1. Please sit with your grade level and content area! TEACHING ACADEMIC VOCABULARY USING THINKING

2. Focusing on Literacy Links Academic Vocabulary Development Chapter 3 Pages 131 - 141

3. Scientifically-based research about vocabulary Instruction. Put Reading First Page 134

4. Background knowledge of vocabulary is essential to developing fluency and comprehension. 1 3 2

5. Systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students. Research Says… Marzano, 2004

6. Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135 These two steps should be done orally with the teacher leading the discussion. The activities to be discussed in this follow-up should be completed only after these first two steps.

7. Create a Tree Map to identify words that are critical to academic content for several units you will be teaching this year. Academic Vocabulary Tier II ( High frequency words used by mature language users across several content areas.) Tier III (Content Specific Words) obvious complex establish verify transformation conflict theocracy mitosis Tier I ( Basic words that commonly appear in spoken language. ) clock baby happy walk

8. Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135

9. What strategies do you use to determine the meaning of a word? Page 137

10. ExamplesIllustration Definition Page 137

11. Migration movement journey voyage move away shifting fly south In the fall, there is a migration of birds flying south Migration is the movement of people, animals, and things

12. Essential CharacteristicsNonessential Characteristics Examples

13. Abolitionist Essential CharacteristicsNonessential Characteristics Examples A person seeking the legal end to slavery in the US Northerner Race John Brown Frederick Douglass Harriet Beecher Stowe Harriet Tubman

14. What is it? (Category)What is it like? (Properties) Illustrations (What are some examples?)

15. polygon What is it? (Category)What is it like? (Properties) Illustrations (What are some examples?) Mathematical shape Geometric shape closed Plane figure Straight sides Two- dimensional pentagon hexagon rhombus

16. Word Parts Synonyms Illustration Context clues one desk

17.  Look over your vocabulary list.  Create a Circle Map similar to one of the previous maps with one of your vocabulary words. NOW IT IS YOUR TURN

18. Choose one word from your list. Add a Frame of Reference Choose the 3 or 4 best ways to define your word and write each in one area of the frame. Illustration Personal associations Essential characteristics or examples

19. Essential Characteristics Non-essential Characteristics What is it? (Category) What is it like? (Properties) What are some examples? Definitions Visual Representations Personal Association or Characteristics Paraphrase or Define in your own words Word parts Related words

20. Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135

22. Page 138 WORD PARTS “Teaching word parts enhances students’ understanding of terms.” Robert Marzano

23. Color code the different parts of the word.

24. Add the meaning of each part in parentheses.

25. Use the meaning of each part to write the definition of the whole word.

27. Page 138

28.  Look over your vocabulary list.  Create a Brace Map similar to one of the previous maps with one of your vocabulary words. NOW IT IS YOUR TURN

29. Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135

30. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Comparing Terms Classifying Terms Solving Analogy Problems Marzano, 2004

31. Notice the color coding. Page 139

32. COMPARING ENHANCES MEANING

35. A monarchy and a dictatorship are similar because they both________________. ________________. ________________. A monarchy and a dictatorship are different because a monarchy___, but a dictatorship____.

36.  Look over your vocabulary list.  Do you have two words on your vocabulary list that are students could compare and contrast in order to better understand each word?  Choose two words and create a Double Bubble Map. NOW IT IS YOUR TURN

37. Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135

38. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Comparing Terms Classifying Terms Solving Analogy Problems Marzano, 2004

39. Step 1 Select one or two academic vocabulary words that have an identifiable relationship. Create the beginning of a Bridge Map and write the relating factor. Page 140

40. Step 2 Identify two words that students would know that have a similar relationship and complete the Bridge Map. Challenge students to continue to add related pairs of words. This second relationship will “anchor” the first pair of words.

41. as book backpack document portfolio …is carried in …relating factor as compound elements batter ingredients …is a new substance made up of …relating factor Solving Analogy Problems The anchor pair

42. The generation of these Nonlinguistic Representations has caused the learner to elaborate on his knowledge. RF: Provide(s) a plan for building

43. mitochondria Power Plant

46. Dispelling misconceptions about atomic structure

49.  Look over your vocabulary list.  Do you have one or two words on your list that students could use to create a Bridge Map?  Create a Bridge Map with an “anchor” pair and one or two words from your vocabulary list. NOW IT IS YOUR TURN

50. Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term or phrase. Engage students in activities that help them add to their knowledge of the terms in their notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Building Background Knowledge for Academic Achievement Debra Pickering and Robert Marzano Page 135

51. or... A Game VOCABULARY DEMONSTRATION! Close your textbooks. ?

52. THINGS ASSOCIATED WITH EDUCATION Schools Professional Development Administration State Standards Assessment Students Success Let’s Practice

53. Grocery Store Farm Animals Aluminum Can Cardboard Box Restaurant Fruit Dieting THINGS ASSOCIATED WITH FOOD

54. WHAT IS THE POINT? Partner A:  What strategies did you use to get your partner to identify the words?  Did your strategies change during the game? Partner B:  What strategies did you use to identify the words?

55. Playground Schoolwork Adolescence Disney World Crib Kindergarten Toys ‘R Us Maternity Ward THINGS ASSOCIATED WITH CHILDREN

56. Plateau Mountain Bay Desert Grassland Elevation Sea level Valley THINGS ASSOCIATED WITH TOPOGRAPHY

57. After the game, students should record the clues, illustrations, examples that helped them guess each vocabulary word. Page 141