Adolescent Literacy and Vocabulary :Adolescent Literacy and Vocabulary Strategies for Middle and High School Learners November 4, 2009


Overview :Overview


Taking a Closer Look :Taking a Closer Look Pre-assessment


Slide 5:Using forms in Google docs


Slide 6:Formative Assessment Pre-assessment Results Summary


Shared Language Activity :Shared Language Activity


Shared Language Activity :Shared Language Activity


What is Literacy? :What is Literacy? The ability to communicate through a wide variety of media Visual Auditory Oral Interactive media Written text


Food for Thought :Food for Thought


Misconceptions about Teaching Vocabulary :Misconceptions about Teaching Vocabulary


What does work? :What does work?


Slide 16:Questions


So…. :So…. How do we teach learning strategies to students?


Instructional Methodology :Instructional Methodology


Impact :Impact


Pre-Assessment and Activating Strategies and Resources :Pre-Assessment and Activating Strategies and Resources


Brain Dump :Brain Dump


Brain Dump :Brain Dump


Knowledge Rating :Knowledge Rating


As a Pre-Assessment :As a Pre-Assessment


As a Review :As a Review


Wordle :Wordle


Sonnet 116 :Sonnet 116 Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove: O no! it is an ever-fixed mark That looks on tempests and is never shaken; It is the star to every wandering bark, Whose worth's unknown, although his height be taken. Love's not Time's fool, though rosy lips and cheeks Within his bending sickle's compass come: Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. If this be error and upon me proved, I never writ, nor no man ever loved.


Slide 31:Online Dictionaries


Slide 32:Animoto


Slide 34:WordAhead


Comprehension Strategies :Comprehension Strategies


Metacognition Questions :Metacognition Questions How do you learn new words? What words do you remember most easily? What do you do when you encounter a new word that you do not know?


More Research… :More Research… The vocabulary gap widens with age. Ten exposures to new vocabulary words are needed for full understanding Review and assessment are essential to long-term understanding.


Marzano’s Five Step Process for Teaching Vocabulary :Marzano’s Five Step Process for Teaching Vocabulary


20th Century Word Wall Examples :20th Century Word Wall Examples


Five-Step Process for Teaching Vocabulary :Five-Step Process for Teaching Vocabulary Present studentswith a brief explanation or description ofthe 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.


Slide 42:Images


Five-Step Process for Teaching Vocabulary :Five-Step Process for Teaching Vocabulary Ask studentsto 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 studentsto create their own nonlinguistic representationof the term or phrase.


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


Word Wall – Marzano Style :Word Wall – Marzano Style


Goals of Marzano-Style Word Walls :Goals of Marzano-Style Word Walls


Inner/Outer Circle :Inner/Outer Circle


Stoplight Strategy :Stoplight Strategy


Stoplight Strategy :Stoplight Strategy


Stoplight Modifications :Stoplight Modifications


What one teacher said… :What one teacher 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.”


Lesson Writer :Lesson Writer


QAR :QAR Students categorizecomprehension questionsaccording to wherethey find informationthey need to answereach question.


Types of Questions :Types of Questions


Types of Questions :Types of Questions


QAR helps students… :QAR helps students… Develop awareness of the multiple sources of information in their reading Develop the strategic reading habit of searching the text and applying their background knowledge and experiences to infer answers that are implied Anticipate questions Understand how to find answers to questions Learn how to use questions to review their reading


Knowledge Triangles :Knowledge Triangles Students choose three important words from their reading Write the words in one of three ovals that surround a triangle Explain how the three words in each set are connected in the triangle Summary Sentence Drawing a picture Forming a hypothesis


Example :Example The Scarlet Ibis Doodle Old Woman Swamp Rare Beautiful Underappreciated


Example :Example Egocentrism Global warming Ozone Depletion


Example :Example Egocentrism Global warming Ozone Depletion In our efforts to make our lives easier, we have poisoned our world which has cost us more than the comfort was worth.


Model I :Model I Students provide a definition, list characteristics, and provide examples and non-examples of the concept.


Model II :Model II Omits definition Focuses on characteristics


Frayer Model :Frayer Model Students will: develop understanding of key concepts and vocabulary draw on prior knowledge to make connections among concepts compare attributes and examples think critically to find relationships between concepts and to develop deeper understanding make visual connections and personal associations


Break it Down and Solve it :Break it Down and Solve it Math Strategy Adapt for any content that uses math Students Connect new knowledge to what they already know Create images Continually evaluate Periodically summarize


Break it Down and Solve it :Break it Down and Solve it Variations Work with a partner Explain verbally to someone how the student solved the problem Metacognition Questions How did describing your thinking help you understand the problem? Which step of the process was easiest/the most difficult? Why? What clues did you use to determine what information you needed to solve the problem?


The LINCS Vocabulary Strategy :The LINCS Vocabulary Strategy Word Reminding Word Definition LINCing Story LINCing Picture


Example LINCS Tables :Example LINCS Tables charitable table He gave lots of food for the table. Giving, generous Term Reminding word LINCing story LINCing picture Definition


The LINCS Table :The LINCS Table List the parts Identify a reminding word Note a LINCing story Create a LINCing picture Self-test


A Good REMINDING WORD always… :A Good REMINDING WORD always… Sounds like part or all of the new word. Is a real word. Has a meaning that you already know. Helps you remember what the new word means.


Example LINCS Tables :Example LINCS Tables charitable table He gave lots of food for the table. Giving, generous Term Reminding word LINCing story LINCing picture Definition


A Good LINCing Story always…. :A Good LINCing Story always….


Example LINCS Tables :Example LINCS Tables charitable table He gave lots of food for the table. Giving, generous Term Reminding word LINCing story LINCing picture Definition


A Good LINCing Picture always... :A Good LINCing Picture always... Contains a part related to the Reminding Word Contains parts related to the important ideas in the definition. Helps you remember the new term’s definition.


Example LINCS Tables :Example LINCS Tables charitable table He gave lots of food for the table. Giving, generous Term Reminding word LINCing story LINCing picture Definition


LINCS Strategy :LINCS Strategy Step 1: List the parts Step 2: Identify a Reminding Word Step 3: Note a LINCing Story Step 4: Create a LINCing Picture Step 5: Self-test


Example LINCS Tables :Example LINCS Tables mortified mortician The mortician was scared to death when he saw the corpse. Scared to death Term Reminding word LINCing story LINCing picture Definition


Example LINCS Tables :Example LINCS Tables tirade tire The tire screamed as it went around the corner. Screaming or yelling Term Reminding word LINCing story LINCing picture Definition


Example LINCS Tables :Example LINCS Tables perpetual pet The pet constantly barks. Constantly Term Reminding word LINCing story LINCing picture Definition


Let’s Practice :Let’s Practice


Slide 84:Creating LINCS Study Cards Land given by king for fighting in army fief Write the word to be learned on the top half of one side. Then circle it. Write the parts of the definition you need to remember on the top of the other side.


Slide 85:Creating LINCS Study Cards Chief of his land fief Write the Reminding Word on the bottom half of the first side. Write the LINCing Story on the bottom half of the second side. Draw the LINCing Picture on the bottom half of the second side. chief Land given by king for fighting in army


The LINCing Routine :The LINCing Routine Transforms potentially weak linksbetween a wordand its definitioninto a chainof strong links


Slide 87::)


Organizational/Note taking Strategies :Organizational/Note taking Strategies


What the Research Says :What the Research Says Less than 40 percent of students are proficient readers. (NAEP, 2005, 2007) The understanding of content-area vocabulary is a major comprehension factor. (Beck & McKeown, 2002) Almost half of all exceptional students are struggling readers. Lack of a robust vocabulary is linked to school failure. Vocabulary is linked to socioeconomic status.


Alphabet Boxes :Alphabet Boxes Designed to provide students with ownership over their learning 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, partners,or 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 learned


Slide 94:Lexipedia


Slide 95:Visuwords


Visuwords / Lexipedia :Visuwords / Lexipedia Helps students find meanings and associations Produces diagrams reminiscent of a neural net Presents how words are associated Provides a visual representation of connections among words Great resource for visual learners Quick classroom resource


Lotus Diagram :Lotus Diagram Analytical, organizational tool for breaking broad topics into components, which can then be further organized, analyzed or prioritized. The issue or challenge is placed in the square in the middle of the diagram. Students then brainstorm to define eight new, related ideas or issues (often characteristics or facts about a topic.)


Lotus Diagram :Lotus Diagram All the new lotus blossoms are components of the original topic. The diagram, like the ancient lotus flower, would "open up" Let’s Give it a Try


Lotus Diagram :Lotus Diagram Keeps students from becoming overwhelmed Provides an outline for students to expand their thinking Defines the topic being studied Fosters thinking skills Organizes ideas Identifies relationships


Slide 103:More graphicorganizer links Graphic Organizers


Questions for You :Questions for You How did you learn the skill of note taking? How did this skill contribute to your success (or lack thereof)?


Interactive Notes :Interactive Notes Help students read and interpret informational or literary texts Guide students through the reading process Assist students as they develop their ideas and express them in academic language Interactive Notes Handout


Adding Labels A Brain-Friendly way to help students with vocabulary :Adding Labels A Brain-Friendly way to help students with vocabulary Simple Labels Persons – Mother Teresa Places – Berlin, Germany Things – CAT Scan Events – Signing of the Versailles Treaty Abstractions – Postmodernism Conceptual Labels Financial terms Economic terms Legal terms


Customizable Printables :Customizable Printables


Vocabulary Games :Vocabulary Games


Slide 110::)


Did you know that… :Did you know that… Knowledge of vocabulary is one of the best predictors of success in all school subjects? The percentage of English language learners (ELL’s) has grown 105% since 1991 while the overall school population has grown 12%? A study found that as many as 80% of students from low-literacy homes could become grade-level readers if they are placed in literacy-rich classrooms?


Let’s Play! :Let’s Play! As a group, correctly sort the information you find in the Ziploc bag. Word, definition, picture You have three minutes.


Sort or Sequence :Sort or Sequence


Who would say it? :Who would say it?


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 connect content to self, world, other disciplines Formative Assessment Teachable Moments


The Conversation Game :The Conversation Game Promotes active processing of vocabulary words Provides formative assessment(use of words, part of speech) Allows collaboration Assesses comprehension


Option 1 :Option 1 Provide a list of vocabulary words for students on the board or overhead Art I words Canvas Calligraphy Composition Fresco Graphite Juxtaposition Montage Sculpture Sepia Texture Tint Worm’s Eye View


Option 1 :Option 1 Ask students to get into groups of 2 or 3 Provide a scenario – or have students provide a scenario Scenario: I wonder what it would be like to walk the streets of New York City. Students must use ______ words correctly in a conversation-style format. Canvas Calligraphy Composition Fresco Graphite Juxtaposition Montage Sculpture Sepia Texture Tint Worm’s Eye View


Option 1 :Option 1 Words must be used correctly The definition must be clear or implied Students must remain in the context of the scenario Canvas Calligraphy Composition Fresco Graphite Juxtaposition Montage Sculpture Sepia Texture Tint Worm’s Eye View


For Example :For Example Jacquan: Several artists paint images on their canvases that they hope to sell for a profit. Beth: Yeah, and often those images are inspired from the frescoes they have seen in churches and museums. Todd: I asked a lady who was painting to give me directions to the nearest subway entrance, and she wrote the directions in calligraphy. It was so pretty that I didn’t want to throw it away. Jen: When we were walking to the subway, I couldn’t believe how many old newspapers were lining the streets. They were so old that they had faded to sepia. Can’t they put more money into beautification? Rosa: Yeah, I slipped on trash in the street, fell on my back, and got a real Worm’s Eye View of the city.


Options :Options Students share conversations with the class. Students swap conversations and provide feedback Students submit conversations to the teacher for feedback Students compete to see which group can Finish first Write the best scenario Other


Let’s Try It! :Let’s Try It! Scenario: I was roaming around the office during planning one day with a group of teachers, and this is what we saw… Use 7 words correctly in a conversation from your Computer Apps I review words list… First team to finish and use the words correctly will receive a prize. Words must be used correctly The definition must be clear or implied*** Students must remain in the context of the scenario


Terms for Use :Terms for Use Address Book Login Baud Rate Modem Bookmark Multimedia Browser Netiquette Chat Network Complex Search Offline Compressed File Online Copyright Outbox Domain POP Downloading Search Engine E-mail Shareware Emoticons Signature Fair-Use SLIP FTP SMTP Gopher Spiders Home page Surfing HTML Text String HTTP Uploading Hypertext URL Inbox Web site Internet ISP Links


Option 2 :Option 2 Hand out specific words to each student or have words on the overhead. Provide a scenario – “In the year 2025…” Have a class “conversation” where students raise their hands to use one of their words. The goal is to get rid of your words.


Stumpers :Stumpers Designed to give students ownership over vocabulary instruction Students become experts Goal: Differentiate vocabulary instruction by allowing students to focus on words they find difficult.


How to Use Stumpers :How to Use Stumpers Students choose 2-3 “stumper” words in their reading. Students can… write the word in context list context clues guess the meaning write a definition/part of speech use the word in an original sentence** share alternate meanings (if applicable)


Sample Text :Sample Text The foundation of the Classical sonatas is conflict - for instance between two themes of contrasting character. The contrast during the performance of the sonata increases, until it is finally "resolved." The sonata allowed composers to give solely instrumental pieces a dramatic character. All of the main instrumental forms of the Classical era, the quartet, symphony, and concerto, were based on the dramatic structure of the sonata. One of the most important "evolutionary steps" made in the Classical period was the development of public concerts. Although the aristocracy would still play a significant sponsoring role in musical life, it was now possible for composers to survive without being the permanent employee of some noble or his family. It also meant that concerts weren't limited to the salons and celebrations of aristocratic palaces. The increasing popularity of public concerts led to a growth in the popularity of the orchestra as well, to the enlargement in the number of musicians and the number of orchestras overall. Although chamber music was still performed, the expansion of orchestral concerts necessitated large public spaces. As a result of all these processes, symphonic music (including opera and oratoria) became more extroverted in character.


Stumpers :Stumpers


Stumpers :Stumpers


Variations :Variations Provide a picture/image of the word Create apersonal dictionaryof stumpersthroughout the semester


Variations :Variations Stump your classmate Use previous stumpers as… Test items Bell ringers Extra credit questions Ticket out the door


Slide 135:OnlineFlashcards


Slide 136:Study without logging in Registration requires email Print, export, image/audio cards require paid membership ($20) Create own card sets or search


Slide 139:Study without logging in Create login without email Can export, share, print Study and quiz Create own card sets or search


Slide 140:Game template: $100,000 Pyramid


Slide 141:Game template: Jeopardy


Summarization and Assessment Strategies :Summarization and Assessment Strategies


Your Content Area :Your Content Area Each academic discipline has its own “language.” Literacy skills help teachers transition from “givers of information” to facilitators for independent student learning help students learn and retain content-area concepts Increasing vocabulary = building literacy skills


What happens when you ask students to provide a summary? :What happens when you ask students to provide a summary? GIST: Sheltered Instructional Strategy Summarizing Develops literacy skills


GIST :GIST Read the passage – “The Underground Railroad” Highlight or Underline what you think are the ten most important words or concepts in this passage (3 minutes) Define any confusing words Combine lists at your table – top ten (3 minutes) Write one to two summary statements using as many of the listed words as possible. (2 minutes)


GIST: Summarizing Strategy :GIST: Summarizing Strategy Helps students separate main ideas from supporting details Encourages students to keep summaries short and focused Provides formative assessment Goal: To provide students with choice, expand their word knowledge, and allow them to demonstrate their understanding


Options :Options Lengthy passage – break into groups Individual groups become the experts on their section Create vocabulary list from Gist activity Individuals/Groups go through the Gist activity alone and then share with the class Discussion of synonyms and/or antonyms


Gist :Gist Improves vocabulary Builds content knowledge Creates a student-centered learning environment Provides structure and choice Affords students the opportunity to apply, analyze, and evaluate


Formative Assessment :Formative Assessment Important part of designing lessons Takes place constantly and consistently with great teachers Formative assessment should take place every 15 minutes.


+ Δ ? :+ Δ ? Students have an opportunity to share what they …


The Important Thing :The Important Thing Student Choice and/or Teacher Choice If students cannot complete the response, gaps in their knowledge exist.


Ticket out the Door/Exit Tickets :Ticket out the Door/Exit Tickets Flexible Daily General or Specific


3-2-1 :3-2-1 3: reasons for global warming 2: ways to improve the quality of our air in Hickory 1: thing you can do at home to improve help the environment


Capture Your Thoughts :Capture Your Thoughts A great culminating assignment Conceptual Allows for maximum student input


Admit Slips :Admit Slips Establish a purpose for reading Purpose leads to a deeper understanding of text and higher retention of information because purpose helps readers create connections within the brain for storing and retrieving information.


Admit Slips :Admit Slips Engagement and Motivation Making Predictions


Admit Slips :Admit Slips Students begin to develop the strategic reading habit of establishing a purpose for reading before beginning to read. For example, students might receive a very short reading, an illustration, information from a book jacket, a typed list of the title, heading, and subheadings of a book or chapter.


Admit Slips :Admit Slips Students receive a small portion of a chapter of A History of US by Joy Hakim. In this excerpt related to the Sunday school bombing in Birmingham, Alabama, students are asked to predict, question, and analyze what they have read.


Connect 2 :Connect 2


FIT Sheet :FIT Sheet Three Steps to Better Comprehension Fact Interpretation Tie-In Instrument to assess reading comprehension, interpretive skills, and ability to tie reading selections into the real world.


FIT Sheet :FIT Sheet Facts - Be careful what you choose – it must be open to interpretation. Interpretation – Difficult for students Analyzing, evaluating, synthesizing, creating ideas and information – Students generally lose points in this section. They often restate the fact until they learn how to interpret and have an opinion Lends itself to the teachable moment Tie-In – Easy for students – Personal responses Learn about students’ values, beliefs, ideas, families, etc.


Getting Started with FIT Sheets :Getting Started with FIT Sheets Provide students with an exemplar Begin with choosing a fact for them as a class to help them get started. Be sure to choose something that can be interpreted


What Do “What-I-Know…” Sentences Look Like? :What Do “What-I-Know…” Sentences Look Like? Assign the following jobs to a group: recorder, reporter, timekeeper (Simulation vs. Real Class) Choose a word from your list – (Do not choose “Ecology”) Using the term assigned, work as a team to write as many sentences as you can that reflect what you know about the term. You have two minutes. For example…


Example: Ecology :Example: Ecology Ecology is the study of living things in their environment. An ecosystem is a community of living things and the environment in which they live such as a coral reef, a desert, or a tundra. Ecology is a branch of Biology – the general science that studies living organisms.


What Do “What-I-Know…” Sentences Look Like? :What Do “What-I-Know…” Sentences Look Like? You have two minutes to write as many sentences as you can. Put a star next to your three best sentences. Share your sentences. Use the handout to record any “new” information


Extension Activity :Extension Activity Write one question about your term that you covered in one of your three best sentences? You have one minute. For example, What do ecologists study? Questions can be answered in groups or individually Can be used as an assessment, pre-assessment, or as practice


Taking the Next Step :Taking the Next Step As a group, write an “I wonder…” question about one of the topics that you would like to know more about.


Example: Ecology :Example: Ecology How many named ecosystems have been named, and what are the names of all the types of ecosystems? To extend learning, the group can take responsibility for finding the answer.


“What I Know…” Sentences :“What I Know…” Sentences Encourages Reluctant Learners to Participate Allows for Written Interaction Provides Formative Assessment Helps Students Form Correct Sentences Integrates Writing Across the Curriculum Incorporates Metacognition and Peer/Self Assessment


Voice Thread :Voice Thread


Why Voice Thread? :Why Voice Thread? Collaboration Presentation Sequencing Feedback Revision Easy Media literacy Any computer Microphone not required


Slide 174::)


Other Online Literacy and Vocabulary Resources :Other Online Literacy and Vocabulary Resources


Slide 176:Florida Center for Reading Research


Slide 177:Crossword Flip Book Flip-a-Chip ReadWriteThink


Slide 178:Scholastic Vocab Tools


Slide 179:Text-To-Speech


Slide 180::)


Review :Review Be selective Teach content area vocabulary before initial reading Define new words Apply structural analysis Use vocabulary strategies Practice Assess!


How Many Terms? :How Many Terms? Prioritize Categorize Choose Key Vocabulary or Key Terms


Questions? :Questions? Please complete the evaluation before you leave.


Slide 184: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


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