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Vocabulary Instruction

Vocabulary Instruction. “Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter…” - Marzano , Building Academic Vocabulary.

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Vocabulary Instruction

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  1. Vocabulary Instruction “Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter…” - Marzano, Building Academic Vocabulary

  2. Reading Vocabulary: Non-Content “Target” Words Which words? • Multi-syllabic • Unusual / different context • Affect comprehension When? • Before you read • During reading Limit the number! panoramic vestige perpendicular

  3. “Target Words”: non-content Before Reading: • Say the word - repeat • Contextualize • Give a student-friendly explanation During Reading: • Stop • Repeat pronunciation • Review quick definition

  4. Academic Vocabulary “Dictionary (or even book) definitions are not an effective vehicle for learning word meanings.” - Beck, et al, 2002

  5. Choosing Vocabulary:Use a Filter Limit the number! • Which words are critically important to the understanding of the subject? • Will the words generalize – be used in other times in history(or other) courses? • Are the words a part of our everyday world & need to be internalized?

  6. Teach vs. Familiarize Teach: Familiarize: Ch. 3, Section 1: Desert Bloom – Caravan Cities, page 52 oasis noria tribe qanat Frankincense Road pilgrimage shaikh idol suq nomad Lost City of Ubar Mecca Are there any words that can be discussed, used, and revisited, but do not need to be memorized for life-long learning?

  7. Systematic Instruction • Step 1: Provide a description, explanation, or example • What do they already know? • Clarify misconceptions • Step 2:Have students restate meaning in own words • Initial understanding may be very simplistic • Allow students to check with partner • Step 3:Have students draw a picture, symbol, or graphic to represent the term • Model, model, model!

  8. Let’s Try These Stepswith your vocab

  9. Vocabulary Grid

  10. Vocabulary Grid

  11. You Try It! Practice using the Vocabulary Grid with these words: migrate priest

  12. Vocab. Notecards

  13. Vocab. Notecards The Roman Empire at one time covered from Britain to Africa, and Spain to Syria. Wow

  14. You Try It! Practice using the Vocabulary Notecard with one of these words: province merchant

  15. Systematic Instruction, cont. often-skipped steps! • Step 4: Help students add to their knowledge of the terms • As they read • More discussions or activities that include the term • Step 5:Have students discuss the terms together • Share & explain their grids/notecards • quiz each other – (quiz, quiz, trade / with whiteboards) • Step 6:Periodically play games to review • Pictionary? , “What am I?”, etc.

  16. Let’s Talk about a Few! • Quiz, Quiz, Trade • Class “Showdown” • Games (ie: Class Pictionary, $100,000 Pyramid, etc) • What do you do?

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