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August 20 th Academic Vocabulary, Word Walls, and Anchor Charts
August 20th
Academic Vocabulary, Word Walls, and Anchor Charts
Debrief Previous Day’s Learning
Stand up, Hand up, Pair Up
Jot down three take-aways you had from yesterday’s learning.
Stand up, find a partner, and high five. Take turns sharing. The person with the most teaching experience goes first.
Repeat this process two more times.
Objectives for Today
Clarify and understand the importance of teaching academic vocabulary and using activities with the students to internalize the meaning of the terms.
Set a goal for implementing instructional strategies to teach content specific concepts and vocabulary.
Experience using interactive word walls and anchor charts to help students better understand academic vocabulary and specific content concepts.
Academic Vocabulary Instruction
Impact of Direct Vocabulary Instruction
0
10
20
30
40
50
60
70
80
90
No Vocabulary Instruction Direct Vocabulary Instruction
Percentile Rank on Test
Source: Building Academic Vocabulary by Robert J. Marzano and Debra J. Pickering
How Do I Teach Academic Vocabulary?
Teach Specific Vocabulary Words Directly
o These are words that are specific to an assignment
o The method chosen reflects how extensively you want your students to understand the vocabulary chosen.
Teach Important Words in Depth
o Integrate the most important academic vocabulary into your instructional routine
o Possibly use Marzano’s 6 step process.
Adapted from 2010 Texas Education Agency/ University of Texas System/ Education Service Center Region X111
Criteria for Choosing Important Academic Vocabulary
Determine the “big ideas”(major concepts) of the unit which students will need to develop a deep understanding
Think about how these overall ideas are reflected by the vocabulary and concepts.
Select the important words that develop these “big ideas” in depth
Use the Academic Vocabulary section of the TEKS Clarifiers in Eduphoria
Introduce and develop these words at the beginning of the unit of study, during and after.
Examples:
ELAR – Plot, Paragraphs
Math – Place Value, Decimals
Science – Safety, Senses
Social Studies – Civil Rights, Rules
A Six-Step Process for Teaching New Terms
1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, symbol, or graphic representing the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that allow them to play with terms.
(Marzano and Pickering, 2005)
Step 1: Provide a description, explanation, or example of the new term.
Introduce direct experiences that provide examples of the term.
Tell a story that integrates the term.
Use a video or computer images as the stimulus for understanding the information.
Ask individual students or small groups to do some initial investigation into the term and present the information.
Use current events to help make the term applicable to something familiar to the students.
Describe your own mental pictures of the term.
Find or create pictures that exemplify the term.
Step 2: Ask students to restate the description, explanation, or example in their own words
Step 3: Ask students to construct a picture, symbol, or graphic representing the term
• Model drawings• Provide examples
of students’ drawings and your own drawings that are rough but that represent the ideas
• Allow students, at first, to work together.
Step 3: Science Example
Income tax is the money we pay to the government that they use to provide things we all need, like roads. The money is taken out of our paychecks.
Step 3: Social Studies Example
A fraction tells you how many parts a whole thing is divided into (denominator) and then how many of those parts you are thinking about (numerator). Example: 4/10
Step 3: Mathematics Example
Demonstrating Addition in Kindergarten or First Grade
Verbal-Visual Word Association
Frayer Diagram
4-Fold Vocabulary
Multiple Representations
Summarize Marzano’s First Three Steps in 7 Words
Describe it. Restate it. Provide a visual.
1. Provide a description, explanation, or example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, symbol, or graphic representing the term.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks
Examples:
Comparing Terms Classifying Terms Solving Analogy Problems Identify Synonyms or Antonyms for the term Highlight a Prefix or Suffix That Will Help Students
Remember the Meaning of a Term
Comparing Terms
A and B are similar because they both
________________
________________
________________
A and B are different because
A is __________, but B is ___________.
A is __________, but B is ___________.
A is __________, but B is ___________.
Comparing Terms
Fun and Enjoyment are similar because they both
________________.
________________.
________________.
Fun and Enjoyment are different because
Fun is____, but Enjoyment is ___________.
Fun is____, but Enjoyment is ___________.
Fun is____, but Enjoyment is ___________.
Comparing Terms
Fractions and Decimals are similar because they both
________________.
________________.
________________.
Fractions and Decimals are different because
Fractions ______, but Decimals ______.
Fractions ______, but Decimals ______.
Fractions ______, but Decimals ______.
Comparing Terms Activity
A First Year Teacher and a Veteran Teacher are similar because they both
________________
________________
________________
A First Year Teacher and a Veteran Teacher are different because
A First Year Teacher is __________, but a Veteran Teacher is ___________.
A First Year Teacher is __________, but a Veteran Teacher is ___________.
A First Year Teacher is __________, but a Veteran Teacher is ___________.
Venn Diagrams – Place Numbers or Words in a Venn Diagram and Have Students Guess the Labels
Roots and Affixes
Understand the roots and affixes that frequently occur in each discipline
Roots and Affixes can be used across disciplines
Make connections to words in previous learning
Examples ELAR: Tricycle – Three (tri) wheels
Math: Triangle – Three (tri) angles
Step 5: Periodically ask students to discuss the terms with one another
Think Pair ShareImage Streaming
Think – Pair - Share
Think: Review your explanation and visual image of the two words ______ and _______.
Pair: Discuss your picture and explanation with another peer.
Share: Share your observations with the whole group
Image Streaming
Student A: Talks about everything he or she knows about a vocabulary word with no interruptions.Student B: Listens
Student B: Talks about everything he or she knows about the same vocabulary word with no interruptions.Student A: Listens
Student A and B share information on what they each talked about and how their ideas are related to one another.
Step 6: Involve students periodically in games that allow them to play with terms
Vocabulary Activities
Vocabulary Games
Interactive Word Wall Activities
Word Sorts - ActivityPossible Word Sort Categories:
Root Words
Prefixes
Suffixes
Concepts
Types of Sorts:
Open Sorts – students create their own categories to sort words learned
Closed Sorts – students categorize words based on categories already established by the teacher
Vocabulary Tic Tac Toe
Draw a large tic-tac-toe grid on the board. Put a vocabulary word in each box.
Divide the class into 2 teams (X’s and the O’s)
Determine the starting team and have the first person on that team give the definition of a word on the grid.
If correct, the team gets the X or O, and it is the next team’s turn.
The first team with 3 in a row wins.
Who Wants to be a Millionaire?
Write the dollar amounts on the next slide where it can be seen by the students.
Divide the class into 2 teams.
The first student on each team goes to the board. The teacher reads the definition. The first student to write the correct word for the definition gets the next dollar amount for his/her team. Continue this process until a team gets $1,000,000.
Who Wants to be a Millionaire?$100
$250
$500
$1,000
$2,500
$10,000
$25,000
$50,000
$100,000
$250,000
$500,000
$1,000,000
Who Wants to Have $20?
Write the dollar amounts on the next slide where it can be seen by the students.
Divide the class into 2 teams.
The first student on each team goes to the board. The teacher reads the definition. The first student to say the correct word for the definition gets the next dollar amount for his/her team. Continue this process until a team gets $20.
Who Wants to Have $20?$1
$2
$3
$4
$5
$6
$7
$8
$9
$10
$20
Marzano’s Six-Step Process for Teaching New Terms
To Introduce a new term and develop an initial understanding of it:1. Provide a description, explanation, or
example of the new term.
2. Ask students to restate the description, explanation, or example in their own words.
3. Ask students to construct a picture, symbol, or graphic representing the term.
Different types of multiple exposures that students should experience over time to help them shape and sharpen their understanding of the terms4. Engage students periodically in
activities that help them add to their knowledge of the terms in their notebooks.
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that allow them to play with terms.
Image StreamingActivity
Teacher A: Talks about everything he or she will commit to doing to support vocabulary understanding with no interruptions.
Teacher B: Listens
Teacher B: Talks about everything he or she will commit to doing to support vocabulary understanding with no interruptions.
Teacher A: Listens
Teachers A and B share information on what they each talked about and how their ideas are related to one another.
Types of Self-Assessment
Scale for Self-Evaluation of Knowledge of Terms
Knowledge Level Description
Level 4 I understand even more about the term than I was taught.
Level 3 I understand the term and I’m not confused about any part of what it means.
Level 2 I’m a little uncertain about what the term means, but I have a general idea.
Level 1 I’m very uncertain about the term. I really don’t understand what it means.
WORD WALLS
ESSENTIAL CHARACTERISTICS
VISUAL THAT MAKES A CONNECTION FOR ME
EXAMPLES NON-EXAMPLE
Word Walls: What It Is“A word wall is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool to use, not just display. Word walls are designed to promote group learning and be shared by a classroom of children.”
McCarrier, Pinnell & Fontas (2000): Interactive Writing: How Language & Literacy Come Together, K-2. (p. 46).
WORD WALLS
ESSENTIAL CHARACTERISTICS
VISUAL THAT MAKES A CONNECTION FOR ME
EXAMPLES NON-EXAMPLE
Word Walls: What It Is
“A word wall is a systematically organized collection of words displayed in large letters on a wall or other large display placein the classroom. It is a tool to use, not just display. Word walls are designed to promote group learning and be shared by a classroom of children.”
McCarrier, Pinnell & Fontas (2000): Interactive Writing: How Language & Literacy Come Together, K-2. (p. 46).
WORD WALLS
ESSENTIAL CHARACTERISTICS
VISUAL THAT MAKES A CONNECTION FOR ME
EXAMPLES NON-EXAMPLE
• Students must encounter words in context more than once to learn them (an average of 6 times).
• One of the best ways to learn a new term is to associate an image with it.
• Direct vocabulary instruction enhances students’ ability to read and learn subject matter content.
• Rote memorization of definitions is ineffectivefor the majority of students, especially ELL learners.
Word Walls: What Research Says
• Teacher describes, uses or illustrates the new term• Students explain the new term in their own words• Students draw a picture to represent the new term,
engaging the non-linguistic learning styles • Students use the words in other contexts and in their
writing• Students discuss the terms with peers • Students participate in vocabulary games using word
walls
Using Word Walls: What Research Says
Word Walls: Station Rotation
• Six stations; 5 minutes each• About 8 people at a station• Rotate and move in any order• Add information to complete your Frayer
model• Optional: Take your device to record
examples that resonate with you• Be ready to come back and share out
The following slides show the 6 Stations’ contents
Station A: Where To Find Words For The Word Wall
For each content area standard, the academic vocabulary is now listed on the updated clarifiers
For each content area standard, the academic vocabulary is now listed on the 2015-16 updated clarifiers
See the example clarifiers to help you determine the most important words for your word wall this first six weeks
Station A: Using Graphic Organizers With The Word Wall
A word wall is a teaching tool to use
What activities can you set up so students can interact with the words?
Take a look at some of the graphic organizers your students can use to interact at different levels with your words
Station B: 5 Keys To A Successful Word Wall
Use it as a teaching tool – not just for display
Commercially prepared words can be a good start, but move toward student-created enhancements; student-created is best
Remove words that students have mastered or when your purpose has changed
Focus on essential words they need to know – introduce about 5 words a week
Teachers will need to model interactions with word walls, especially at the beginning of the year
Station B: Good…Better…Best In Word Walls
Take a look at some of the examples of word walls
Using the rubric, how would you rate these examples?
Student created word walls
Students use to speak and write to define: “My rock has an oval shape, a smooth texture, is gray and it is big.”
Definitions, terms and realia as examples
Word with shared investigation as illustration for meaning
Combination math/science word wall with concrete examples
Math word wall with realia
Use of realia in reading
Personal word map as part of overall all word wall
Term, definition and realiafor examples
Commercially made cards
Teacher made with student Frayermodels
Station C: 2 Word Wall Activities
Print out pictures, words and definitions and have students match in the following ways:Word to image
Word to definition
Image to definition
Word, image and definition all together
Roll the Dice activity (see below)
Station D: 2 Word Wall Activities
$100,000 Pyramid (see below) Mark words to use on the word wall or display on white board
Find a partner and use the mini-Pyramid game board to try it out
Check off 5 (see below)
standards coach rigor
word wall
relevance
vocabulary
interactive
Teacher’s Edition!
VOCABU
LARYPYRAMID
anchor chart
Station D: 2 Word Wall Activities
Station E: 3 Word Wall Activities
Vocabulary dominoes (see baggie) Blank templates can easily be found online
Use with word to definition, or up the rigor and have students justify the connection between content words (i.e. “heat can go with melting because when something melts, it is heating up”)
Come Forward (see below)Thinking Bubble (see below)
Station F: 2 Word Wall Activities
Linking Guiding Questions & Academic Vocabulary (see Social Studies example) Use the Guiding Questions from the Unit Overviews and the Academic Vocabulary
Students will answer the unit’s Guiding Questions using the vocabulary in speaking, with writing stems or in open-ended responses
Give Me a Hint (see below)
Station F: Linking Unit Overview Guiding Questions and Unit Academic VocabularyExample below is from Grade 3 Social Studies Unit 3: Understanding Geography Reading and Using a Map
Uni
t G
uidi
ng Q
uest
ions
What is the purpose of a map and globe?
How do you use cardinal and intermediate directions to find places in a relationship to where we live?
What is a compass rose, grid system and symbols?
What is map scale? Why is it important in understanding the size of places and the distance between locations?
What are all the parts of a map?
Why is reading and interpreting a map important to you?
How would a map work if some of the parts were missing?
Why would a map change over time?
Un
it A
cad
emic
Voc
abu
lary
Identify
Use
Compass Rose
Grid System
Symbols
Cardinal directions
Intermediate directions
Locate
Maps
Globes
In relation to
Scale
Distance
Word Walls: Share Out
Anchor Charts
Anchor Chart
What makes it an anchor chart?
Anchors a specific piece of learning within the environmental print of the room.
Students and teachers interact with the chart on multiple occasions.
The chart stays in the learning environment and is accessible to students to refer back to.
Why use anchor charts?
Builds academic environmental print in the room.
Gives students a place to refer back to new learning.
Non-linguistic representation builds memory and comprehension.
The chart can be used as a focus point for class discussion.
Non-linguistic Representation
Pictures, drawings, doodles, diagrams, and other examples are powerful not only for our youngest students, but for our language learners as well.
Non-linguistic representation is shown to increase memory as well as build vocabulary.
The Pinterest Conundrum
It doesn’t have to be adorable.
You don’t have to be an artist.
There is instructional power in creating them WITH your students.
Seeing the anchor chart over time and referring back to it helps students cement their learning and move learning from short term memory to working and then long term memory.
Read
ing
Mat
h
Scie
nce
Soci
al S
tudi
es
Storage
It’s Your Turn
Get with your grade level team.
Open your envelope and examine the learning standard that is inside.
Together with your group, create an anchor chart that would be helpful to your students.
Anchor charts will be shared in a Gallery Walk.
Gallery Walk
Look at the displayed anchor charts.
On sticky notes leave positive feedback.
Be ready to share out something great from two different content areas.
Making Thinking Visible: Compass Points
Compass Points
N-Need to know. What information do you still need?
E-Excited. What are you excited about?S-Suggestions. What do you suggest?W- Worries. What worries do you have?
Objectives for Today
Clarify and understand the importance of teaching academic vocabulary and using activities with the students to internalize the meaning of the terms.
Set a goal for implementing instructional strategies to teach content specific concepts and vocabulary.
Experience using interactive word walls and anchor charts to help students better understand academic vocabulary and specific content concepts.
