Dynamic Vocabulary. Strategies to Kick

Transcription

1 Dynamic Vocabulary and Sentence Building Strategies to Kick Wii Writing Up a Notch Presented by Carolyn Hood CTA , 2016 Learning Headquarters 7290 Navajo Road, Suite 207 San Diego, California Phone: (619) Fax: (619) lhq@sbcglobal.net

2 Accessing High-Level Vocabulary Language g Experience By the age of three, the average American child in a welfare family may have 10 million fewer words of cumulative language experience than the average child in a working class family. Todd R. Risley & Betty Hart University of Alaska From conference materials for the National Conference on Family Literacy and the California Family Literacy Conference March 16-18, 2002 Building on Cumulative Vocabulary Vocabulary Tools tiny small red hot big cold sweet huge salty Colors red yellow blue pink purple Clothing shoe dress pants shirt socks 1 K , 2016 Learning Headquarters

3 Vocabulary Tools Vocabulary Tools K K duck bird swims tiger cat stripes 1 1 look peek glance stare glare [focus eyes on] [a quick, secret look] [a brief look] [a fixed look with eyes open] [to stare angrily] Vocabulary Tools 2 3 Vocabulary the most powerful way to teach new terms and phrases is to use an instructional sequence that allows for multiple exposures to students in multiple ways. -24 times practice to reach 80% competency- Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Association for Supervision and Curriculum Development: Alexandria, VA , 2016 Learning Headquarters

4 Transitions Cohesive and coherent writing requires a constant attention to the maintenance of the topic which is organized in a careful sequence of ideas and the smooth transitions between sentences. Mather, N. & Roberts, R. (1995). Informal Assessment and Instruction in Written Language. New York: John Wiley & Sons , 2016 Learning Headquarters

5 1 Below Standard Fourth Grade Transitional Phrases Scoring Guide 2 Approaching Standard Not using Uses less sequential than three transitions n grade level or simplistic transitions 3 At Standard Uses a variety of synonyms, nym signpost phrases, and sequential transitions 4 Above Standard Uses a variety of three or more grade level transitions Fourth Grade Transitional Phrases Data Pretest Postest Total Growth % 15% 54% 46% 15%- 46% 88% 12% 48% 52% 12%- 52% 92% 8% 40% 60% 8%- 60% 88% 12% 52% 48% 12%- 4 48% 5 96% 4% 42% 58% 4%- 58% Total 90% 10% 47% 53% 10%- 53% , 2016 Learning Headquarters

6 Promoting Student Ownership of Vocabulary Gathering Descriptive Language g Understanding Relations of Words & Their Meaning Highlights Exposure To and Targets New Vocabulary Anchors Vocabulary from Wide and Extensive Independent Reading Experiences Applies Vocabulary and Concept Development to Reading, Writing, Listening, and Speaking Increases Vocabulary Acquisition , 2016 Learning Headquarters

7 Tip: Using the Organizers Add to Class Bank when Reading, Writing, or Discussing Demonstrate How to Utilize Vocabulary Words when Writing Aloud Promote Students to Keep Own Banks in Writing Folders Add Non-Linguistic Representation ti and Mnemonics to Help Build Understanding Generating Sensory Details Now, You Try It! The weather changes from day to day and across the seasons. Describe the weather on a rainy day , 2016 Learning Headquarters

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9 Vocabulary: There are recommended processes for teaching new terms and phrases: 1. Present the students with a brief explanation or description of the new term or phrase 2. Present the students with a nonlinguistic representation of the new term or phrase 3. Ask the students to generate their own explanations or descriptions of the new term or phrase 4. Ask the students to create their own nonlinguistic representation of the new term or phrase 5. Periodically ask the students to review the accuracy of their explanations and representations Adapted from: Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: Research Based Strategies t for Increasing Student t Achievement.. Alexandria, VA: Association for Supervision and Curriculum Development. traipsing Vocabulary Map More getting up early, traipsing up and down the river, and trying to avoid crazy men in their union suits. p to walk or wander -roam -meander -staying put -laying around -running Cushman, K. (1996). The Ballad of Lucy Whipple. New York: Harper Trophy. I enjoyed traipsing in the woods when we went camping , 2016 Learning Headquarters

10 Now, You Try It! Primary Vocabulary Map quarrel glistening...she would have welcomed a quarrel as a pleasant break in the monotony of sitting here... p. 15 Its eyes, mere pinheads of glistening black, stared fiercely at her... p. 89 behavior rule how you act a law we follow My green card is for good behavior. We use peace feet in the halls. Gates, D. (1940). Blue Willow. New York: Puffin Books. Vocabulary Map -2 nd Grade Student Sample- Vocabulary Map -4 th Grade Student t Samplewww.learningheadquarters.com , 2016 Learning Headquarters

11 Vocabulary Tip: Use kinesthetic movement to increase vocabulary Student-generated Used during transitions Attention grabbers Now, Let s Try It! Glistening Musically Aligned: In Tune with Teaching Standards. P.O. Box 473, Descanso, CA Fax: (619) info@musicallyaligned.com Website: , 2016 Learning Headquarters

12 Fourth Grade Vocabulary Assessment from Language Arts Adoption Theme Pretest Postest Total Growth % 0% 27% 73% 0%- 73% 92% 8% 16% 84% 8%- 84% 96% 4% 48% 52% 4%- 52% 91% 9% 18% 82% 9%- 82% 86% 14% 14% 86% 14%- 5 86% Total 93% 7% 25% 75% 7%- 75% Two vocabulary strategies I will try in my classroom: How I plan to implement them: , 2016 Learning Headquarters

13 Building Powerful Sentences Who/What Chart To add academic vocabulary To prompt students with questioning techniques To demonstrate sentence development Grades K-2: Utilized for complete sentence building Grades K-6: Utilized as a reference for quick summaries Using the Who/What Chart to Make a Simple Sentence Using the Who/What Chart to Make a Powerful Sentence Who or what are we going to write about? My dad What about your dad? My dad is nice. Do we want to use a little word like is or do we want to choose a big and powerful verb? What happened to your dad or what does your dad do? My dad d loves to fish , 2016 Learning Headquarters

14 Using the Who/What Chart to add Extenders and Travelers Using the Who/What Chart to Make 3 Powerful Sentences Where does your dad d love to fish? My dad d loves to fish at the river. Why does he love to fish? He likes to bring home fish for us to eat. My dad is nice. He loves to fish at the river. He likes to bring home fish for us to eat. Now You Try It! Powerful Sentences Chart To transform a simple idea into powerful sentences To brainstorm related words/synonyms y To develop and verbalize new sentences Grades , 2016 Learning Headquarters

15 Build Powerful Sentences Using the Powerful Sentences Chart and Sentence Blueprint Cards Powerful Sentences Activity -Create a Powerful Sentence- My students will write better. Sentence Blueprints Cards To create a variety of powerful sentences To actively engage students in creating new blueprint patterns To develop and verbalize new sentences Grades 2-6: Travelers Grades 3-6: Triple Deckers Grades 3-6: Double the Whos , 2016 Learning Headquarters

16 -Travelers- -Triple Deckers- The desperate 49ers panned for gold The hopeful using a in during the rocker California Gold Rush. Using a rocker, panned for gold The desperate 49ers panned for gold during the Gold Rush in California. the desperate 49ers in during the California Gold Rush. Using a rocker, the desperate 49ers panned for gold during the Gold Rush in California. i dreamers panned through riverbeds, every waking hour. investigated the Mother Lode, and searched at their land claim The hopeful dreamers panned through riverbeds, investigated the Mother Lode, and searched at their land claim every waking hour. -Double the Who s- James a gold hunted for Marshall, seeker, nuggets in the Sierra in 1849 Nevada mountains to prosper. Two sentence strategies I will try in my classroom: How I plan to implement them: James Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada mountains in 1849 to prosper. -with Travelers- To prosper, James Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada mountains in , 2016 Learning Headquarters