Building Vocabulary
Lesson Plan Building Vocabulary: Making Multigenre Glossaries Based on Student Inquiry
www.readwritethink.org/classroom-resources/lesson-plans/building-vocabulary-making-multigenre-1143.html
20 digital tools for vocabulary
http://www.learningunlimitedllc.com/2013/02/20-digital-tools-for-vocabulary/
{5 Steps Series} 5 Simple Steps for Effective Vocabulary Instruction
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
3 Tiers of Words
*Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization
◦E.g., lava, aorta, legislature, circumference
*Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas
◦E.g., vary, relative, innovation, accumulate, surface, layer
*Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level
E.g., clock, baby,
Common Core State Standards, Appendix A, page 33
*Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization
◦E.g., lava, aorta, legislature, circumference
*Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas
◦E.g., vary, relative, innovation, accumulate, surface, layer
*Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level
E.g., clock, baby,
Common Core State Standards, Appendix A, page 33
Using the SIOP Model to Improve Middle School Science Instruction
Use of the SIOP Model in Science.
Science is a subject with high language demands. As of 2007-2008, it is also one of the subjects in which student assessment is mandatory under the No Child Left Behind legislation. By using the SIOP Model to plan and deliver science lessons, teachers can better meet the unique linguistic and academic needs of their students learning English. Drawing from the middle school science curricular units that we created for the National Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), we will highlight key features of the SIOP Model that illustrate ways in which teachers can support English language learners’ academic English development and acquisition of science concepts.
http://www.cal.org/create/publications/briefs/using-the-siop-model-to-improve-middle-school-science-instruction.html
Use of the SIOP Model in Science.
Science is a subject with high language demands. As of 2007-2008, it is also one of the subjects in which student assessment is mandatory under the No Child Left Behind legislation. By using the SIOP Model to plan and deliver science lessons, teachers can better meet the unique linguistic and academic needs of their students learning English. Drawing from the middle school science curricular units that we created for the National Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), we will highlight key features of the SIOP Model that illustrate ways in which teachers can support English language learners’ academic English development and acquisition of science concepts.
http://www.cal.org/create/publications/briefs/using-the-siop-model-to-improve-middle-school-science-instruction.html
Academic Vocabulary Study in the CCSS: Embedded, Deep and Generative Practices
http://mhreadingwonders.com/wp-content/themes/readingwonders/docs/9431_Bear_Author_9-4.pdf
Word Generation: Taking a Successful Program to a New Level
Word Generation is a research-based vocabulary program for middle school students designed to teach academic language in language arts, math, science, and social studies classes. The CCDD initiative takes Word Generation to two new domains: a) content-area literacy focus in middle school social studies and science instruction, and b) an introduction to academic language through discussion-based cross-disciplinary units of study in grades four and five.
Interesting ideas for developing vocabulary
Video 1 of 6: About the new "enhanced" Word Generation
Video 2 of 6: Word Generation for Fourth and Fifth Grades
Video 3 of 6: Middle School Word Generation Social Studies Content Literacy Focus
Video 4 of 6: Middle School Word Generation Science Content Literacy Focus
Video 5 of 6: What do we mean by Word Generation - Traditional
http://ccdd.serpmedia.org/curriculum-wg-overview.php
Content Literacy Alignment to Common Core Standards
The section of the article, listed above, is excellent for identifying the standards that apply to all content areas.
https://keystoliteracy.com/wp-content/pdfs/5a-articles/Adolescent_Literacy_Content_Literacy_and_the_Commone_Core.pdf
| content_area_vocab_worksheet.docx |
Middle School Mathematics Vocabulary Word Wall Cards
http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/math_vocab_cards_6-8.pdf
http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/math_vocab_cards_6-8.pdf
Reading Instructional Families – Vocabulary Acquisition and Use
https://wiki.ncscpartners.org/images/d/db/Instructional_Families_Vocabulary_Acquisition.pdf
https://wiki.ncscpartners.org/images/d/db/Instructional_Families_Vocabulary_Acquisition.pdf
Vocabulary for Content-Area Learning
http://ohiorc.org/orc_documents/ORC/Adlit/InPerspective/2008-10/in_perspective_2008-10.pdf
http://ohiorc.org/orc_documents/ORC/Adlit/InPerspective/2008-10/in_perspective_2008-10.pdf
RAFT Writing
http://www.adlit.org/strategies/19783/
RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences. Students learn to respond to a writing prompt that requires them to think about various perspectives (Santa & Havens, 1995):
http://www.adlit.org/strategies/19783/
RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences. Students learn to respond to a writing prompt that requires them to think about various perspectives (Santa & Havens, 1995):
- Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?
- Audience: To whom are you writing? A political rally? A potential employer?
- Format: In what format are you writing? A letter? An advertisement? A speech?
- Topic: What are you writing about?
| r.a.f.t._pre-writing_activity.docx |
11 Tips on Teaching Common Core Critical Vocabulary
http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger
http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger
Power Point presentation - Building Vocabulary
| ccrs_lms_22_may_2015_(2).pptx |
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Vocabulary Development Resources
http://wvde.state.wv.us/strategybank/vocabulary.html
http://wvde.state.wv.us/strategybank/vocabulary.html
Building an Academic Vocabulary - activities - Marzano
| building_an_academic_vocabulary___marzano.pdf |
Longer version with examples and activities - Marzano
http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
Sorting Activity Three Tiers of words
| sorting_activity_three_tiers_of_words.pdf |
Remove Limits To Learning - Systematic Vocabulary Instruction
http://education.illinoisstate.edu/downloads/casei/AV-5-6%20handout%20%20vocab%20remove%20limits.pdf
http://education.illinoisstate.edu/downloads/casei/AV-5-6%20handout%20%20vocab%20remove%20limits.pdf
Games and Activities that Games and Activities that Build Academic Vocabulary
A lot of information on this power point from San Diego
https://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf
A lot of information on this power point from San Diego
https://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf
Academic Vocabulary lists for Science, Math, Language Arts and Social Studies K-9
| grade_level_marzano_list_-la,_ss,_sci,_m.xls |
Grades K-12 Vocabulary lists / Lists can be found on the left column.
http://www.hpcsd.org/district.cfm?subpage=29208
Flocabulary K-8
Flocabulary presents academic content in a highly-engaging, contemporary format. Videos let the topic speak for itself, providing students with both visual and aural exposure. And videos aren't only for introducing new topics: Use them to review and provide ongoing enrichment as well.
The Word Up Project teaches students words that they are likely to encounter on high-stakes tests. Flocabulary's research team created these word lists by first compiling words from grade-appropriate novels and basal readers (with an emphasis on Tier 2 words). The researchers then analyzed how often these vocabulary words appeared on state tests. The words that appeared most often are the ones taught in The Word Up Project.
https://www.flocabulary.com/wordlists/
http://www.hpcsd.org/district.cfm?subpage=29208
Flocabulary K-8
Flocabulary presents academic content in a highly-engaging, contemporary format. Videos let the topic speak for itself, providing students with both visual and aural exposure. And videos aren't only for introducing new topics: Use them to review and provide ongoing enrichment as well.
The Word Up Project teaches students words that they are likely to encounter on high-stakes tests. Flocabulary's research team created these word lists by first compiling words from grade-appropriate novels and basal readers (with an emphasis on Tier 2 words). The researchers then analyzed how often these vocabulary words appeared on state tests. The words that appeared most often are the ones taught in The Word Up Project.
https://www.flocabulary.com/wordlists/
Tier 2 words from Smarter Balance - one of the two consortiums developing assessments for CC.
The following is a brief list of some representative tier 2 words chosen from thousands of such words in English. The list is suggestive, not exhaustive. The words are listed in approximate grade-level bands to show that there are important tier 2 words to be taught and tested at every grade level. These words are used in many different contexts and exhibit various shades of meaning based on those contexts. Students who know tier 2 words like the ones listed here are greatly advantaged in the close, analytic reading required by the Common Core standards.
http://cms.sau16.org/Common_Core_Smarter_Balanced_Word_List.pdf
The following is a brief list of some representative tier 2 words chosen from thousands of such words in English. The list is suggestive, not exhaustive. The words are listed in approximate grade-level bands to show that there are important tier 2 words to be taught and tested at every grade level. These words are used in many different contexts and exhibit various shades of meaning based on those contexts. Students who know tier 2 words like the ones listed here are greatly advantaged in the close, analytic reading required by the Common Core standards.
http://cms.sau16.org/Common_Core_Smarter_Balanced_Word_List.pdf
SuperKids Vocabulary Builders
Looking for an easy way to improve your students' (or your own) vocabulary? These should help - and hopefully be fun, too!
http://www.superkids.com/aweb/tools/words/
Looking for an easy way to improve your students' (or your own) vocabulary? These should help - and hopefully be fun, too!
http://www.superkids.com/aweb/tools/words/
Websites to support Vocabulary Development
The size of a student’s vocabulary is probably the single-most important language-related factor for achievement in education.
wvde.state.wv.us/strategybank/vocabulary.html
The size of a student’s vocabulary is probably the single-most important language-related factor for achievement in education.
wvde.state.wv.us/strategybank/vocabulary.html
Building Math Vocabulary
www.spellingcity.com/math-vocabulary.html
Students must understand mathematical terminology and key words to gain access to any math problem.
connectedmath.msu.edu/classroom/differentiating/english-language-learners/supporting-vocabulary-development/
www.math.com/school/glossary/glossindex.html
www.spellingcity.com/math-vocabulary.html
Students must understand mathematical terminology and key words to gain access to any math problem.
connectedmath.msu.edu/classroom/differentiating/english-language-learners/supporting-vocabulary-development/
www.math.com/school/glossary/glossindex.html
Vocabulary Strategies in 15 Minutes!
Direct instruction of vocabulary can help students learn enough words to become better readers, and becoming a better reader can in turn help students learn even more vocabulary. So how do we teach students to learn or acquire new vocabulary? Research suggests that vocabulary instruction should include the following components: definitional and contextual information about a word; multiple exposures to a word in different contexts; and encouragement of students' active participation in their own learning of the new words.1 Here are 15 vocabulary activities that you can integrate into your classroom starting tomorrow!
http://learningtasks.weebly.com/vocabulary-strategies.html
