Ha Ha Ha Biff' After we go to the post office and hardware store, I get to go to the vets to get tut

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Ha Ha Ha Biff. After we go to the post office
and hardware store, I get to go to the vets to
get tutored.
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Building Background Knowledge for Academic
Achievement The Vocabulary Projectin Leon
County Schools
Emily Ruddell, NBCT EMC-R/LA 2004 Martha Stanley,
NBCT EMC-Music 2002
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Project Overview

• The District
• The School
• The Mentors
• The Teachers
• The Administrators

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Project Overview - the District

• SVI was discovered, found exciting and promising
• SVI is now a district-wide initiative
• LCS is providing leadership, materials and
  training for interested schools

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You construct meaning on what you already know.

• What students already know about the content is
  one of the strongest indicators of how well they
  will learn new information relative to that
  content.
• ---Diane Paynter

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Middle income students enter school knowing 5000
words. Students from poverty know 2500 words.
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Background knowledge shows up as vocabulary
knowledge.
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Vocabulary knowledge gives you something on
which to hang new information.
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Background knowledge allows new ideas to hang on
to something.
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Vocabulary and Achievement
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Vocabulary Instruction - Results

• Shaun is taught 10-12 words weekly from a
  high-frequency word list.
• Shaundrika does not receive this instruction.

• On the test of the new contentif everything
  else is the same,
• Shaundrika will achieve at 50tile.
• Shaun will achieve at 62tile.

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Vocabulary Instruction - Results

• Shaun is taught 10-12 words weekly from a
  high-frequency word list that is derived from the
  new content he is learning.
• Shaundrika does not receive this instruction.

• On the test of the new contentif everything else
  is the same,
• Shaundrika will achieve at 50tile.
• Shaun will achieve at 83 tile.

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In other words.
Students who receive research-based,
systematic, planned instruction of vocabulary
words that are key to the curriculum will learn
significantly more of the content presented.
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Thats why!
Systematic Vocabulary Instruction
Developing background knowledge in the content
areas
Higher student achievement
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Talk in your learning communities about What
youve learned so far.
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Project Overview - the Mentors

• NBCTs were invited to apply for the opportunity
• Trained as mentors this summer
• Mentors, NOT trainers
• Will be learning along with you
• Will be facilitating monthly learning community
  mentoring sessions
• Will be handling the in-service credit paperwork
• Will not be handling stipends
• Will be available for individual mentoring
• Will be doing the project in our own classrooms
  as well

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Project Overview - the Teachers

• Responsibilities
• Get training
• Participate in learning commity
• Implement SVI in classroom
• Keep evidence
• Part of IDPD
• Credit available 18 hours, with completed
  portfolio
• Stipend available
• monthly learning communities

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Project Overview - The Administrators

• Expect teachers to participate fully
• Expect teachers to form learning communities
• Expect teachers to meet monthly in LCs, paid
• Expect to do frequent walkthroughs to look for
  evidence of program

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Respond to the following questions1. What do
you hope to get out of this project?2. What do
you hope will not happen?3. What could keep you
from participating fully?4. What is your current
level of interest? You have 5 minutes.
forward to title slide
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Time is up. Lets resume.
back to questions
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Building Background Knowledge for Academic
Achievement Leon County Schools
Emily Ruddell, NBCT EMC-R/LA 2004 Martha Stanley,
NBCT EMC-Music 2002
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LEADERSHIP
LEADERSHIP
LEADERSHIP
LEADERSHIP
What Works in Schools - Robert J. Marzano
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What conditions predict whether a
student will be successful in school?
His parents can provide him experiences that help
him develop a high degree of background
knowledge.
They consistently read to him and engage him in
rich language experiences that focus on building
academic background knowledge.
His parents engage in positive interactions with
him and have high expectations that he will be
successful in school.
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Students who have a great deal of background
knowledge in a given area are likely to learn new
information readily and quite well.
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There is a direct relationship between access to
academic background
knowledge experiences and
family income.
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• Our ability to process and store information
  (fluid intelligence).
• The number and frequency of our academically
  oriented experiences.

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Access to Academically Oriented Experiences
Information-Processing Ability
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• Likely to be African American/Hispanic/Native
  American children growing up in families at or
  near poverty level.

• Children with limited rich language development
  opportunities.

• Children who receive twice as many discouraging
  messages as affluent children.

• Children who deal with income-related stress.

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Increase the variety and depth of out-of-class
experiences such as field trips to museums, art
galleries as well
as school-
sponsored travel
and exchange
programs.
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Help students establish mentoring relationships
with members of the community.
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Foster indirect approaches within the school
systems regular school day.
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Review
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What Works in Schools
School
R
Teacher
Home Environment
Student
Learned Intelligence and Background Knowledge
Student Motivation
Actual Experiences
Virtual Experiences
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The 3 Rs Of Background Knowledge
Recognize become aware Represent
label (linguistic, non-linguistic) Retrieve
remember and use appropriately
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Talk in your learning communities about
Building Background Knowledge.
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Six Principles for Building an Indirect Approach
- Linguistic descriptions move from
specific event to general form (episodic
memory to semantic memory). - Our memory
packets have a non- linguistic form
(imagery). - Activities should enhance both
linguistic and non-linguistic.
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• Information processed multiple times.
• - Detail is added.
• Associations are made with other information.

store remember retrieve
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- Develop background knowledge that will
enhance success in the information critical to
academic subjects and targets of
instruction. - Use and honor other background
knowledge that students have.
connected to SSS
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For background knowledge to be useful,
students must be familiar with the terminology
of a given topic and have some general idea as
to the terms meanings. Even this low-level
understanding will greatly aid students
comprehension and learning.
inch deep, mile wide
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The research and theory strongly suggest that
teaching vocabulary knowledge is synonymous
with teaching background knowledge. The
packets of information that constitute our
background knowledge all have labels associated
with them.
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Declarative Knowledge
Procedural Knowledge
Concepts
GENERAL
Processes
Organizing Ideas
Generalizations Principles
Details
Episode Cause/Effect Time Sequence Facts
Skills
Vocabulary
SPECIFIC
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Reading (Sustained Silent Reading/Wide Reading,
Read Aloud).
Language interaction.
Educational television/ internet/ video/ movie.
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Help students build academic background
knowledge across all domains.
Strengthen your wide reading programs.
Enhance students ability to effectively process
information.
Strengthen your vocabulary program.
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• Lower performing students will learn 8 of the
  words.
• 16 of higher performing students will learn
  vocabulary this way.

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• Talk in your learning communities
• about the
• Six Principles for Building
• an Indirect Approach

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R
What Works in Schools
School
R
Teacher
Home Environment
Student
Learned Intelligence and Background Knowledge
Student Motivation
Actual Experiences
Virtual Experiences
R
Wide Reading
Educational Television
Language Interactions
Vocabulary
Direct Instruction
Planned Incidental Learning
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StrengtheningYour Vocabulary Program
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How do students learn new words?
Incidental Learning Experiences
Direct Instruction
Planned
Random
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Research Generalizations Vocabula
ry
Students need to be exposed to a word at least
six times in context.
Direct vocabulary instruction works and should
focus on words that are critical to new content.
Even superficial instruction in new words
increases the probability that students will
understand the words when they encounter them.
One of the best ways to learn a new word is to
associate a mental image or symbolic
representation with it. (non-linguistic
representation)
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Select appropriate and meaningful vocabulary.
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Research indicates that student achievement will
increase by 33 percentile points when vocabulary
instruction focuses on specific words that are
important to what they are learning (Stahl
Fairbanks, 1986).
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• Very Most Important Vocabulary
• State Standards
• FCAT
• Core Content Areas

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Determine the words that will require direct
instruction. The others will require planned
incidental learning experiences .
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Our Three Goals for Session B
Direct Instruction
PLANNED Incidental Instruction

• The Word List
• FCAT
• LCS List
• SSS
• Content Areas

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4th Grade Vocabulary List
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Criteria For Words for Direct Instruction

• Words that have multiple meanings or are found
  in potentially misleading contexts that would
  confuse students.
• Words for which students have no other words or
  no prior knowledge to determine meaning even
  within a context.
• Words that are difficult for students to grasp
  the meaning of and that are frequently
  misunderstood.

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Help students to understand the relationship of
vocabulary to success in reading and writing.
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Once, long ago, all animals lived together.
They didnt fight, and they could all talk the
same language. Lots of things happened then, and
the unicorn lived with the other animals. The
unicorn was white and the horn was long. Men
thought that the unicorn could live forever.
They hunted him because they thought he was
magic. At last the unicorn had to go high into
the mountains to escape being killed.
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Once, long ago, all animals lived in harmony.
There was no strife among them, and they were
able to speak together in a common language. At
that time, mysterious and wonderful events took
place, and the noble unicorn dwelt with the other
animals in the lower lands. The unicorn was pure
white, as white as mountain snow, and his ivory
horn was a magnificent spiral. Men believed the
unicorn was immortal. They hunted him
relentlessly, for it was said that his horn
possessed magical powers. At last the unicorn
was forced to flee high up into the mountains to
escape the hunters arrows.
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PROBABLE PASSAGES Frontloading Vocabulary
Just Grandpa and Me
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Connect Two
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Teach students a set of steps for learning new
words. Let them practice these steps and give
them feedback on how they are doing.
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Step 1
Teacher identifies the new word and elicits
background knowledge.
Step 2
Teacher explains the meaning of the new word.
Step 3
Students generate their own explanations of the
new word.
Step 4
Students create a non-linguistic representation
of the new word.
Step 5
Students engage in experiences that deepen their
understanding of the new word.

Students engage in vocabulary games and
activities to help them remember the word and its
meaning.
Step 6
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DEFINITION WORD CHART
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Frayer Model

• Essential Characteristics
• Feathers
• Hollow Bones
• Warm-blooded
• Breathe Air With Lungs
• Wings
• Beaks

Symbol or Picture

• Non-Essential
• Characteristics
• Ability to fly

Birds

• Examples
• Robins
• Meadowlarks
• Parrots
• Eagles
• Ostriches
• Penguins

• Non-Examples
• Bats
• Flying Reptiles
• Insects
• Flying Squirrels

(Teaching Reading in Science, pg. 56)
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Frayer Model

• Closed
• Simple (curve does not intersect itself)
• Plane figure (2 dimensional)
• Made up of three or more line segments
• No dangling parts

A simple, closed plane figure made up of three or
more line segments.
Polygon

• Examples
• Rectangle
• Triangle
• Pentagon
• Hexagon
• Trapezoid

• Non-Examples
• Circle
• Cone
• Arrow (ray)
• Cube
• Letter A

(Teaching Reading in Mathematics, 2nd Edition pg.
69)
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What is it?
What is it like?
Chemical changes in rocks
Minerals broken down into other substances
Physical changes in rocks
Minerals added to rocks (deposition)
chemical weathering
Minerals removed from rocks (leaching)
oxidation
hydrolysis
carbonation
What are some examples?
(Teaching Reading in Science, pg. 52)
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Income tax is the money we pay to the government
that they use to provide things we all need, like
roads. The money is taken out of our paychecks.
Debra Pickering
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Debra Pickering
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Centralization Decentralization
Debra Pickering
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Step 5
Students engage in experiences that deepen their
understanding of the new word.

• Comparisons
• Analogies
• Metaphors
• Classifying

Students engage in vocabulary games and
activities to help them remember the word and its
meaning.
Step 6
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A and B are similar because they
both ________________ ________________ ________
________ A and B are different because A is
__________, but B is ___________. A is
__________, but B is ___________. A is
__________, but B is ___________.
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Fractions and Decimals are similar because they
both ________________. ________________.
________________. Fractions and
Decimals are different because Fractions
_____, but Decimals _____. Fractions
_____, but Decimals _____. Fractions
_____, but Decimals ____.
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A monarchy and a dictatorship are similar
because they both ________________.
________________. ________________.
A monarchy and a dictatorship are different
because a monarchy____, but a
dictatorship_____. a monarchy____, but a
dictatorship_____. a monarchy____, but a
dictatorship_____.
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Comparing Terms David Hyerle---Double Bubble
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Debra Pickering
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Steps for constructing an analogy
CREATING ANALOGIES
1. Identify how the two elements in the first
pair are related.
2. State the relationship in a general way.
3. Identify another pair of elements that share a
similar relationship.
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Analogies can help explain an unfamiliar concepts
by making a comparison to something we understand.
hot
cold
is to
Relationship opposites
Relationship opposites
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Solving Analogy Problems
as
David Hyerles Bridge Map
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Solving Analogy Problems
document
book
as
backpack
portfolio
is carried in
relating factor
batter
compound
as
elements
ingredients
a new substance made up of
relating factor
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What are the steps in creating a metaphor?
CREATING METAPHORS
1. Identify the important or basic elements of
the information or situation with which you are
working.

• 2. Write that basic information as a more
  general pattern by
• replacing words for specific things with words
  for more general things
• summarizing information whenever possible.

3. Find new information or a situation to which
the general pattern applies.
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Important or General
General Pattern in New
Basic Information Pattern
Information or Situation
Step 1
Step 3
Step 2
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Learning Goal Students understand the
components and purpose of a political map.
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Create a system for keeping records of the words
that students are learning.
Spiral notebook?
3 ring binder?
Note cards?
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S C I E N C E
F
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0
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Strategies Rubric 4 The student selects and
implements vocabulary strategies correctly
without any prompting from the teacher. The
student can accurately explain the reason for
using this strategy. 3 The student shows
proficiency when selecting an appropriate
strategy but occasionally needs some prompting
from the teacher. The student has little
difficulty correctly carrying out the strategy
and can accurately explain the reason for using
it. 2 The student has difficulty deciding what
strategy would be most effective and looks to
others to make that decision. The student makes
errors when carrying out the strategy and has
difficulty explaining the reason for using
it. 1 The student rarely selects appropriate
vocabulary strategies and makes so many errors
that the use of the strategy is not effective.
0 There is not enough information to make a
judgment.
0
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Strategies for Planned IncidentalLearning
Experiences
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Incidental Learning

• Build a vocabulary rich environment
• Select appropriate books and resources
• Use a robust vocabulary with students
• Expand students wide reading experiences
• Expand students read-aloud experiences
• Create semantic cluster word walls

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TOPICS FOR VOCABULARY CLUSTER WALL
Animals Sizes and Amounts Feelings Communicati
on The Human Body Electricity Sports and
Games Writing Literature Emotions Helping
Verbs Weather Shapes Plants Games Tools
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ANIMALS
Reptiles rattlesnake dragon bullfrog toad alligato
r Sidewinder
Insects bumblebee cricket honeybee moth housefly w
asp yellow jacket centipede glowworm termite
Actions sting graze gallop hunt trap prey soar pr
ance
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• Complete and disseminate vocabulary list for all
  grade levels.
• Hold teachers accountable for using these lists.
• Provide professional development opportunities
  for teachers to study, implement, and discuss the
  research on vocabulary learning.
• Hold teachers accountable for how vocabulary is
  taught- that they are meeting the requirements of
  the research.
• Collect and examine evidence to determine the
  effects of your efforts.
• Revise your vocabulary program and lists as
  necessary.
• Create additional professional development
  opportunities as necessary.

School
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• Complete vocabulary list for your grade level.
  Determine whether students will experience the
  words through direct instruction or planned
  incidental learning experiences. Allocate
  vocabulary across quarters or months.
• Determine the degree to which students already
  know the meaning of these words.
• Determine how students will encounter unknown
  vocabulary through direct instruction.
• Determine how students will encounter unknown
  vocabulary through planned incidental learning
  experiences.
• Determine how students will keep records of the
  vocabulary they are learning.
• Collect and examine evidence to determine the
  effects of your efforts. Revise your vocabulary
  program and lists as necessary.

Teacher
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R
What Works in Schools
School
R
Teacher
Home Environment
Student
Learned Intelligence and Background Knowledge
Student Motivation
Actual Experiences
Virtual Experiences
R
Wide Reading
Educational Television
Language Interactions
Vocabulary
Direct Instruction
Planned Incidental Learning