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Title: Protocol for Looking At Text Comprehension Evidence and General Academic Vocabulary


1
Protocol for Looking At Text Comprehension
EvidenceandGeneral Academic Vocabulary
  • Literacy in Action
  • Module 3

2
Text 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.

3
Still your turn
  • Working with a partner, try out your prompts.
  • Together, decide additional prompts that could be
    developed.

4
LIA 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.

5
Your turn
  • At your table talk about research, instructional
    lessons, strategies, activities, and protocols
    you use to accelerate your students vocabulary
    acquisition.
  • Share

6
Who 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)
9
Common 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.

10
Common 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.

11
Independent 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)
13
Vocabulary Self-Awareness Chart Name_____________

Class______________
14
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.   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.
15
History 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

16
Your 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

17
Name __________________________________ Hour
____ Date _____________ Vocabulary
Self-Awareness Chart
18
Teaching 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.
19
Example 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
20
Teaching 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).

21
Why 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
22
Word 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)

23
Marzanos 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.

24
Marzano 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
  • .

25
Neuroticism (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.

26
Your 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.

27
Step 4
  • neuro
  • nerve, nerves, nervous system,

28
Word 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
29
Jim Burkes Vocabulary Squares
30
Linear Array
  • Neuroticism
  • Paranoia
  • Nervousness
  • Fluctuation
  • Alertness
  • Concern
  • Carefree
  • Calmness
  • Calmness

31
Frayer Concept Attainment Model
neuroticism
32
Tiers 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.

33
Tier 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.

34
Academic 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.

35
Still 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.

36
A 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
38
Word 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?

39
Jim Burkes Vocabulary Squares
40
Linear 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.
  •  

41
Frayer Concept Attainment Model
Word
42
Vocabulary 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.

43
Evidence 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.

44
Vocabulary DataClass___________________________
Grade_______
45
Required 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
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