Download presentation
Presentation is loading. Please wait.
1
Brain-Based Vocabulary Enhancing Strategies
Bernadette Lambert 1
3
Entrance Task These 23 words come from a definition describing what word?
4
Learning Outcome Promote interdisciplinary strategies and practices that enhance vocabulary development and support what we know about how the brain learns.
5
Daggett System for Effective Instruction
Daggett, Daggett System for Effective Student Achievement
6
Teaching Embrace rigorous & relevant expectations for all students
Build strong relationship with students Possess depth of content knowledge and make it relevant to students Facilitate rigorous and relevant instruction based on how students learn Use assessments to guide and differentiate instruction Demonstrate expertise in use of instructional strategies, technology, and best practices
7
How does the brain learn?
The human brain has the ability to generate new brain cells. Your brain, therefore, has plasticity and the ability to be shaped by environment at any age.
8
Factors for Enriched Environment
Socialization Physical Activity Mental Stimulation Nutrition Spirituality
9
Factors for Enriched Environment
Socialization Physical Activity Mental Stimulation Nutrition Spirituality
10
Work collaboratively Offer hands-on opportunities Relate to real world Digest in purposeful chunks Search for meaning through patterns
11
Rigor/Relevance Framework
12
Word Clouds Dr King I Have a Dream Tagxedo.com
13
Which words do I teach?
14
Three Tiers of Vocabulary
15
Three Tiers of Vocabulary
Every day; rarely require instruction
16
Three Tiers of Vocabulary
clock, doctor, happy
17
Three Tiers of Vocabulary
Academic; portable Every day; rarely require instruction
18
Three Tiers of Vocabulary
evaluate, component clock, doctor, happy
19
Three Tiers of Vocabulary
Domain-specific General Academic Every day; rarely require instruction
20
Three Tiers of Vocabulary
evaluate, component clock, doctor, happy onomatopoeia
21
Tier Two Words General Academic
Not clear responsibility of a particular content area teacher . . . CCSS Appendix A General Academic
22
Tier Two Words General Academic
Far less well defined by contextual clues. . . less likely to be defined explicitly within a text . . . CCSS Appendix A General Academic
23
Tier Two Words General Academic
Frequently encountered in complex written texts wide applicability to many sorts of reading. . . CCSS Appendix A General Academic
24
Sift, Sort, and Summarize
Work with your team to SORT the words into 3 categories. A. Everybody on our team knows what this word means. B. At least one person on our team knows what this word means. C. Nobody on our team knows what this word means.
25
Sift, Sort, and Summarize
Put words in Group C to the side. Re-sort words in Groups A & B based on meaning. Limit sorts to 3-5 categories. Label each category with a sticky note. Types of numbers Operations Miscellaneous natural subtract absolute value whole multiply coordinates real simplify compare
26
Vocabulary Development Lesson for Context Clues
THINK OF A WORD Vocabulary Development Lesson for Context Clues
27
Think of a Word When he heard about his friend’s death, he sent his ___________ to the family.
28
Think of a Word They kept a lookout for ___________ who might be prowling through the woods in search of loot.
29
Think of a Word The wooden slope was __________ - a vertical cliff – and hard to climb.
30
Think of a Word Unable to free themselves, they waited for rescuers to give them _________.
31
CONCEPT DEFINITION ORGANIZER
Deeper understanding of concepts Encourage analysis and synthesis List examples before you list characteristics
32
Essential Question Research and Argument
What is an effective leader?
33
effective adjective adequate to accomplish a purpose; producing the intended or expected result: effective teaching methods; effective steps toward peace.
34
1. What is the concept?
35
effectiveness
36
2. Example 2. Example 2. Example
37
Generate Examples of Effectiveness
Diets/Exercises Newspapers/Advertisements Technology Finance Safety Medicine/Drugs
38
Weight Watchers Points System
effectiveness Weight Watchers Points System Dictionary .com Phone App Tylenol PM
39
3. Properties or characteristics
40
effectiveness Gets the job done. Works like I expect it to work.
Works best if I use it the right way. Weight Watchers Points System Dictionary .com Phone App Tylenol PM
41
4. Category
42
measurement effectiveness Gets the job done.
Works like I expect it to work. effectiveness Works best if I use it the right way. Weight Watchers Points System Dictionary .com Phone App Tylenol PM
43
5. New Definition
44
measurement effectiveness
Gets the job done. Works like I expect it to work. effectiveness Works best if I use it the right way. Weight Watchers Points System Dictionary .com Phone App Tylenol PM Effectiveness is a measurement to determine how well something or someone gets the job done, with the understanding that it will work like you expect it to work if you use it the right way.
45
Metaphor Brainstorming
51
Heart= expresses feeling, rhythm, or supplying Finger or Hands =
Work that can be done collectively, as well as individually Rib Cage = anything that protects Stomach = processes or breaks down other things Esophagus = pushes things along in wavelike motion Liver = any kind of filter Feet= a journey Spine = provides structure or support
52
Lesson for Glencoe Algebra I Math Section 4-1
The Coordinate Plane By: Stan Blackman Jay High School Lesson for Glencoe Algebra I Math Section 4-1 Algebra I Glencoe Mathematics 2004 The McGraw Hill Companies Inc.
53
Y-axis X-axis Quadrant Quadrant II I Quadrant Quadrant III IV
The four quadrants of the coordinate plane.
54
Y-axis Origin Point (0,0) X-axis
55
The Ordered Pair (5,10) X- coordinate Y- coordinate
56
Signs of the quadrants. Y-axis (+,+) (-,+) X-axis (-,-) (+,-)
57
COORDINATE PLANE X-AXIS Y-AXIS QUADRANT ORDERED PAIR
58
BUILDING CLASSROOM WORD WALLS
Having a word wall is not the same thing as “doing” a word wall. Patricia Cunningham
59
Word Wall Workout Classify two words on the wall as elementary, two as middle school, and two as high school level words.
62
How do we keep the words alive in our classroom?
Charades WORDO Taboo! Pyramid I Have. . . Who Has?
63
For further information about our work:
Please contact International Center for Leadership in Education, Inc. at or
64
21st Annual Model Schools Conference
Effective and efficient approaches to improving student achievement in times of declining resources and increasing expectations Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations Instructional approaches for special populations Identifying and overcoming common barriers to dramatic school improvement June 30 – July 3 | Washington, D.C.
Similar presentations
