Anchor Charts

95 Pages·2015·2.43 MB·English

by  Fielder, Dawn

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.
Experience using interactive word walls and anchor
charts to help students better understand academic
vocabulary and specific content concepts.
Set a goal for implementing instructional strategies to
teach content specific concepts and vocabulary.
Academic Vocabulary
Instruction
Impact of Direct Vocabulary Instruction
Percentile Rank on Test
90
80
70
60
50
40
30
20
10
0
No Vocabulary Instruction Direct Vocabulary Instruction
Source: Building Academic Vocabulary by Robert J. Marzano and Debra J. Pickering
How Do I Teach Academic Vocabulary?
 Teach Specific Vocabulary Words Directly
These are words that are specific to an assignment
o
The method chosen reflects how extensively you
o
want your students to understand the vocabulary
chosen.
 Teach Important Words in Depth
Integrate the most important academic vocabulary
o
into your instructional routine
Possibly use Marzano’s 6 step process.
o
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
Provide a description, explanation, or example of the new term.
1.
Ask students to restate the description, explanation, or example in
2.
their own words.
Ask students to construct a picture, symbol, or graphic representing
3.
the term.
Engage students periodically in activities that help them add to
4.
their knowledge of the terms in their notebooks.
Periodically ask students to discuss the terms with one another.
5.
Involve students periodically in games that allow them to play with
6.
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.