Grandview Session 2

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Information about Grandview Session 2

Published on October 8, 2009

Author: carolinablondie


Adolescent Literacy and Vocabulary : Adolescent Literacy and Vocabulary Strategies for Middle School Learners Session 2 Add Date, 2009 Agenda : Agenda Slide 3: Using forms in Google docs Slide 4: Formative Assessment Pre-assessment Results Summary Pre-Assessment Results : Pre-Assessment Results Marzano’s Five Step Process for Teaching Vocabulary : Marzano’s Five Step Process for Teaching Vocabulary Five-Step Process for Teaching Vocabulary : Five-Step Process for Teaching Vocabulary Present students with a brief explanation or description of the 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. Five-Step Process for Teaching Vocabulary : Five-Step Process for Teaching Vocabulary Ask students to 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 students to create their own nonlinguistic representation of the term or phrase. Five-Step Process for Teaching Vocabulary : Five-Step Process for Teaching Vocabulary 5. Periodically ask students to review the accuracy of their explanations and representations. Word Wall – Marzano Style : Word Wall – Marzano Style Strategies For October : Strategies For October Knowledge Rating : Knowledge Rating Deliberate Choices of Words : Deliberate Choices of Words Knowledge Rating Inner/Outer Circle “Who would say it?” Alphabet Boxes As a Pre-Assessment : As a Pre-Assessment As a Review : As a Review Inner/Outer Circle : Inner/Outer Circle Who would say it? : Who would say it? Who would say it? : Who would say it? Traditional Elements Word Dictionary Definition Definition in Students Own Words Sentence where the word is found Non-traditional Elements Student chooses up to three people who might say the word. Students write a sentence from the point-of-view of the person who might use the word. Teachable moments: words with multiple definitions 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… Extend knowledge Connect content to self, world, other disciplines Formative Assessment Alphabet Boxes : Alphabet Boxes Designed to provide students with ownership over their learning Encourages students to use the text and background knowledge in combination with other resources to understand vocabulary words 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, with partners, or with 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 they have learned Create a Word Wall Sheltered Strategy proven to increase literacy Connect 2 : Connect 2 Slide 29: OnlineFlashcards Slide 31: Study without logging in Registration requires email Print, export, image/audio cards require paid membership ($20) Create own card sets or search Slide 34: Study without logging in Create login without email Can export, share, print Study and quiz Create own card sets or search Impact : Impact October Assignment : October Assignment References : References Allen, J.(2004). Tools for teaching content literacy. Portland, Maine: Stenhouse Publishers. Beers, Sue (2008). Adolescent literacy. Alexandria, Virginia: Association for Supervision and Curriculum Development. Blachowicz, C., & Cobb, C. (2007). Teaching vocabulary across the content areas. Alexandria, Virginia: Association for Supervision and Curriculum Development. Bloom, Benjamin (2008). Mastery learning. Retrieved August 25, 2009, from Funderstanding Web site: Brassard, M. (1989). The Memory Jogger Plus+, pp. 17-39. Methuen, MA: Goal/QPC. Bouchard, Margaret (2005). Comprehension strategies for English language learners. New York, New York: Scholastic. Bullock, P., & Maben A. (2005). Cornell Notes. AVID: Decades of college dreams. Retrieved December 10, 2008, from Department of the Navy (November 1992). Fundamentals of Total Quality Leadership (Instructor Guide), pp. 6-64 – 6-67. San Diego, CA: Naval Personnel Research and Development Center. Department of the Navy (June 1994). Methods for Managing Quality (Instructor Guide), Module 2, Lesson 4 pp. 48-57. Washington, DC: OUSN Total Quality Leadership Office. Frayer model. (2008). Retrieved October 16, 2008, from West Virginia department of education Web site: King, R. (1989). Hoshin Planning, The Developmental Approach, pp. 4-2 – 4-5. Methuen, MA: Goal/QPC. Marzano, R., Norton, J., Paynter, D., Pickering, D., & Gaddy, B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriuclum Development. McKeown, M., I Beck, G. Sinartra, and J. Loxterman, 1992. “The Contribution of Prior Knowledge and Coherent Text to Comprehension.” Reading Research Quarterly 27: 79-93. Thompson, M., & Thompson, J. (1996). Learning-focused middle & high schools: A high achievement project. Boone: Learning Concepts, Inc. Visuwords online graphical dictionary. (2008). Retrieved September 27, 2008, from Visuwords online graphical dictionary and thesaurus Web site: Voicethread. (2008). Retrieved September 27, 2008, from Voicethread Web site: (2008). [Weblog] Affinity diagram. Toolbox for IT. Retrieved October 20, 2008, from York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks: Corwin Press. Slide 38: This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. For more information, visit . Credit info: Heather Mullins, Hickory Public Schools Curriculum Specialist Donna Murray, Hickory Public Schools Instructional Technology Specialist Next time : Next time Teach / Okay Word Sort/Sequence Frayer Model Scholastic Tools

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