sjsd vocabulary: the six step process
DESCRIPTION
SJSD Vocabulary: The Six Step Process. Breaking the Ice by MarcelGermain. A Rainbow of Fruity Flavor by *Micky. I am inspired by. An adventure that you have had in education. What was your favorite thing you did over the winter break?. - PowerPoint PPT PresentationTRANSCRIPT
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SJSD Vocabulary: The Six Step Process
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I am inspired
by...
I am passionate
about...
What was your favorite thing you did over the winter
break?If you were
stranded on an island, what three objects
would you take with you?
An adventure that you have
had in education
A Rainbow
of Fruity Flavor by *Micky
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2nd Quarter Close Reading Share
http://www.flickr.com/photos/27238916@N04/3662940105/
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Common Core
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Fiction
Nonfiction
Stories, drama, poetry, realistic fiction, historical fiction
Follows an expository text structure rather than a narrative form; often includes print features, captions, tables of contents, indices, diagrams, glossaries, and tables. Biographies are NOT informational text.
THEN...
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Literary Text
Informational Text
Stories, drama, poetry, realistic fiction, historical fiction
Follows an expository text structure rather than a narrative form; often includes print features, captions, tables of contents, indices, diagrams, glossaries, and tables. Biographies are NOT informational text.
NOW...
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True or False
1. Reading 14 minutes a day means reading over 1,000,000 words a year.
2. Preschool or children’s books expose you to more challenging vocabulary than do prime-time adult TV shows.
3. Vocabulary can be learned through reading and talking.
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Why teach Vocabulary?
Research shows a student with no direct vocabulary instruction, scores in the 50th percentile ranking.
We'll Forsake Our Ages and Pretend We Are Children by Brandon Christoper Warren
on Flickr
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The same student…
… after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.
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Early vocabulary knowledge is a predictor of comprehension in later years. (p. 2- Creating Robust Vocabulary)
Classic Strobist Shot by B & K Weaver on flickr
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Read by sabeth718 on flickr
Background knowledge is more important to the understanding of reading than IQ.
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1st graders from high SocioEconomicStatus know 2X the
words of kids from low SES. (Bringing Word to Life p.1)
Baca Buku by xiangxi on Flickr
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Did you know?
In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.
In 3rd grade, children need to learn between 2000-3000 new words each year, about 6-8 per day.
For t
he lo
ve o
f boo
ks b
y C
hoco
late
Gee
k on
fli
ckr
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There is a strong correlation between vocabulary knowledge and comprehension.
? by atomicity on flickr
Did you know?
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Words…People’s knowledge of any topic is encapsulated in the terms they know that are relevant to the topic.
(Building Academic Vocabulary p.1)
One day this w
ill seem like youth by G
reg Gladm
an on Flickr
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“Carving is appropriate for most green and blue slopes, and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face plant.”
based on “Building Vocabulary: Teacher’s Manual” by Robert J. Marzano and Debra J. Pickering.
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"Teaching specific terms in specific ways is the strongest action a teacher can take to ensure academic background."•(Building Academic Vocabulary p.1)
Why Teach Vocabulary?
http://www.photographyblogger.net/12-interesting-question-mark-pictures/
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What Words to Teach
Amor de Palabra Word Love by Javier Volcan
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Is there a list of grade-
specific words
teachers should be teaching?
Vocabulary by Akira ASKR
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Common Core State Standards Identify Three Tiers of Words
3
2
1Everyday Speech Words learned in the early grades - not a challenge to native speakers - not the focus of
discussion
General Academic Wordsmore likely to appear in
written text - subtle or precise ways to say simple things -
highly generalizable
Domain Specific Words- specific to content area - key to understanding new
concept within a text - common in informational
texts
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Tier 1
• Words of everyday speech
• Usually learned in the early grades
• Not considered a challenge to the average native speaker
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Tier 2
• Tier Two (general academic words) are far more likely to appear in written texts than in speech.
• They appear in all sorts of texts.
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Tier 2Represent
subtle or precise ways to say relatively
simple things -- saunter instead of walk
Hanging On by Steve-h
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Tier 3Tier Three words are specific to a domain or field of study.
lava, piano, carburetor, legislature, circumference, aorta
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
Junior Year by flickr./com/photos/amanda_munoz
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Tier 3Tier Three words are...
o key to understanding a new concept.
o far more common in informational texts than in literary texts.
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
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Tier 3
Often explicitly defined by the author of a text, repeatedly used, and heavily scaffolded ie: made a part of a glossary.
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
New Section - Food Glossary! by LexnGer
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From CCSS Apendix A
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Ma g n
eti c F ri dg e Po e try by S
tev e A. J oh on s on
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Tier 2
http://www.flickr.com/photos/mdales/6602332085/
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Tier 2
• Tier 2 words are referred to in the Common Core State Standards as “general academic” words.
• Could be words that describe more specifically or that elevate tone, like writing mention instead of tell, or fortune instead of luck.
• They are the words that are used to discuss, persuade, and explain across disciplines, words like argument, significance, characteristic, and question.
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Tier 2 Take Aways
• Kids do not learn the same words at the same rate
• There are no grade specific word lists
• Choosing words can be quite arbitrary
Anchor by Leo R
eynolds
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• Chosen words need to be used in a variety of ways
• What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford
(Marilyn Jager Adams (2009, p. 180), Common Core Appendix A)
More Tier 2 Take Aways
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Reflect: Circle: What question is still circling in
your mind?
Square: What are two things that square with your beliefs about vocabulary?
Triangle: What are three points you learned today?
Circle, Square, Triangle
http://www.flickr.com/photos/9729909@N07/4586773090/
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http
://w
ww
.flic
kr.c
om/p
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How will we
vocabulary?
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Blooms Taxonomy and SJSD Vocabulary Acquisition
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Let's practice!
Purpose: Identify Tier 2 words in Bruce Neel's
"What a Glorious Nation We Live In"
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Our Word List for the Day is taken from the essay,
"What a Glorious Nation We Live In" Author: Bruce Neel
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How Well Do I Know These Words?
instill gobble
reparations trampling
accommodate impassioned
plea stabilizing
compensation contributions
from Words, Words, Words by Janet Allen
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lomo fisheye 2 at Chester Cathedral by Adam Foster l Codefore
A Picture Walk
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http://www.flickr.com/photos/47422005@N04/6267365095/
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http://www.flickr.com/photos/54913407@N00/3733667722/
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http://www.flickr.com/photos/99879598@N00/578252290/
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compensation
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Step 1: Typical Classroom Activities
•"How Well Do I Know These Words?"
•Picture Walko compensation
•Use Context Clues to Describe the Wordo accommodate
•Root Word and Affixo impassioned
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oomph.com
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Define Me
For each word, compare and contrast the examples with the counterexamples and write a definition.
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TramplingExamples: Counterexamples:crush, pulverize, surrender, lose,annihilate, ambush, give-up, aid, helpoverpower
Definition:when something ruins something else
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PRACTICE!
Stabilizing
Examples: Counterexamples:steady, balance, equalize, change, vary, shake,support, secure weaken, wobble
Definition:
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Step 2: Typical Classroom Activities• Students repeat the word.
• Teacher can define it or question students about the meaning of the word.
• Define Me!
• Teacher describes the word in context, student writes own definition.
• Add to a Vocabulary Notebook
• Concept Circles
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oomph.com
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Find or create a cartoon to depict the word.
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to eat hurriedly and noisily
cram, devour, gorge, gulp,scarf, stuff
Hurry up and gobble up the cookies before your mom comes home!When I am hungry I tend to gobble up my food.
nibblepeckpick
gobble
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Remember...
Model... Model... Model!!!
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Step 3: Typical Classroom Activities
•Find or create comic/drawing
•Frayer Model
•Dramatize the term
•Graphic organizers
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oomph.com
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Instilling
Similes and Metaphors
Simile: Instilling a love for reading is like building a foundation in sand.
Metaphor:
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Google Docs Vocabulary
Students can use digital media to assemble a list of word meanings and examples in context.
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Step 4: Typical Classroom Activities
• Create similes and metaphors
• Google doc definitions
• Visuwords
• Visual Thesaurus Vocab Grabber
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oomph.com
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Games
www.amazon.com
$25,000 Pyramid
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Side A
•gobble•reparations•trampling•accommodate•instill
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Side B
•impassioned•plea•stabilizing•compensation•contributions
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Motivational Posters
http://www.flickr.com/photos/44345361@N06/4282241642/
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Step 5: Typical Classroom Activities•Student Interaction and Discussion about words
oThink-Pair-ShareoClock PartnersoOne Minute Review
•GamesoPictionaryoCharadesoJeopardyo$25,000 Pyramid
•OtheronGram VieweroExtreme VocabularyoMotivational Postersoninjawords
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oomph.com
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Blooms Taxonomy and SJSD Vocabulary Acquisition
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oomph.com
http://oceancopy.co.uk/wp-content/uploads/2011/08/1083257_44995937.jpg
What are some ways students
can independently
apply their knowledge of
words?
Step 6 - Typical Classroom ActivitiesSilent Chalk Talk
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