A New View on Academic Vocabulary in Middle School
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A New View on Academic Vocabulary in Middle
School
Sheleen DeLockery, Curriculum CoordinatorLori Ann Greidanus, Literacy Coach
ILLINOIS READING COUNCILSPRINGFIELD, ILMARCH 19, 2011
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Goals for Today•Increase knowledge of research
supporting explicit vocabulary instruction.•Increase knowledge of best practices for
vocabulary instruction.•Provide a variety of vocabulary activities.
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District 62• 4,749 students in
eight elementary buildings, two middle schools, and one year-round K-8 school
• Five Title I Schools• 40% Low-Income
district-wide• 7 Schools meeting AYP
White45%
Black3%
Hispanic37%
Asian11%
Multiracial4%
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Our District’s Journey
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Why Academic Vocabulary?
020406080
50
83
Percentile Rank on Test
• Student before and after explicit content area vocabulary instruction
-Marzano, 2005
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Skiing and Math• The more terms
a person knows about a given subject, the easier it is to understand – and learn – new information related to that subject.
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• Children with limited vocabulary knowledge grow much more discrepant over time from their peers who have rich vocabulary knowledge.
• An average student in grades 3 through 12 learn approximately 3,000 new words per year, assuming he/she reads between 500,000 to a million words of text.-Hart and Risley, 1995
In a typical hour, the average child hears:Family Status Actual Differences in Quantity of WordsWelfare 616 wordsWorking Class 1,251 wordsProfessional 2,153 words
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Marzano’s Six Steps to Academic Vocabulary1. Provide a description, explanation, or example of
the new term to students.2. Ask students to restate the description,
explanation, or example in their own words.3. Ask students to construct a picture, symbol, or
graphic representing the term or phrase.4. Engage students periodically in structured
vocabulary discussions.5. Periodically ask students to discuss the terms with
one another.6. Involve students in games that allow them to play
with terms.
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Step 1: Provide students with a description, explanation or example.•Personal Story or Anecdote•Notebook Page
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Step 2: Ask students to restate in their own words or provide an explanation of their own.•Notebook Page•Motivational Posters
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Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
•Picture Cube•Trading Cards
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Step 4: Engage students periodically in structured vocabulary discussions.
•Creating Metaphors•Word Walls Learning
New Words* Say them* See them* Use themMultiple Times!
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Step 5: Periodically ask students to discuss the terms with one another.
•Skits•Word Walls
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Step 6: Involve students in games that allow them to play with terms.
•Bingo•Rivit
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Sheleen DeLockery – [email protected] Ann Greidanus – [email protected]