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Growing Vocabulary

Growing Vocabulary. Professional Development New Hanover County Schools Lynne Loeser. Objectives. Know what the research says about vocabulary instruction. Understand Marzano’s framework for direct teaching of vocabulary; as well as, Beck’s process for selecting vocabulary words.

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Growing Vocabulary

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  1. Growing Vocabulary Professional Development New Hanover County Schools Lynne Loeser

  2. Objectives • Know what the research says about vocabulary instruction. • Understand Marzano’s framework for direct teaching of vocabulary; as well as, Beck’s process for selecting vocabulary words. • Apply instructional strategies that promote vocabulary growth.

  3. Round Robin • Find the yellow handout “Six Step Process for Building Academic Vocabulary” • Review Steps 1-3 • Get in groups of 4. Wad a piece of paper into a ball. • One team member shares something they remember from the last session. When they are finished, toss the “ball” to another partner. • Continue until time is called.

  4. Mediated Journal • Choose 5 sheets of colored paper to create a journal • You will use your journal to capture specific vocabulary strategies to use in your classroom

  5. Marzano’s Six Step Process • Teacher provides a description, explanation, or example of the new term • Students restate the explanation of the new term in their own words • Students create a nonlinguistic representation of the term • Students periodically engage in activities to help them deepen their understanding • Periodically, students discuss terms with one another • Students are involved in games that allow them to play with the terms Building Academic Vocabulary, Marzano and Pickering, 2005

  6. Selecting Words to Teach Tier 3 Specialty or content specific Tier 2 Useful in a variety of situations Tier 1 Basic, common vocabulary most children know

  7. Sources for Words • Building Academic Vocabulary, Marzano • Teaching Basic and Advanced Vocabulary, Marzano • Language and Reading Success, Biemiller • http://www.wordsift.com/

  8. How the Brain Processes Information Senses Register Information Areas in the Brain Filter Information Emotion Meaning Networks Strengthened Lost Long Term Memory Building Networks Networks Extended Lost

  9. Step 4 Students periodically engage in activities to help them deepen their understanding.

  10. My understanding: 1 2 3 4 Picture: Term: splatter- splash all over My friend laughed when I splattered milk all over her shirt. Related terms: splash, scatter

  11. Compare and Contrast Activities • Word Scales • Double Bubble • Sorts

  12. Word Scales Really mad annoyed upset furious livid livid furious upset annoyed A little bit mad

  13. Double Bubble

  14. Students have a page of definitions and look for an Image that matches and records on sheet. Gallery Walk Lois Huffman, NCSU

  15. Step 5 Periodically, students discuss terms with one another Think-Pair-Share Numbered Heads Together

  16. Step 6 Students are involved in games that allow them to play with the terms.

  17. Opposites Attract inside outside Carleton and Marzano

  18. Which One Doesn’t Belong? Carleton and Marzano

  19. Vocabtionary

  20. Give One, Get One You will need your “Mediated Journal” and a pen or pencil • Stand up and find a partner • Share one strategy that you plan to use in your classroom and how you are going to use it • Listen and take notes on a new idea of how your partner plans on using that strategy • Thank your partner for sharing and then find a new partner

  21. Lynne Loeser lynne.loeser@nhcs.net

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