel-and-stick Velcro, or peel-and-stick magnetic strips work well.

Read more at Word Walls in Middle School: How to Use a Word Wall Effectively with Older Students http://curriculalessons.suite101.com/article.cfm/use_word_walls_in_middle_school#ixzz0uSBNgaSO

Word Walls


Word Walls

Wall of Vocab


http://www.history.esc2.net/

Word

Walls


Ms. Vinje’s


Mr.

Peterson’s


Encourage students to be Social Studies Word Wizards and find the use of vocabulary words outside of class. Keep a chart.


Tell students that the Word Wizards are listening for them to use vocabulary words in class discussions.


A Word Wizard


Words = Word Conscious Classroom

Power Intelligence Strength Knowledge Charisma Talking Success Achievement

The teacher who is alert to opportunities for using sophisticated, interesting, and precise language is probably the most important element in a word-rich environment. — B E C K E T A L . , 2 0 0 2


Resources UsedBuilding Academic Vocabulary by Kelly Curtright

Building Academic Vocabulary by Marzano and Pickering

Building Background Knowledge for Academic Achievement by Marazano

Tennessee Academic Vocabulary by Timothy K. Webb

Strategies for Boosting Vocabulary Learning Across the Curriculum by Doug Buehl

Grasping Tier 2 Words – Condensed from an article by Doug Buehl

Teaching Reading in Social Studies by Carlos M. Gonzalez

Developing Content Literacy: the “3 legged” Stool of Improving Secondary Achievement by Kevin Feldman

AP Vocabulary Data Base by Marshfield High School Social Studies

Academic Vocabulary by Jim Burke

Enhancing Long Term Retention of New Vocabulary Using Visual Images

A Focus on Vocabulary by Mike McMahon

A High-Incidence Academic Vocabulary by Kinsella/San Francisco State University

Vocabulary in Social Studies Classrooms by D. W. Moore

Differentiating Instruction for Struggling Learners by East Palestine City Schools

Vocabulary Instruction in the Inclusive Classroom by Janine Struyde

Selecting Vocabulary: Academic Word List http://www.uefap.com/vocab/select/awl.htm

Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml

What is the GRE http://www.psychwww.com/careers/gre.htm

Games and Activities that Build Academic Vocabulary McRel

http://www.nea.org/tools/13739.htm

Forty Most Frequent Prefixes and Suffixes

http://picturevocabulary.com/fc2.html

http://www.syvum.com/cgi/online/serve.cgi/squizzes/history/hist3.tdf?0

Word Consciousness Across the Curriculum Dr. Judith Scott Bonnie Skobel

What? Word Consciousness CORE

Thank

You!!!!!!