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A New View on Academic Vocabulary in Middle School

ILLINOIS READING COUNCIL SPRINGFIELD, IL MARCH 19, 2011. A New View on Academic Vocabulary in Middle School. Sheleen DeLockery , Curriculum Coordinator Lori Ann Greidanus , Literacy Coach. Goals for Today. Increase knowledge of research supporting explicit vocabulary instruction.

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A New View on Academic Vocabulary in Middle School

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  1. ILLINOIS READING COUNCIL SPRINGFIELD, IL MARCH 19, 2011 A New View on Academic Vocabulary in Middle School SheleenDeLockery, Curriculum Coordinator Lori Ann Greidanus, Literacy Coach

  2. Goals for Today • Increase knowledge of research supporting explicit vocabulary instruction. • Increase knowledge of best practices for vocabulary instruction. • Provide a variety of vocabulary activities.

  3. District 62 • 4,749 students in eight elementary buildings, two middle schools, and one year-round K-8 school • Five Title I Schools • 40% Low-Income district-wide • 7 Schools meeting AYP

  4. Our District’s Journey

  5. Why Academic Vocabulary? • Student before and after explicit content area vocabulary instruction • -Marzano, 2005

  6. Skiing and Math • The more terms a person knows about a given subject, the easier it is to understand – and learn – new information related to that subject.

  7. Children with limited vocabulary knowledge grow much more discrepant over time from their peers who have rich vocabulary knowledge. • An average student in grades 3 through 12 learn approximately 3,000 new words per year, assuming he/she reads between 500,000 to a million words of text. -Hart and Risley, 1995

  8. Marzano’s Six Steps to Academic Vocabulary • Provide a description, explanation, or example of the new term to students. • Ask students to restate the description, explanation, or example in their own words. • Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Engage students periodically in structured vocabulary discussions. • Periodically ask students to discuss the terms with one another. • Involve students in games that allow them to play with terms.

  9. Step 1: Provide students with a description, explanation or example. • Personal Story or Anecdote • Notebook Page

  10. Step 2: Ask students to restate in their own words or provide an explanation of their own. • Notebook Page • Motivational Posters

  11. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Picture Cube • Trading Cards

  12. Step 4: Engage students periodically in structured vocabulary discussions. • Creating Metaphors • Word Walls Learning New Words * Say them * See them * Use them Multiple Times!

  13. Step 5: Periodically ask students to discuss the terms with one another. • Skits • Word Walls

  14. Step 6: Involve students in games that allow them to play with terms. • Bingo • Rivit

  15. SheleenDeLockery – delockerys@d62.org Lori Ann Greidanus – greidanusl@d62.org

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