6 Step Process to Building Academic Vocabulary

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6 Step Process to Building Academic Vocabulary

• February 12, 2008
• Andrea Bechberger
• CTE Specialist
• Prince William County Public Schools

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Goal of Workshop

• Develop a systematic instructional approach for
  important academic terms.
• 6 Step Process to Building Academic Vocabulary is
  the first step in a county driven approach to
  addressing the Literacy initiative.

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Why teach vocabulary?

• "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 in school." - page 1

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Example

• " Carving is appropriate for most green and blue
  slopes, and even some black slopes. However, if
  you try to carve through moguls, especially in
  packed powder or corn snow, you're going to
  face-plant."
• (highlight words you don't know)

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Academically Advantaged versus Academically
Disadvantaged

• Experiences that give students background
  knowledge

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Before you start -

• Create a list of vocabulary terms
• All identified course vocabulary terms are
  currently in the CTE Rigor Site curriculum maps
  select course from dropdown menus
• Unidentified course vocabulary terms are in
  process of being identified. Visit wiki
  http//pwcscte.wikispaces.com/

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Step 1 Initial Information Introduce New Term

• Provide a description, explanation, or example of
  the new term.
• Find out what they know or think they know
• Clarify misconceptions, build on accurate
  information (Think, Pair, Share strategies.)
• Help build an understanding of the term (Think,
  Pair, Share linguistic and non-linguistic
  strategies)

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Note

• This does not involve presenting a definition or
  asking them to look up a definition!!!!

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Working with ESL Students Step 1

• If possible, explain, or have someone else
  explain term in students native language.
• Pair students or triads of students with the same
  native language together
• Solicit help from a bi-lingual teachers aide
• Provide some sort of non-linguistic representation

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Step 2 Students Restate Term Informal
Information

• Ask students to restate description, explanation
  or example in their own words.
• Provide for a more natural starting point
  connect prior experiences and knowledge.

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Provide A Basis for Understanding

• An engineering student designed a wooden part to
  a project that required a hole drilled like this
• When questioned as to how that could be done,
  replied use a right angle drill.
• What understanding was missing?

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Assignment

• With a small group, discuss how your assigned
  strategy can be used to provide informal
  understanding (use corners)
• Report back to the workshop participants

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Strategies

• Clock Buddies
• Academic Notebook
• Frayer Model
• Inspiration refer to books (available in all
  schools via the Novell Launcher)
• Corners
• Mirror Lines

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Working with ESL Students Step 2

• Permit student to write their own definition in
  their native language
• Encourage student to record any related English
  terms with which they are familiar.

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Step 3 Non-linguistic Representation

• Ask students to construct a picture, symbol or
  graphic representation

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What if students have trouble depicting the term?
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Draw actual object
Blue Prints
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Draw an Example
Single Parent Family
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Represent with Graphics
Problem-Solving Process
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Dramatize with cartoons and speech balloons
I have a new and different idea!
Innovation
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Does not always have to be freehand. Use

• Clip Art
• Tracings
• Cut-out pictures
• Other ideas?

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Working with ESL Students Step 3

• Non-linguistic representation is extremely
  important when working with ESL students.

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Step 4 Student/Term Interaction

• Engage students periodically in activities that
  help them add to their knowledge of the terms.
• Allow them to work in their vocabulary notebooks.
• (work on a couple pages in notebook)

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Notebook Styles and Organization (work on handout)

• Organize by theme or unit
• Create headings in margins
• Color code
• Use alphabet on bottom of page
• Can be used year to year in sequential courses
• Can be used as integration tool with other
  courses
• Provide space for students to add selected items
  they learn on their own
• May be adopted and required school-wide

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Revise and Add to Notebook Entries

• Highlight prefix or suffix
• Identify synonyms or antonyms
• Create additional pictures or graphics
• List related words
• Add cautions or reminders of common confusions
• Translate in native language (ESL students)

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Working with ESL Students Step 4

• As much as possible, allow students to work in
  their native language

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Step 5 Discuss Terms with Others

• Periodically ask students to discuss terms with
  one another

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Note

• In a CTE classroom, this step may be occurring
  naturally. Still
• Make time and encourage revisions in notebooks
  (potential setting the stage, or closure
  activity)
• Question? How can this be implemented and not
  significantly impact class time?

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Working with ESL Students Step 5

• Use triads or pairs of students with the same
  native language
• Use para or parents willing to assist

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Step 6 Review and Games

• Involve student periodically in games that allows
  them to play with the terms.
• The goal is to keep new terms in forefront of
  student thinking and allow them to reexamine
  their understanding of the terms.

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Working with ESL Students Step 6

• Use pairs or triads of students with the sam
  native language
• Use para or parents willing to help

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Possible Review Games - Assignment

• Read the about the assigned activity or game.
• Create a double line, or double circles. Share
  strategy with partner in line across from you.
• Rotate, sharing with each additional partner.

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Possible Activities (Step 4 interaction)

• Free Association
• Sentence Stems
• Venn Diagrams
• Double Bubble
• Matrix

• Classify Terms
• Solving and Analogy Problems
• Creating metaphors

Note These activities align with the 9
Marzano strategies. See CTE Rigor Site.
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Review Game Activities (Step 6 - Review)

• What is the Question?
• Vocabulary Charades
• Name That Category

• Draw Me
• Talk a Mile a Minute

Use at beginning or end of class period Use when
students are lethargic or need energized Use for
review
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Plan to Implement

• Schedule Time
• Direct instruction for Step1 (Introduce), Step 2
  (Restate) and Step 3 (Non-linguistic
  representation)
• Student interaction time for Step 4 (Term
  interaction), Step 5 (Sharing), Step 6 (Review)
• Monitor accuracy of student work
• Keep track of student progress

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Q and A Comments
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CTE Recertification Points Offer

• This workshop is worth 2 points you need to earn
  5 to receive recertification points.
• Option 1 Combine with 2 other CTE workshops
  (Networking, RSS Feeds, Marzano) for 6 points
• Option 2 Combine with 1 other CTE workshop
  (above) and submit and have accepted a Marzano
  Strategy Lesson/Integrated Activity Plan for
  total of 5 points. (CTE Rigor Site, CTE Rigor
  (curriculum, Marzano Lesson/Integrated Lesson
  Plan Template)