Title: Protocol for Looking At Text Comprehension Evidence and General Academic Vocabulary
1Protocol for Looking At Text Comprehension
EvidenceandGeneral Academic Vocabulary
- Literacy in Action
- Module 3
2Text Comprehension SharingYour turn
- Share with your group the experiences you had
- analyzing the article you chose.
- developing the prompts for summary.
- developing the prompts for multiple choice
questions. -
3Still your turn
- Working with a partner, try out your prompts.
- Together, decide additional prompts that could be
developed.
4LIA Module 3 Vocabulary
- Participants will learn how to provide
instruction and activities for students to
acquire General Academic Vocabulary (tier two
words) in content areas.
- 1. Learn the research and background for
- vocabulary development.
- Learn to implement Marzanos
- Six-step vocabulary instructional plan.
- 3. Engage in activities to extend word knowledge.
- 4. Develop a plan to teach General Academic
- Vocabulary pertinent to your content area.
5Your turn
- At your table talk about research, instructional
lessons, strategies, activities, and protocols
you use to accelerate your students vocabulary
acquisition. - Share
6Who Wants to Be a Millionaire?
- Prepare to play the game.
- Get your Answer Sheet ready.
- You are to answer the question by writing the
letter that corresponds to your answer. - Check your answer.
- Indicate those answers you have correct.
- Unlike the TV show, you are still in the running
even if you miss answers. - (additional information may be requested)
7 1 Million________________________
___________________________ 500,000______________
_____________________________________ 250,000____
_______________________________________________ 1
25,000____________________________________________
_______ 64,000__________________________________
_________________ 32,000________________________
___________________________ 10,000______________
_____________________________________
8,000____________________________________________
________ 4,000_________________________________
___________________ 2,000______________________
______________________________
1,000____________________________________________
________ 500_________________________________
___________________ 300_______________________
______________________________
200______________________________________________
_______ 100___________________________________
__________________
Who Wants To Be a Millionaire?
8(No Transcript)
9Common Core Vocabulary Anchor Standards
- Reading - Craft and Structure
- R4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone. - Language Knowledge of Language
- L3. Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
10Common Core Vocabulary Anchor Standards
- Language Vocabulary Acquisition and Use
- L4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts,
and consulting general and specialized reference
materials, as appropriate. - L5. Demonstrate understanding of word
relationships and nuances in word meanings. - L6. Acquire and use accurately a range of general
academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and
listening at the college and career readiness
level demonstrate independence in gathering
vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
11Independent Word Learners
- Self-Awareness Inventory
- Self-Selection of Words
- In addition to teacher-selected words
- Words in Context
- Connect Known to the Unknown
- From Teaching Vocabulary in All Classrooms by
Blachowicz and Fisher, Merrill Prentice Hall,
2009. - Allen, J., Words, Words, Words
12(No Transcript)
13Vocabulary Self-Awareness Chart Name_____________
Class______________
14History of Jazz
Historically the journey that jazz has taken can
be traced with reasonable accuracy. That it
ripened most fully in New Orleans seems beyond
dispute although there are a few deviationists
who support other theories of its origin. Around
1895 the almost legendary Buddy Bolden and Bunk
Johnson were blowing their cornets in the street
and in the funeral parades which have always
enlivened the flamboyant social life of that
uncommonly vital city. At the same time, it must
be remembered, Scott Joplin was producing ragtime
on his piano at the Maple Leaf Club in Sedalia,
Missouri and in Memphis, W.C. Handy was evolving
his own spectacular conception of the
blues. Exactly why jazz developed the way it
did on the streets of New Orleans is difficult to
determine even though a spate of explanations has
poured forth from the scholars of the subject.
Obviously, the need for it there was coupled with
the talent to produce it and a favorable audience
to receive it. During those early years, the
local urge for musical expression was so powerful
that anything that could be twanged, strummed,
beaten, blown, or stroked was likely to be
exploited for its musical usefulness. For a long
time the washboard was a highly respected
percussion instrument, and the nimble, thimbled
fingers of Baby Dodds showed sheer genius on that
workaday, washday utensil. The story of the
twentiesin Chicagois almost too familiar to
need repeating here. What seems pertinent is to
observe that jazz gravitated toward a particular
kind of environment in which its existence was
not only possible but, seen in retrospect,
probable. On the South Side of Chicago during the
twenties the New Orleans music continued an
unbroken development. The most sensationally
successful of all jazz derivatives was swing,
which thrived in the late thirties. Here was a
music that could be danced to with zest and
listened to with pleasure. (That it provided its
younger auditors with heroes such as Shaw,
Sinatra, and Goodman is more of a sociological
enigma than a musical phenomenon.) But swing lost
its strength and vitality by allowing itself to
become a captive of forces concerned only with
how it could be sold, not how it could be
enriched. Over and over it becomes apparent that
jazz cannot be sold even when its practitioners
can be bought. Like a truth, it is a spiritual
force, not a material commodity. During the
closing years of World War II, jazz, groping for
a fresh expression, erupted into bop. Bop was a
wildly introverted style developed out of a
certain intellectualism and not a little
neuroticism. By now the younger men coming into
jazz carried with them a GI subsidized education,
and they were breezily familiar with the
atonalities of Schonberg, Bartok, Berg, and the
contemporary schools of music. The challenge of
riding out into the wild blue yonder on a
twelve-tone row was more than they could resist.
Some of them have never returned. Just as the
early men in New Orleans didn't know what the
established range of their instruments was, so
these new musicians struck out in directions
which might have been untouched had they observed
the academic dicta adhering even to so free a
form as jazz. The shelf on jazz in the music
room of the New York Public Library fairly bulges
with volumes in French, German, and Italian. It
seems strange to read in German a book called the
Jazzlexikon in which you will find scholarly
résumés of such eminent jazzmen as Dizzy
Gillespie and Cozy Cole. And there are currently
in the releases of several record companies
examples of jazz as played in Denmark, Sweden,
and Australia. Obviously, the form and style are
no longer limited to our own country. And jazz,
as a youthful form of art, is listened to as
avidly in London as in Palo Alto or Ann Arbor.
15History of JazzVocabulary
- traced
- deviationists
- enlivened
- flamboyant
- uncommonly
- vital
- spate
- twanged
- strummed
- gravitated
- retrospect
- probable
- derivatives
- zest
- auditors
- sociological
- enigma
- phenomenon
- introverted
- intellectualism
- neuroticism
- atonalities
- contemporary
- bulges
16Your TurnSelect from the list of words from
History of Jazz
- Six words that meet the following criterion
- 2 important for text comprehension
- 2 for word analysis (parts, scalability, map
using tree, unusual or unique form or rule) - 2 academic vocabulary (Tier 2)
- Analyze the words using the Self-Awareness Chart.
- Determine how you will learn the word
- Look back at the History of Jazz for context
clues - Make a personal connection to the word
- Find dictionary definition
17Name __________________________________ Hour
____ Date _____________ Vocabulary
Self-Awareness Chart
18Teaching words in context with synonyms or
definitions.
Guided Highlighted Reading for Vocabulary is a
way to help students navigate a text that has
many unknown words that need to be defined before
they can read and comprehend the text.
19Example of Guided Highlighted Reading for
Vocabulary THE HISTORY OF JAZZ
-
- Historically the journey that jazz has
taken can be traced with reasonable accuracy.
That it ripened most fully in New Orleans seems
beyond dispute although there are a few
deviationists who support other theories of its
origin. Around 1895 the almost legendary Buddy
Bolden and Bunk Johnson were blowing their
cornets in the street and in the funeral parades
which have always enlivened the flamboyant social
life of that uncommonly vital city. At the same
time, it must be remembered, Scott Joplin was
producing ragtime on his piano at the Maple Leaf
Club in Sedalia, Missouri and in Memphis, W.C.
Handy was evolving his own spectacular conception
of the blues. - In line 2 find and highlight the word that means
disagreement. (dispute) - In line 2 find and highlight the word that means
one who departs from the norm (deviationists) - In line 5 find and highlight the word that means
flashy. (flamboyant) - In line 7 find and highlight the word that means
developing. (evolving) - In line 7 find and highlight the word that means
idea. (conception)
1234567
20Teaching Individual Words
- To assist teachers in making word-choice
decisions, researchers have proposed several
criteria. In general terms, these criteria focus
on two major considerations - Words that are important to understand a specific
reading selection or concept. - Words that are generally useful for students to
know and that they are likely to encounter with
some frequency in their reading. - From The Vocabulary Book by Michael Graves
- From Vocabulary at the Center by Amy Benjamin
- See Beck, McKeown, Kucan, 2002 Biemiller
Slonim, 2001 Hiebert, in press - Nation, 2001).
21Why Not Teach All Unknown Words in a Text?
- The text may have a great many words that are
unknown to students too many for direct
instruction. - Direct vocabulary instruction can take a lot of
class time time that teachers might better
spend having students read. - Students might be able to understand a text
without knowing the meaning of every word in the
text. - Students need opportunities to use word-learning
strategies to independently learn the meanings of
unknown words.
Armbruster, Lehr, and Osborn, 2001
22Word Selection for Explicit Instruction
- Strategically select a relatively small number
(3-10 per reading selection) of words for
explicit instruction. - Select words that
- are unknown
- are critical to the meaning
- will likely be encountered in the future
- (Archer, 2008)
23Marzanos Six-Step Process for Vocabulary
Acquisition
- Step 1 Provide a description, explanation, or
example of the new term. - Step 2 Ask students to restate the description,
explanation, or example in their own words. - Step 3 Ask students to construct a picture,
symbol, or graphic representing the term.
24Marzano continued
- Step 4 Engage students periodically in
activities - that help them add to their knowledge of the
- terms in their notebooks.
- Step 5 Periodically ask students to discuss the
terms with one another. - Step 6 Involve students periodically in games
that allow them to play with the terms. - From Building Academic Vocabulary by Robert
Marzano and Debra Pickering - .
25Neuroticism (Marzanos Step 1)
- neuroticism noun
- Comes from the word neurotic, an adjective
describing an over anxious or overly concerned
person or a noun representing a person who is
over anxious or overly concerned. The suffix
ism refers to a system of belief. - Example Her neuroticism regarding feline
health kept her veterinarian expenses very high.
26Your turn Steps 2 and 3
- Turn to a neighbor and put the explanation or
example of neuroticism in your own words. - Draw a picture or symbol for the word,
neuroticism.
27Step 4
- neuro
- nerve, nerves, nervous system,
28Word Sort
- Look over the list and with your group write
down all the ways you can categorize the
following words.
derivatives zest auditors sociological enigma phe
nomenon
introverted intellectualism neuroticism atonalitie
s contemporary bulges
29Jim Burkes Vocabulary Squares
30Linear Array
- Neuroticism
- Paranoia
- Nervousness
- Fluctuation
- Alertness
- Concern
- Carefree
- Calmness
- Calmness
31Frayer Concept Attainment Model
neuroticism
32Tiers of Words
- Isabel L. Beck, Margaret G. McKeown, and Linda
Kucan (2002, 2008) have outlined a useful model
for conceptualizing categories of words readers
encounter in texts and for understanding the
instructional and learning challenges that words
in each category present. - Tier One words are the words of everyday speech
usually learned in the early grades, albeit not
at the same rate by all children. - Tier Two words are general academic words that
appear usually in text and in all content areas. - Tier Three are domain specific words and are
usually taught within the content area.
33Tier Two Words Academic Vocabulary
- are far more likely to appear in written texts
than in speech. - appear in all sorts of texts informational texts
(words such as relative, vary, formulate,
specificity, and accumulate), technical texts
(calibrate, itemize, periphery), and literary
texts (misfortune, dignified, faltered,
unabashedly). - represent subtle or precise ways to say
relatively simple thingssaunter instead of walk,
for example. - are found across many types of texts.
- are highly generalizable.
34Academic Vocabulary List by Jim Burke
- The Academic Vocabulary List has been
categorized by parts of speech or in other
words, into grammatical categories or word
groups. By Rick Smith - Your turn
- Look through the handout and notice what
information about the academic vocabulary has
been included.
35Still your turn
- Work in content-area groups of five people.
- Choose one of the five vocabulary activities.
All five activities need to be completed by each
group. - Select five words that are pertinent to your
content area and grade level and that will serve
as beginning points for your selected activity.
Be sure to select two words that have either a
prefix or a suffix or both (for use in Vocabulary
Trees, and Word Sort activities.
36A Closer Look at Five Strategies
Word Sort Word Scales and/or Linear
Arrays Vocabulary Trees Frayer Model Vocabulary
Squares
37 malevolent
malicious
maladjusted
malformed
malaria
malnutrition
malaise
malice
malnourish
Vocabulary Tree To gain use knowledge of Greek
and Latin roots and prefixes and suffixes
malignant
maltreatment
malign
Mal-
bad badly
38Word Sort Strategy
- This is a strategy that focuses on meaning and
develops deep - discussion with students.
- Choose 12 16 words from the content that you
are studying or about to study. - Write words on a 3 X 4 grid or 4X4 grid. Cut out.
- Hand out sets of vocabulary cards to pairs or
groups of students. - Ask students to sort (or categorize) into any
kind of grouping. - Groups share results.
- 1) Which words did you group together?
- 2) Why did you group them that way?
- Discuss relevance to the chapter.
- Go over definitions or explanations of concepts.
Does this change the way you sorted?
39Jim Burkes Vocabulary Squares
40Linear Arrays - A Vocabulary Activity
- Linear Arrays
- See Words, Words, Words written by Janet Allen
(See pages 52-53) - See Teaching Vocabulary to Improve Reading
Comprehension by William Nagy (pages 16-20) - Linear arrays are visual representations of
degree. An activity like this helps students - examine subtle distinctions in the words. Linear
arrays may be more appropriate for - displaying other types of relationships among
words. For example, many sets of words differ
essentially in degree - annoyed, angry, enraged, and furious or
lukewarm, warm, hot, scalding. - The relationship among such words can be
illustrated visually by arranging them in a line. - This is a graphic organizer for depicting
graduations between two related words - freezing cool tepid hot boiling
- minute small average huge immense
- private sergeant captain lieutenant
colonel - past yesterday present tomorrow future.
-
41Frayer Concept Attainment Model
Word
42Vocabulary Acquisition Task
- Select 8 words from the General Academic
Vocabulary list (Jim Burkes list) that your
students do not know. - Direct students to fill out a Self-Awareness
Vocabulary Chart by analyzing their knowledge
about the assigned words. - Use Marzanos Six Step Instructional Plan for
vocabulary acquisition to teach each word. - Implement Steps 3 6 with word sorts, vocabulary
squares, vocabulary trees, Frayers model, and
linear arrays.
43Evidence of Vocabulary Acquisition
- 1. Record the number of words each student
knows to the fullest extent from their
Self-Awareness Chart. This is your pre-
instruction assessment data. - 2. Determine the number of words the students
know to the fullest extent () after instruction
and activities using 8 blank Vocabulary Squares
as a post-instruction assessment (quiz). Use your
judgment. - 3. Tally the difference between pre- and
post- assessment. This is the evidence of your
work. -
44Vocabulary DataClass___________________________
Grade_______
45Required Evidence
- List of words you used with the students
- Vocabulary Pre and Post Assessment data and gain
and loss percentages - Vocabulary activities that promoted the
vocabulary acquisition