1. Strategies for teaching academic vocabulary

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3. Past Practice: Dictionary/Glossary “Rote memorization of words and definitions is the least effective instructional method resulting in little long term effect.” (Kameenui, Dixon, Carine 1987)

4. In an age when emphasis is put on critical thinking, we must examine how that impacts our approach to vocabulary.emphasis

5. Past Practice: Assign Reading without frontloading Here had been overgrazing before the coming of the settlers and the invasion of barbed wire, but the death knell of the Plains was sounded and the birth of the Great American Desert was inaugurated with the introduction and rapid improvement of power farming. “Dust to Eat, and Dust to Breathe, and Dust to Drink” Readers must have a rich vocabulary and background knowledge to support understanding.

6. 6 Picking Terms to Teach Is term critically important to content I will be teaching this year? Which terms are necessary to understand the key points of the chosen resource? Which terms do I want my students to remember and reuse?

7. Marzano’s Six Steps to Teaching Vocabulary Step 1 The teacher provides a description, explanation or example of the new term. 7

8. Step 2 Students restate the explanation of the new term in their own words. 8

9. Step 3 Students create a nonlinguistic representation of the term. 9

10. Step 4 Students periodically engage in activities that help them add to their knowledge of vocabulary terms. 10

11. Step 5 Frequently have students discuss important terms with one another. 11 Studies show that it takes, on average, 28 exposures to a new word before it becomes part of a student’s working vocabulary.

12. Step 6 Periodically engage students in games that allow them to play with the terms. games 12 Games

13. Tools & Strategies For “Digging Deep” Frayer Model (word web) LINCS Strategy 13

14. Frayer Model Definition integer ExamplesNon-examples Facts Word/Concept

15. Frayer Model Definition integer ExamplesNon-examples Facts Word/Concept - Is a number - Has no fractional or. decimal part - May be positive - May be negative - May be zero

16. Frayer Model Definition integer ExamplesNon-examples Facts Word/Concept - Is a number - Has no fractional or. decimal part - May be positive - May be negative - May be zero 0 -4 781 0.2 -1.3 2/3

17. An Overview of the LINCS Strategy Step 1: List the parts: word and definition Step 2: Identify a Reminding Word (perhaps a word that sounds like the vocabulary word Step 3: Note a LINCing Sentence that includes the reminding word and part of the definition Step 4: Create a LINCing Picture about the sentence Step 5: Self-test!

18. 1. Take an index card and divide it in half by folding the card. Creating LINCS Study Cards

19. dynamic 2. Write the word to be learned on the top half of one side.

20. Creating LINCS Study Cards Very active, energetic dynamic 3. Write the parts of the definition you need to remember on the top of the other side.

21. Creating LINCS Study Cards Very active, energetic dynamic 4. Write the Reminding Word on the bottom half of the first side. dynamite

22. Creating LINCS Study Cards The blast of dynamite was like an active volcano, it had energy. Very active, energetic dynamic 5. Write the LINCing Story on the bottom half of the second side. dynamite

23. Creating LINCS Study Cards dynamic 6. Draw the LINCing Picture on the bottom half of the second side. dynamite Very active, energetic The blast of dynamite was like an active volcano, it had energy.

24. What about “dictionary” and resource skills? THINK OUTSIDE OF THE BOX: What skill are we really emphasizing?

25. EXAMPLE: an·nu·al[an-yoo-uh l] –adjective 1. of, for, or pertaining to a year; yearly: annual salary. 2. occurring or returning once a year: an annual celebration. 3. living only one season or year, as beans, corn or certain insects. 4. performed or executed during a year: the annual course of the sun.thesun Match the letter of the definition to the way in which the annual is used in the sentences below. _____ I don’t waste my time planting annuals in my flowerbeds, I would rather have flowers that come back each spring. _____ Mrs. O’Connor knew behavior was going to get worse after spring break, it was the annual progression of sixth graders. _____ The annual rainfall was lower than average causing a drought to occur. _____ I am going to run in the annual Race for the Cure so that I can raise money for cancer research.

26. Questioning Vocabulary Do students know what is being asked of them?

27. Larry Bell, 12 Powerful Words 1. Trace: List in steps 2. Analyze: Break apart 3. Infer: Read between the lines 4. Evaluate: Judge 5. Formulate: Create 6. Describe: Tell all about 7. Support: Back up with details 8. Explain: Tell how 9. Summarize: Give me the short version 10. Compare: All the ways they are alike 11. Contrast: All the ways they are different 12. Predict: What will happen next Also, think about how you would explain the term “justify”

28. Application & Planning What strategies can I use to teach vocabulary? Select vocabulary from your discipline. Discuss with your group how you will use the strategies from this session.