Vocabulary

1. Vocabulary June 14, 2012

2. Vocabulary 9:45-11:30 Session 2 • Vocabulary – A Common List • Vocabulary Strategies • Activities and Assessment

3. A Common List Common Core Math Vocabulary Information and word lists combined Utah and Tennessee lists • Tennessee list – Marzano’s research • Utah list – Common Core State Standards

4. Where can you find these lists? Teachershare Math Vocabulary

5. What is included? • The Academic Word Lists from Tennessee • The Word Wall Cards with Definitions and Graphics from Utah (Grades K - 7) • Research, Teaching Ideas, and Activities

6. Materials Currently Available forYoung 5s through 4th grade • The Word Wall Cards from Utah • Integrated lists in Word Documents organized by Common Core headings and grade levels • Vocabulary Cards • 1st through 4th grade cards can be self-correcting • Quizzes • Given a word bank, fill in the blank. • 1st grade (19 quizzes) • 2nd grade (19 quizzes) • 3rd grade (12 quizzes) • 4th grade (20 quizzes)

7. Extras • SMART Notebook Activities that include all of the math vocabulary words for the year for grades 2 and 3. • Ask me about “A Minute or a Miss”. • SMART Notebook Page – Name Parts of an Equation (grade 3) • Gamemaker Games for K and 3 from Seth

8. Works in Progress (if you see the need) • Complete the SMART Notebook Activities for K, 1, and 4 • Complete the Gamemaker Games for 1, 2, and 4 • Student Exemplars for Writing and Illustrating • Activity pages that can be used for practice and assessment in other formats such as… • multiple-choice • matching • labeling • writing / illustrating with scoring rubrics • Vocabulary Games • Blurt • Vocab on an Easel • Pictionary

9. Go to Teachershare • Show examples of the materials that are currently available. • Discuss priorities for additional resources.

11. The following ideas are from: Vocabulary Instruction for Academic Success by Hallie Kay Yopp, Ruth Helen Yopp, and Ashley Bishop

12. Strategies for Teaching Words Vocabulary instruction should involve: • Learning words in rich contexts • Repeated exposure and multiple opportunities to use new words • Exploring relationships among words • Active engagement with words on the part of the students • A variety of practices (from the National Reading Panel (NICHD 2000))

13. Strategies for Creating Word Consciousness • Word Walls • Words of the Week • Word Jars • Word Journals • Preview-Predict-Confirm • Ten Important Words • Word Charts • Games

14. Introducing Words • Friendly Explanations (Pg. 124) • Semantic Maps (Pg. 126) • Frayer Model (Pg. 128) • Concept of Definition Map (Pg. 131) • Verbal and Visual Word Association (Pg. 134) • Word Maps (Pg. 135) • Semantic Feature Analysis (Pg. 136) • Nonlinguistic Representations (Pg. 138) • Vocabulary Self-Collection Strategy (Pg. 138)

15. Reinforcing and Extending Understanding of Words • Word Sorts • Content Links or Word Links • Carousels • Same Word, Different Task • Different Words, Same Task • Different Words, Different Tasks • Frayer Model • Linear Arrays 4. Linear Arrays in Math • Ten Important Words Plus

16. Using Words • Oral Presentations • Bookmaking and Other Written Presentations

17. Word Walls • Teachers identify words that serve particular instructional purposes, record them on strips of cardstock, and post them on a bulletin board in alphabetical order. • Teachers draw students’ attention to the words by talking about them and inviting students to use them in their written work. * Variation: Phrase Wall – record powerful phrases along with the source (Pg. 91)

18. Words of the Week • Select one or two words each week. • “With enthusiasm and fanfare, the words are introduced and explained at the beginning of the week, and then teachers and students challenge one another to use the words throughout the week – on the playground, in the lunchroom, in the classroom, and in their homes.” (Pg 92) *Consider implementing a school wide Good Word! card system. Cards can be turned in for rewards such as line leader, chalkboard eraser…

19. Word Jars Inspired by the book Donavan’s Word Jar by MonalisaDeGross (1998), this strategy involves depositing interesting words into a word jar. • Students must find out what a word means before they can put it in the jar. • Periodically, the students dump the words from the jar and talk about them. How do they sound? What do they mean? Where did we hear them? • They might use them in sentences, sort them, add them to a word wall, or to their personal dictionaries. (Pg. 93)

20. Word Journals • Students record words in a daily word journal and share why it is important. • Writing should convey the students’ understanding of the word and as well as their efforts to makepersonal connections to the word.

21. Preview-Predict-Confirm • The teacher shows the illustrations in a text – usually an informational text – and asks the students to anticipate the words the author may have used. • Students share their predicted words along with their reasons for selecting those words. • Students are organized into groups of 3 or 4 and are given 20 to 40 small cards per group. • Students record words related to the topic on the cards and then organize the cards by category adding category headings and possibly additional word cards. (continued)

22. Preview-Predict-Confirm continued • The teacher asks the students to select three words for discussion with the class: • A word they think every group has • A word they think no other group has • A word that interests them • The group records these words on 3 large cards. • The words are displayed and the teacher leads a discussion of the word choices, meanings, relation to the topic, and why they were selected. (Pg. 95-97)

23. Ten Important Words • After introducing a text, the teacher asks the students to independently read it and identify 10 important words. • Important words are ones that the students believe are key to understanding the information shared by the author. • The students record their words on separate sticking notes. • The class makes a bar graph. • The teacher leads a discussion about the words, their selection, their meanings, why they are important… • The students independently write a single sentence summary of the reading selection and share it with a partner or small group. • Variations: Revise initial selection of 10 important words.(Pg. 98-99)

24. Word Charts Words, meanings, and related symbols are recorded on a chart.

25. Games Educational Games that focus on words: • Upwords, Balderdash, Boggle, Password, Scrabble, Scattergories, Pictionary, Cranium, Syzygy Games that can easily be adapted for math vocabulary: • Jeopardy, Are You Smarter than a 5th Grader, Tribond, Blurt, Who Wants to Be a Millionaire?, Pictionary

26. Friendly Explanations • Student-friendly explanations use familiar terminology to explain the meanings of words, as well as how the word might be used and by whom. • Using everyday language, teachers share the meanings and contextual information, including, if appropriate, nuances or connotations that make it clear how a word might be used.

27. Semantic Maps Semantic Maps are graphic organizers that display the knowledge associated with a concept. put together equal groups combine Multiplication Addition put together Computation Subtraction Division give away separate equal groups take apart

28. Frayer Model The Frayer Model offers a structure for providing friendly definitions of a word along with related characteristics, examples, and non-examples.

29. Concept of Definition Map Students are taught the category to which a word belongs, characteristics of the word, and examples.

30. Verbal and Visual Word Association This strategy requires students to think about a word in several ways and to record their thinking in boxes. picture target word definition personal connection

31. Word Maps Students are asked to copy the “map” and complete it for various words. • Name the word. • Define it. • Provide an example sentence. • Tell what it is like.

32. Semantic Feature Analysis This strategy is used to show how words differ.

33. Nonlinguistic Representations • Information is stored in memory in linguistic and nonlinguistic forms. • When introducing vocabulary words some nonlinguistic forms to consider are act it out, draw, paint, sculpt, and pantomime.

34. Vocabulary Self-Collection Strategy • Students collect words that they deem important and share them with the class. • Words are selected from these collections to study as a class. • This strategy promotes student engagement and can be motivating.

35. Word Sorts Words sorts require students to sort words into meaningful groups. • Open sorts are sorts in which the students sort according to categories that are meaningful to them. • In closed sorts the structure is provided for the students.

36. Content Links or Word Links • The teacher prepares a list of words related to a unit of study. The words are written on separate cards and distributed one to each student. • Students circulate through the room to find a student with whom to link. Discussing connections is encouraged. • The goal is to find a partner whose word is related to his or her own word in some way. • After pairs are formed, students share the meanings of their words and tell how they are related. • Students then break their links and find a new partner. • Variations: Link larger groups, find hierarchical groupings

37. Carousels • Carousels are an effective way to provide and reinforce definitional and contextual information. • Carousels require the students to rotate around the classroom – like a carousel – moving from one posted vocabulary chart to another and completing a task at each chart. • Provide a short amount of time at each chart and a signal to move to the next chart.

38. Carousels – Same Word, Different Task • All students consider the same word and the task at each chart is different. • Chart task might include: definition, sentence, synonyms, antonyms, picture, context, graphic organizer

39. Carousels – Different Words, Same Task • A different word is posted on each chart. • Each group draws a task card from a deck (i.e. definition, sentence, picture, synonyms, antonyms, connections, graphic organizer, examples…) • Each group completes the same task from the card that they drew for each of the different words on the charts. • Share the charts to conclude the activity.

40. Carousels – Different Words, Different Tasks • Each chart has a different word that has been studied. • At their first chart, every group writes a definition of their word. • At the second chart, every group reads the word and the definition and then writes a sentence. • At the next chart they might read the previous groups’ work and write some synonyms.

41. Carousel - Frayer Model • Students complete the Frayer Model as they do a carousel rotation

42. Linear Arrays • Linear arrays, also known as semantic gradients, are useful when students are learning adjectives and adverbs for which there are scalar antonyms. • Scalar antonyms are words that represent a range of meanings including a neutral term such as hot, warm, tepid, cool, and cold. • Randomly distribute cards with the five scalar antonyms. Have the students with the cards go to the front of the room and have the class help arrange them in order from one extreme to the other.

43. Linear Arrays – in math Greatest to Least / Least to Greatest • whole numbers • fractions, decimals, percents • units of linear measurement • units of volume • temperatures • polygons by number of sides

44. Ten Important Words Plus Using words from the 10 Important Word Activity, the class continues with other selected tasks. Task cards might include: • Write other forms of the word • Generate sentences, • List antonyms or synonyms • Identify where you might expect to hear this word • Find a dictionary definition • Find multiple meanings • Draw a picture • Act out the word • Share a real-life connection • Return to the text and find sentences with the word • Explain the meaning in the sentences you find

45. Oral Presentations • Ask students prepare and deliver presentations on a topic. • Provide target words if necessary. • Consider requiring visuals.

46. Bookmaking and Other Written Presentations • Constructing books help students summarize or expand their learning. • Types of books to consider: Alphabet books, How to books, Accordian books, All about (topic) • Writing Roulette is a strategy in which a teacher identifies four or five words that students must use in a piece of writing. Students in small groups begin writing, with the task of using at least one of the target words in the first few sentences. The teacher calls time and the students pass their papers to the right and add to the writing on the paper received. The last writer in each group reviews to make sure each target word was used. Share. • Consider Poetry