Assignment:O On the paper/card, please write at

the top whether you are a middle school or a high school teacher.

O Next, briefly write a question, issue, problem that you have in terms of teaching ELA this year. It can be about the Common Core, ideas for teaching a novel, etc.

O Be ready to turn this in a moment of two!

Emerson (ELA) Grades 6-12 Lead

TeachersNovember 7, 2012

Barbara Barthel, ConsultantStark County Educational Service

Center

Agenda

OState, Parcc, and other updates

OBook TalkONext Steps Work

NOVEMBER 19, 2012OVendor Showcase of Intervention

Materials for Reading K-12OR.G. Drage Career and Technical

CenterOOpen to Teachers from 3:00 p.m.

to 6:00 p.m.ODrop in and see!

Book TalkTeaching Basic and Advanced Vocabulary: A Framework for Direct Instruction O Robert MarzanoOASCD, 2010

Need for Instruction in Basic Vocabulary

OLink between

vocabulary knowledge

and academic

achievement!

Beck, McKeown, Kuno 2002O Vocabulary terms are categorized into

three tiers.O Tier 1: terms that are the most

frequent in the English language; terms that are the most basic in the English language; terms that “rarely require instructional attention to their meaning in school.”

O Who NEEDS instruction in basic terms?O Students of PovertyO ELL English Language Learners

Tier 2: Advanced TermsO Requires

instructional attention to their meanings

O Appear infrequently enough that they will probably not be learned in context

ORecommended by Beck as the focus of instruction

Tier 3: Academic Words

OSpecific to the subject matter

OGeneral history has the most terms (1,311)

OGreatest number of academic terms is in Grade levels 3-5

OLeast in Grades K-2

Where to Begin?

OPre-assess to determine level to begin

Marzano’s Six-Step Process for Teaching Vocabulary

1. The teacher provides a description, explanation, or example of the new term.

2. Students restate the explanation of the new term in their own words.

3. Students create a nonlinguistic representation of the term.

4. Students periodically engage in activities that help them add to their knowledge of the vocabulary term.

5. Periodically, students are asked to discuss terms with one another.

6. Periodically, students are involved in games that allow them to play with the terms.

Introductory Phase: First Three Steps

OPurpose: to help students attach meaning to new terms they are learning

OInvolves associating past experiences with a new term

Comparison PhaseOFocus is on helping students

develop distinctions between the meaning of the new word and other words they might know or are learning.

OSemantic clusters come in to play.OPurpose: make distinctions

regarding what the terms mean and do not mean

Review and Refinement Phase

O Task is to expand students’ understanding of the term by making multiple and varied linkages.

O Students can add some advanced terms to their knowledge base.

O Goal: to expand the number and diversity of linkages between the target term and other terms that are closely related or tangentially related

Phases of Teaching a New Term

Introductory

PhaseComparis

onPhaseReview

and Refinement Phase

Strategies for the Introductory Phase

OStep One: Provide descriptions, examples, anecdotes, and illustrations

OStep Two: Having students develop their own descriptions, examples, and illustrations

Sample for Nouns61% of the basic terms are nouns,O Teacher provides a brief description that focuses

on some of the characteristics of the term.O Teacher elicits input about the term from the

students. O The teacher asks follow-up questions to the get

more info from the students.O The teacher tells a brief anecdote and uses the

term in a sentence or two.O The teacher provides a picture that involves the

new terms.

Sample for VerbsAbout 22% of the basic terms are verbs.O The teacher describes important

characteristics of the verb.O The teacher may have to use the verb in a

form that is more familiar to students.O The teacher would provide a brief story

about a time that describes the term.O The teacher uses the word in a sentence

that illustrates some of the characteristics.O The teacher provides a relevant picture.

ADJECTIVESAbout 11% of basic terms are adjectives.O The teacher provides information about the

term.O The teacher gives examples of the adjective.O The teacher asks the students for examples.O The teacher provides a sentence with an

example and the word.O The teacher tells a story.O The teacher provides a picture.

OthersO The same or similar process is done

with other parts of speech:O About 3% of the basic terms are

adverbs.O About half of 1% are conjunctions.O About 2% are prepositions. O Less than 1% are interjections.O About 2% are pronouns.

Student Examples, etc.OStudents find, draw, etc., pictures for the words.

OStudents use words to explain, describe, etc.

Strategies for the Comparison Phase

O Put the term in groups of related terms.

O Vocabulary notebook entry:O Term: with student definitionO Related term: with the differencesO Picture

O Sentence stems:O ____ and ____ are alike because

______.O ____ and ____ are different because

______.

Venn Diagram

Used for teheojiojfwojmekjfaewopfjawfkcf

Used for ehtosjarfiaoncak’wlenciweaf

Uasenaf’coeiaofjnceowahjfncoaeiwjcw

Double Bubble

Thankful

Courteous

Other people like it

Someone did some-thing nice for you

You did something nice for somoone

The Comparison MatrixDuck Rooster Owl

Where live

What do

What look like

Classifying ActivitiesO Students organize terms into like

categories. Teacher gives terms for two or more related clusters.

Metaphors and Analogies

Strategies for Review and Refinement Phase

OGive-One, Get-One ActivitiesODone in pairsOUse vocabulary notebooksOExamine the partner’s

notebook looking for information on a specific term

ODiscuss and add

Use of Roots and AffixesGames:

Talk a Mile a MinuteWhat Is the Question?

Classroom FeudWhich Word Doesn’t Fit?

The Role of Vocabulary Notebooks

Term: Picture:

Related Terms:

Organize According to Clusters

Remainder of Book

OTest WordsOCluster GroupsOEtc.

Next Steps