Bav mid del-7-29-14_slideshare

Building Academic Vocabulary (BAV)

Wednesday, May 3, 2023

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Learning GoalTo understand and explain the need for systematic teaching of vocabulary

To be able to use the six step process with learners

Marzano, Domain 1.1


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Essential Question

Why do we teach Academic Vocabulary?

Marzano Element 1.1


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Define these words: mean set bat table product

Why do we need to teach academic vocabulary?


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MEAN


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SET{0, 1, 2, 3,...}


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BAT


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PRODUCT


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TABLE


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Word Poverty

The gap in word knowledge between advantaged and disadvantaged children is word poverty.

- Louisa Moats, 2001- Kelly Gallagher, 2009


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Under-Resourced Learners

Children of poverty and under-resourced learners come to school with significantly fewer academic background experiences than other children.


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Children in professional families have heard 45 million words before coming to school.

Children in working class families have heard 26 million words before coming to school.

Children in welfare families have heard 13 million words before coming to school.Hart and Risley (1995). Meaningful

Differences in the Everyday Experience of Young American Children.


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By Kindergarten a gap of 32 million words separate children from linguistically impoverished home from more stimulated peersAverage young middle-class child hears 32 million MORE spoken words than young underprivileged child by age 5 (Maryanne Wolfe, Proust and the Squid: The Story and Science of the Reading Brain, 2007)


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3 Minute Pause At your table or with your group – summarize key ideas of background knowledge

What connections can be made? What does this remind you of? Do you need more information? What can you add?

Are there things that are not clear? Confusing parts? Are you making connections? Can you anticipate where we’re going? Can you probe for deeper insights?


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Why do we need to teach academic vocabulary? ResearchThere is an established correlation between academic background knowledge and

Success on test scores; Level of reading comprehension,

irrespective of reading ability; Speed and accuracy of study behavior; and Student interest in material.


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Data dating to 1941 indicates 6,000-word gap between students at 25th and 50th percentiles on standardized tests grades 4-12.

Since 1980s, estimated difference between 4,500-5,400 words for low versus high achieving students.

Size of vocabulary directly related to academic achievement (Carleton and Marzano, 2010 ).


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Why do we need to teach academic vocabulary?More ResearchWhat students already know about the content when they come to school is one of the strongest indicators of how well they will learn new information relative to the content.


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It works.

On any major standardized test, the subtest that is the best predictor of overall success is vocabulary. (Heidi Hays Jacobs, 2006)

First grade vocabulary predicts 11th grade reading comprehension. (Cunningham & Stanovich, 1997; Marzano, 2004)

Direct vocabulary instruction results in raised testing achievement. (Cunningham & Stanovich, 1997; Marzano, 2004)


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3 -2 -1Summarize three key points of presentation to this point

List two ways that it applies to what you are doing in your classroom now

Ask one clarifying question


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Why do we need to teach academic vocabulary?Background KnowledgeAll students arrive at school with some amount of background knowledge –

It is just different!

FAMILY VACATIONS

NATURE EXPERIENCES

CIVIC AWARENESS

MATHEMATICAL PLAYTIME

CULTURAL EXPOSURE

COOPERATIVE INTERACTION

PHYSICS ENCOUNTERS

ARTISTIC EXPRESSION

HOW CAN WE

REPLICATE THESE TYPES

OF EXPERIENCE

S?


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THINK PAIR SHAREUse the paper on the table to think of two ways that you can replicate these experiences for the under-resources learner.

When I call time, get up and talk with others in the room – give one of your ideas away, and get an idea from another. Collect at least ten before returning to your seat.

A Six Step Process


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Low Cost and High Effect Strategy


24Marzano and Pickering (2013). Building Academic Vocabulary Teacher’s Manual.

SIX STEP PROCESS


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4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

5. Periodically ask students to discuss the terms with one another.

6. Involve students periodically in games that allow them to play with terms.

Six-Step Process1. Provide a description, explanation, or example for a new

term.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.








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A Real-Life ExampleSTEP 1


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An ExamplePOLYSEMOUS


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A Real-Life ExampleSTEPS 4 & 5


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Polysemous

THINK – PAIR – SHAREElbow partner - see if you can each share another example of a polysemous word.


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Slinky Throw (a.k.a. Hot Potato)

Each time you catch the slinky, you must name a word that is polysemous. If you cannot think of a word that is polysemous, you’re out! Keep tossing until only one person remains in your group.


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NON-NEGOTIABLES


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Non-NegotiablesBuilding-wide, at a minimumResearch-based processApproximately 30 guaranteed words per

courseDriven by student understanding, not a

memorized definitionWord walls built in clustersFun


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Options and Variations

Notebook Page Options


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Student Self-Assesment


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Check Sheet Symbols

+ -- I understand even more about the term than I have been taught.

-- I understand the term and am not confused about its meaning or usage.

- -- I’m not sure I understand the term, but I have some idea as to its meaning.

X -- I really don’t understand the term at all.


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Strategies


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FREE ASSOCIATIONI’ll start with an academic vocabulary word. We’ll go around the room saying the first word that comes to your mind, as long as it is related.


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SYNONYMS AND ANTONYMS

I’ll give you an academic vocabulary word. Discuss with your partner as many synonyms of that word as you can think of until time is called. Then give as many antonyms as you can think of until time is called.


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Bone is to skeleton as word is to ______.

Rhythm is to music as _____ is to _____.

ANALOGIES


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Games


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TALK A MILE A MINUTE


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Things associated with the Internet

Google

Search Engine

Wiki

Face Book

Home Page

Blog

Twitter


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Things associated with mathCircumference

Diameter

Square

Rectangle

Right triangle

Hypotenuse

Rhombus


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Things associated with todayBuilding Background Knowledge

Nonlinguistic

Vocabulary

Consistency

Research

Graphic Representation


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VOCABULARY CHARADES


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Using your arms, legs, and bodies, show the meaning of each term below:radiusdiametercircumference


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NAME THAT CATEGORY


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100 POINTS 100 POINTS

Things that are living

Liquids

Prime numbers

Parts of the digestive

system

Things that conduct heat

50 POINTS 50 POINTS 50 POINTS

200 POINTS

Adverbs



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FractionsParts of the solar system

Countries in Asia

Punctuation marks

Sources of energy

Types of Web sites

50 POINTS 50 POINTS 50 POINTS


200 POINTS


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BALL TOSS


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Integrating Technology


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Integrating Technology Word Clouds

Tagxedo Wordle Abcya Worditout

Glogster Voice Thread Blogs

http://www.tagxedo.com/

http://www.wordle.net/

http://www.abcya.com/word_clouds.htm

http://worditout.com/


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Summary Students arrive with various

degrees of background and academic knowledge

Word poverty exists for under-resourced learners that inhibits learning

Systematic vocabulary instruction compensates for earlier loss

It is a cost effective way to promote student success and achievement

Office of Standards and Curriculum74 Friday, August 7, 2009

It has been a pleasure to meet with you. Should you have any questions, concerns, or comments, please feel free to contact me:

[email protected](405) 737-4461 Ext. 1305

Contact Info:

Bav mid del-7-29-14_slideshare

Education

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