Vocabulary Acquisition
Resources:
· Marzano, R.J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA, ASCD.
· Marzano, R. & Pickering, D. (2005). Building academic vocabulary: Teacher's manual. Alexandria, VA: ASCD
· Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD
· Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. Maine: Stenhouse Publishers
· Allen, J. (1999). Inside words: Tools for teaching academic vocabulary grades 4-12. Maine: Stenhouse Publishers
· Beck, I.L., McKeown, M.G., & Kucan, L. (2003). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press
· Beck, I.L., McKeown, M.G., & Kucan, L. (2003). Bringing words to life: Creating robust vocabulary instruction: Frequently asked questions & extended examples. New York: The Guilford Press
· Vaughn, S. & Linan-Thompson, S. (2004). Research-based methods of reading instruction: Grades K-3. Alexandria, VA: ASCD. (See chapter 5)
· Teaching Mathematic Vocabulary in Content by Miki Murray
· G is for Google a Math Alphabet Book by David Schwartz
· Q is for Quark A Science Alphabet Book by David Schwartz
· Jen Madison’s web site http://manila.esu6.org/jmadison/vocabulary
· Lenny VerMaas’s web site http://manila.esu6.org/lvermaas
· http://www.amathsdictionaryforkids.com/
· http://quizlet.com/
Vocabulary Notebook Format
Students need to have a method to collect and organize the vocabulary words that they are collecting. One idea is to create note cards with the following information: term, level of understanding (which may change as student learns more about the word), description in the students own words, and a picture. These note cards could be punch and place on a ring in alphabetical order.
ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e
Personal Dictionary
A table of contents can be created by drawing rectangles on a paper (oak tag) so that there are 6 to a page. If X, Y and Z are placed together 24 boxes are needed. This page serves as the table of contents.
• These pages allow for quickly finding terms that are needed.
• When additional information is provided or new information is acquired the page can easily be found.
• Teachers can easily determine what vocabulary words the student has been recording.
• A two column and three column chart is provided in the resources.
Dictionary pages (allow at least one-half page per word.
• Words are entered in the pages of the dictionary in the order they are encountered.
• Definitions are entered in the students own words
• Students should be encouraged to draw pictures, give examples and make connections to other terms
• Because additions and connections may be made in the future allow lots of room between entries. Consider having one or two words per page.
Two column and three column table of contents pages are available on my web page and as a part of this packet.
Vocabulary Matrix
Students can place a word in the left hand section and then fill in the requested information.
Word / Description / Word Parts / Related Words / Visual /inequality / a relationship that is not equal / prefix: in- (not)
root: equal
suffix: -ity (changes from adj to noun) / equality
equation
equal
inoperable
inedible
intolerable
independent / joviality
individuality
neutrality / < , >, ≤, ≥
Ideas for Distributive Practice and “Mucking” around
***indicates that a word or EXCEL document is available
***Flash Card Plus—this spreadsheet can be used to create 3 different sets of cards. Terms and definitions are entered into the first sheet called “Data Entry” and this list is used to generate the following types of cards.
· Flash Cards—print “sheet A” and “sheet B” and put these sheets back to back and laminate. Cut into cards with the term on one side and the definition on the other.
· Table Tent Style—printing these sheets will produce cards that can be folded into a “V” shape than can stand on a table with terms on one side and the definition on the other.
· I Have, Who Has—printing these cards will create a set of cards that can be used to play the game I Have, Who Has? If 20 terms are entered reenter the definition for term 1 into the definition for term 21. Run off the sheets and cut into cards.
Ways to Use Cards
I Have, Who Has—pass all of the cards to students; some students could get more than one card. Any student may start. Pick one student and have them read the bottom part or "WHO HAS" portion of their card. Someone with the correct answer will say "I Have" and says the answer. This person immediately reads the "WHO HAS" portion of their card. This continues until the student who started the game calls out the answer. Teacher may run off the data entry sheet so that the progression of cards can be followed. When the game is halted because a student did not hear or know the “I Have”, teacher provides hints so that play may resume. Cards can be redistributed and the game played again. Measure the time needed to completed a round and see if you can do better the second time.
Inside-outside circle—use flash cards
· Pass out cards to every student, duplicate cards can be used
· Number off students by 1 or 2
· 1’s form the inside circle facing out, 2’s form an outside circle facing in
· match up so that each person is paired up
· Outside circle can provide term and ask for definition or provide definition and ask for term.
· Inside circle does the same
· SWITCH CARDS this will require the student to learn different words rather than always having the same work
· Outside circle rotates to their left, repeat as needed.
· Flash cards could have term on one side and picture on the other.
Jeopardy—use flash cards
Cards are arranged in rows and columns with definitions showing. Cards can be randomly placed or grouped by common themes. Dollar amounts are placed on the right by rows. Teacher picks up a card and reads the definition and students respond with “What is …..”. This game can be played with the whole class or can in small groups.
**Bingo—use flash cards
• Students are provided a list of words that will be used. A word is written in each box of a 4 by 4 grid or 5 by 5 grid.
• Teacher reads the definition
• Students place beans on the words that match the definition read by the teacher
• The winner says the word and the definition or ..
• Uses the words in a sentence that shows the meaning of the word.
Classifying—use flash Cards
Divide the students into groups. Each group is provided a set of cards. Students need to put the words into sets based on common characteristics of the words. Groups of students can rotate and try to decide what rationale was used to put the words into sets or students explain the rationale for the sets.
**What is my shape (word)??? Place names of geometric shapes or vocabulary words on a piece of paper. Tape the word on each student’s back without letting them see the word. Their task is to create yes and no questions which will identify the term. Students move around the room, meet someone, and ask one yes or no question about properties of their shape. Students may not ask is my shape a ….., they must focus on characteristics of the shape. Students continue until each student has their shape identified. To provide accountability have students record
– The question asked and answer
– Why they asked the question
– How does this effect the next question
– When completed they write “My shape is ______because …..”
Word Power This strategy does not utilize a lot of words but it does show the power of vocabulary. During the 2006 Nebraska Volleyball season which saw the team crowned National Champions each Husker selected a word as a guide during the 2006 season. Some of the words were belief, presence, love, fearless, trust, impact, discipline, serve, intensity, impact, moxie, and passion. Have your students create a word for year and explain why that word work for them. Jordon Larson’s word was passion, “I want to come into every match showing the love for the game, how much I want to play it.” Sarah Pavan’s word was impact, “I wanted to make a bigger impact both on and off the court this year in terms of leadership and my play.”
Words could be math terms. The students introduce themselves and say why they are like that term or why that terms describes them.
Relevance Find vocabulary words used in the newspaper, television, magazine, or conversations with other people.
Can you put that vocabulary word(s) in a sentence?
• Students are provided or have a list of vocabulary words.
• Begin a topic of interest or relevant to the students (curfew, athletics, famous person, movie)
• Students then need to use the vocabulary words in a sentence that demonstrates the meaning of the word and is related to the topic.
• Bonus points are given for using two words in a sentence.
Math is Like …….
• Complete the simile and provide a rationale.
• Student responses can provide insights into the perceptions of students.
• Examples to get students started
• Math is like a skyscraper, because it can take you to great heights.
• Math is like a set of Lincoln logs. You have to build a good foundation so everything doesn’t come tumbling down.
• Math is like a lollipop it sucks.
• Math is like a hula hoop because once you learn some basics, they just keep coming round and round.
Internet Images
· Relate to students’ world
· Find an image on the internet to reflect the students’ feelings about your subject.
· Have them write or respond with why this picture reflects their feelings.
Choral Response
• Think of a time when you knew the answer and someone else blurted out the answer or when you didn’t know the answer and were called on.
• How did that make you feel?
• We are going to practice a way to respond when answers are short and the same.
• Reinforce thinking, say together.
• Hands up—think, what does this look like
• Hands down say answer-used for answers that are short and the same
• Practice, What day of the week is today? Say together and with confidence, if not practice response,
• What day of the week is tomorrow?
• When using this answers are the same and ______(short). Answers are short and (the same)
• What did the strategy and process observer see?
• Like singing music in the church, can sing when part of a group.
• Choral response is also good for repeating the word and short rules.
• Can be used in the middle of a lesson to bring the class back together. OK class when you see me raise my hand you are going to raise your ___ (hand) and listen for directions. The name for an 4 sided object with all sides the same length and a 90 degree angle is a ____
Writing/Question/Review Activities
**Word Bank—Create a list of related words. Students write a paragraph that uses all or a set number of the words. The paragraph needs to demonstrates the meaning of the word and be related to the topic.
Writing
· Use 15 of the 20 terms listed above in a meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.
· Provide an opportunity for choice and creativity. Create a list of words. Students use most of the words in a favorite genre; paragraph, story, letter, song, poem or something else. The medium used must show an understanding of the vocabulary.
**Find Someone Who …….
Student Directions
Please move around the room. Find someone who can answer each question. Have them tell you the answer and sign their name on the line. You must find a different person to sign for each of the questions.
Sample questions:
______Can give examples of “state change” and explain why it is important.
______Can compare and contrast “massed and distributive practice”.
______Can tell what it means to go “limbic” and what this means in your classroom.
______Can give the slope intercept form of the equation 2x + 3y = 12
______Can describe how to walk with a slope of -2
Once everyone has their sheets filled, select a student at random. That student indicates who has signed their first line. The student who signed the first line provides the answer and indicates who has signed their second question. Continue until all of the questions have been answered.
The first two activities below create a ranked list of words or concepts. The objective is not necessarily to rank the concepts but to help the participants become familiar with a number of concepts. Comparing and contrasting the concepts to determine which is stronger also creates a better understanding. The following prompts could be used:
· Which of the words is more intense?
· Which word works best in a specific context?
· Which word do you understand best? Or least?
· Which word would you be able to place in a sentence to demonstrate meaning?
· Which synonym best represent this word?
Running the Tournament
• Place the words on a card
• Become familiar with the concept that is on your card.
• Place the cards on the table in a bracket