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Building Academic Vocabulary Through Technology

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Building Academic Vocabulary Through Technology Sean Christopher & Steve Graser CSLO/Model Schools/IRT SChristopher_at_e1b.org / SGraser_at_e1b.org www2.wnyric.org/schristopher – PowerPoint PPT presentation

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Title: Building Academic Vocabulary Through Technology


1
Building Academic Vocabulary Through Technology
Sean Christopher Steve Graser CSLO/Model
Schools/IRT SChristopher_at_e1b.org /
SGraser_at_e1b.org www2.wnyric.org/schristopher
2
  • Name
  • School, Grade Level, Content
  • What are you/your school currently doing in
    regards to vocabulary instruction?

3
  • Dr. Bobb Darnells major contribution to our
    workshop is.

4
My PD Idol
5
  • His philosophy on staff development.. Start
    Late, Take Breaks, and End Early

6
INTRODUCTORY ACTIVITY
  • We will introduce a topic and you will break into
    three activity groups.
  • Create a word list of associated terms
  • Draw a picture of term
  • Discuss one of your favorite experiences with the
    term.

Image courtesy Microsoft
7
YOUR TOPICS ARE
  • The first term we will be discussing
  • Summer
  • The second term we will be discussing-
  • Galeophobia

8
RTTT
  • CCLS ELA
  • NYS Teaching Standards

9
Example
  • Carving is appropriate for most green and blue
    slopes, and even some black slopes. However, if
    you try to carve through moguls, especially in
    packed powder or corn snow, you're going to
    face-plant."

10
BACKGROUND KNOWLEDGE
  • Differences in background knowledge are directly
    correlated to differences in student achievement.

Image courtesy Microsoft
11
Facts About Words/Vocabulary
  • There are approximately 200,000 words in a
    dictionary (Does not include many words).
  • By inception to school student have heard between
    13,000-48000 and know 5,000-25,000.
  • Research indicates that the socio-economic status
    of a family greatly impact early vocabulary
    development.

12
More Facts
  • 86-98 of a childs vocabulary mimics that of a
    parents/care giver
  • Words heard in a hour
  • Professional 2153
  • Working Class 1251
  • Welfare 616

13
And Even More Facts
  • Affirmations and prohibitions
  • Professional 325
  • Working Class127
  • Welfare/Poverty 511
  • New words learned (Grades 1-3)
  • Advantaged 8/3000 Disadvantaged 2/750

14
Classroom Instruction Pyramid
  • Click HERE for the Pyramid Activity

15
Instructional Retention Rates
16
Questions to Ponder
  • How was vocabulary taught when you went to
    school? In elementary school, in middle school,
    in high school.
  • How many of your pre-service teacher education
    classes focus on vocabulary instruction?

17
A few more question..
  1. Does your school have a required protocol for
    teaching vocabulary?
  2. Has your school developed a prioritized list of
    vocabulary? If so, please explain.
  3. Do you implement the same strategies for
    vocabulary instruction in all content areas?

18
Impact of Direct Vocabulary Instruction
  • Research shows a student in the 50th percentile
    in terms of ability to comprehend the subject
    matter taught in school, with no direct
    vocabulary instruction, scores in the 50th
    percentile ranking.
  • The same student, after specific content-area
    terms have been taught in a specific way, raises
    his/her comprehension ability to the 83rd
    percentile.

19
BUILDING STUDENTS VOCABULARY
  • Allows them to discuss academic content
  • Provides a foundation for them to build new
    learning upon
  • Allows easier transfer of learning from one
    subject to another

Peoples knowledge of any topic is encapsulated
in the terms they know that are relevant to the
topic.
20
VOCABULARY DEVELOPMENT
  • -Depends on an interaction between two key
    factors
  • The ability to process and store new information
    in our fluid memory
  • The number and frequency of our museum like
    experiences
  • Taken together we are talking about background
    knowledge!

21
What students need to learn.
  • The meanings for most of the words in a text so
    they can understand what they read.
  • How to apply a variety of strategies to learn
    words meanings. How to make connections between
    words and concepts.
  • How to accurately use words in oral and written
    language.

22
Criteria to Consider
  • Has the word been introduced in previous grade
    levels?
  • Is this term critically important to the content
    I will be teaching the entire school year?
  • Does the term have endurance and leverage?

23
Generating Vocabulary Lists
  • Phase 1
  • Make a decision regarding number of words for
    each grade level/content area

24
What Words should I be Teaching?
  • 1. How do I currently choose the vocabulary words
    I explicitly teach?
  • 2. How many words do I teach in a school year for
    each grade level and content area?

25
Phase 2
  • Rank order a list of words for each grade level
    and content

26
Phase 3
  • Based on these lists determine how many terms
    should be taught in each academic area.

27
Phase 4
  • Generate the final list of terms in each academic
    area by making additions, deletions or other
    alterations.

28
Phase 5
  • Assign terms to specific grades.

29
THE PROCESS
Six-Steps for Teaching New Terms
  • First 3 steps introduce and develop initial
    understanding.
  • Last 3 steps shape and sharpen understanding.

Image courtesy Microsoft
30
THE (6) STEP PROCESS
  1. Provide a description, explanation, or example of
    the new termno definitions!
  2. Ask students to restate the description in their
    own words
  3. Ask students to construct a picture, symbol, or
    graphic that represents the term or phrase
  4. Engage students periodically in activities that
    help them add to their knowledge of the terms
    they are using
  5. Ask students to discuss the terms
  6. Involve students in games that allow them to play
    with terms

31
How to Teach Vocabulary
  • Provide direct, explicit instruction to help
    students learn word meanings.
  • Provide many opportunities for students to read
    in and out of school to encourage indirect
    learning of vocabulary.
  • Introduce new vocabulary in multiple contexts.
  • Engage children in daily interactions that
    promote using new vocabulary in both oral and
    written language.
  • Actively involve students connecting concepts and
    words.
  • National Panel Report

32
INTEGRATING TECHNOLOGY
  • Visit/Meet Virtual Field Trips,
    Videoconferencing
  • Multi-media United Streaming, EdVideo Online,
  • Graphic Organizers Kidspiration or Inspiration
  • Current events - make new terms applicable MSNBC
    Videos, Google News
  • Use photos or images Pics4Learning, FreeFoto,
    Worth1000
  • Website resources Vocabulary Hangman, Free Rice
  • Use Smart Board Notebook Files Example
  • Play with words and learn at Visuwords
  • Oh my! Take them there using Google Earth

Download Google Earth
33
INTEGRATING TECHNOLOGY
  • Create Word templates that students can use 4
    Square
  • Use pictures, symbols or graphic representations
    Addition (Kidspiration), Food Chain
    (Kidspiration), Climate (Word), Frustrated (Word)
  • Create PowerPoint or Word templates that students
    can use - 4 Square
  • Tell a story that integrates the term Photo
    Story (or iPhoto for Mac)
  • Download Photo Story and Windows Media Player 10
  • KidPix - Create Pictures and Slideshows
  • Here is an example of the Jeopardy Template

34
THIS IS JEOPARDY!
  • Here is an example of the Jeopardy Template

35
We have more for you.
  • The child comes home from his first day at
    school.
  • Mother asks, "What did you learn today?"
  • The kid replies, "Not enough. I have to go back
    tomorrow."

36
Step 1
  • Provide a description, explanation, or example of
    the new termno definitions!
  • Use video or virtual field trips
  • Describe your own mental pictures
  • Tell a story that integrates

THE (6) STEP PROCESS
37
Step 2
  • Ask students to restate the description in their
    own words
  • Rely on background knowledge and experience
  • Use description, example, explanation of their
    own
  • Form links between new term and those already
    known

THE (6) STEP PROCESS
38
Step 3
  • Ask students to construct a picture, symbol, or
    graphic that represents the term or phrase.
  • Allows processing of information in new modality
  • Provides second processing of the information to
  • reinforce and deepen meaning

THE (6) STEP PROCESS
39
Step 4
  • Engage students periodically in activities that
    help them add to their knowledge of the terms
    they are using
  • An academic vocabulary notebook encourages
    students to write their continuing impressions
    and understandings of the word
  • Encourage students to use the new term in
    writings and conversation to make term familiar
    to student

THE (6) STEP PROCESS
40
Step 5
  • Ask students to discuss the terms
  • Students can write about their understanding in
    the academic vocabulary notebook
  • Discuss with class understandings of the term and
    note what class members have discovered about the
    word

THE (6) STEP PROCESS
41
Step 6
  • Involve students in games that allow them to play
    with terms
  • Various games will provide further exposure to
    the new term
  • Students will gain a deeper integration of the
    word by its continued review

THE (6) STEP PROCESS
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