Grandview Session 2

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Adolescent Literacy and Vocabulary : 

Adolescent Literacy and Vocabulary Strategies for Middle School Learners Session 2 October 12, 2009

Agenda : 

Agenda

Slide 3: 

Using forms in Google docs

Slide 4: 

Formative Assessment Pre-assessment Results Summary

Strategies For October : 

Strategies For October

Marzano’s Five Step Process for Teaching Vocabulary : 

Marzano’s Five Step Process for Teaching Vocabulary

Five-Step Process for Teaching Vocabulary : 

Five-Step Process for Teaching Vocabulary Present students with a brief explanation or description of the new term or phrase

Five-Step Process for Teaching Vocabulary : 

Five-Step Process for Teaching Vocabulary Present students with a non-linguistic representation of the new term or phrase.

Five-Step Process for Teaching Vocabulary : 

Five-Step Process for Teaching Vocabulary Ask students to generate their own explanations or descriptions of the term or phrase.

Five-Step Process for Teaching Vocabulary : 

Five-Step Process for Teaching Vocabulary 4. Ask students to create their own nonlinguistic representation of the term or phrase.

Five-Step Process for Teaching Vocabulary : 

Five-Step Process for Teaching Vocabulary 5. Periodically ask students to review the accuracy of their explanations and representations.

Word Wall – Marzano Style : 

Word Wall – Marzano Style

Stoplight Strategy : 

Stoplight Strategy

Stoplight Strategy : 

Stoplight Strategy

What you said… : 

What you said… “I used stoplight as an post-test activity. As soon as students handed in their tests, I had them go through and code each question. The next day, when tests were handed back, students were able to compare their stoplight material with the actual answers. It allowed for great feedback, and students were surprised in some cases to see how many responses they had coded as green were incorrect. I used this information to focus some re-teaching time the next day using a brain dump.”

Knowledge Rating : 

Knowledge Rating

As a Pre-Assessment : 

As a Pre-Assessment

As a Review : 

As a Review

Inner/Outer Circle : 

Inner/Outer Circle

Who would say it? : 

Who would say it?

Who would say it? : 

Who would say it? Traditional Elements Word Dictionary Definition Definition in Students Own Words Sentence where the word is found Non-traditional Elements Student chooses up to three people who might say the word. Students write a sentence from the point-of-view of the person who might use the word. Teachable moments: words with multiple definitions

Who would say it? : 

Who would say it?

Who would say it? : 

Who would say it? Variations You provide the person(s) Partners/Groups/Individuals Quiz / Exit Ticket / Bonus Points / Review Students… Extend knowledge Connect content to self, world, other disciplines Formative Assessment

Alphabet Boxes : 

Alphabet Boxes Designed to provide students with ownership over their learning Encourages students to use the text and background knowledge in combination with other resources to understand vocabulary words Goal: To differentiate vocabulary instruction by allowing students to connect new information to background knowledge and expand word knowledge

Alphabet Boxes : 

Alphabet Boxes Students scan or read text to find unfamiliar vocabulary Write words in Alphabet Boxes under the appropriate letter For example: High school in the 21st century

Variations : 

Variations Use for independent practice, with partners, or with cooperative groups Assign a letter or letters to individuals or groups Differentiate by placing some words in boxes for students with limited word knowledge Highlight or mark through words they have learned Create a Word Wall Sheltered Strategy proven to increase literacy

Connect 2 : 

Connect 2

Slide 36: 

OnlineFlashcards

Slide 39: 

Study without logging in Registration requires email Print, export, image/audio cards require paid membership ($20) Create own card sets or search

Slide 42: 

Study without logging in Create login without email Can export, share, print Study and quiz Create own card sets or search

Impact : 

Impact

October Assignment : 

October Assignment

References : 

References Allen, J.(2004). Tools for teaching content literacy. Portland, Maine: Stenhouse Publishers. Beers, Sue (2008). Adolescent literacy. Alexandria, Virginia: Association for Supervision and Curriculum Development. Blachowicz, C., & Cobb, C. (2007). Teaching vocabulary across the content areas. Alexandria, Virginia: Association for Supervision and Curriculum Development. Bloom, Benjamin (2008). Mastery learning. Retrieved August 25, 2009, from Funderstanding Web site: http://www.funderstanding.com/content/mastery-learning Brassard, M. (1989). The Memory Jogger Plus+, pp. 17-39. Methuen, MA: Goal/QPC. Bouchard, Margaret (2005). Comprehension strategies for English language learners. New York, New York: Scholastic. Bullock, P., & Maben A. (2005). Cornell Notes. AVID: Decades of college dreams. Retrieved December 10, 2008, from http://www.regionvavid.org/user_docs/Resource/Cornell%20Notes%20Student%20PPT.ppt Department of the Navy (November 1992). Fundamentals of Total Quality Leadership (Instructor Guide), pp. 6-64 – 6-67. San Diego, CA: Naval Personnel Research and Development Center. Department of the Navy (June 1994). Methods for Managing Quality (Instructor Guide), Module 2, Lesson 4 pp. 48-57. Washington, DC: OUSN Total Quality Leadership Office. Frayer model. (2008). Retrieved October 16, 2008, from West Virginia department of education Web site: http://wvde.state.wv.us/strategybank/documents/BlankFrayerModel.doc King, R. (1989). Hoshin Planning, The Developmental Approach, pp. 4-2 – 4-5. Methuen, MA: Goal/QPC. Marzano, R., Norton, J., Paynter, D., Pickering, D., & Gaddy, B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriuclum Development. McKeown, M., I Beck, G. Sinartra, and J. Loxterman, 1992. “The Contribution of Prior Knowledge and Coherent Text to Comprehension.” Reading Research Quarterly 27: 79-93. Thompson, M., & Thompson, J. (1996). Learning-focused middle & high schools: A high achievement project. Boone: Learning Concepts, Inc. Visuwords online graphical dictionary. (2008). Retrieved September 27, 2008, from Visuwords online graphical dictionary and thesaurus Web site: http://www.visuwords.com/ Voicethread. (2008). Retrieved September 27, 2008, from Voicethread Web site: http://www.voicethread.com/ (2008). [Weblog] Affinity diagram. Toolbox for IT. Retrieved October 20, 2008, from http://it.toolbox.com/wiki/index.php/Affinity_Diagram#Introduction York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks: Corwin Press.

Slide 46: 

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. For more information, visit http://creativecommons.org . Credit info: Heather Mullins, Hickory Public Schools Curriculum Specialist Donna Murray, Hickory Public Schools Instructional Technology Specialist mullinshe@hickoryschools.net murraydo@hickoryschools.net http://mullinshe.wordpress.com

Next time : 

Next time Teach / Okay Word Sort/Sequence Frayer Model Scholastic Tools LINC Strategy Vocabulary Box

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