presented by marie flood and amy pope getting the best out of students
TRANSCRIPT
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Working with English Learners and Culturally and
Linguistically Diverse Students
Presented by Marie Flood and Amy Pope
Getting the Best Out of Students
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AGENDA
How Much Do You Really Need To Know? LTLL’s (Another Acronym)
Biggest Bang For Our Buck Vocabulary Context Clues
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Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge (Baker, Simmons, & Kame’enui, 1998).
Vocabulary Knowledge
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How Many Words Do Students Need to Know to Understand Content?
Please read the passage from Harris, C. H. Curriculum Based Assessment: A Primer
Vocabulary
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Possessing the capacity to learn unfamiliar words requires a student to know almost all the other words in the text.
Indeed, if students don’t know at least 95% of the words in a text, comprehension of the main points is likely to be inadequate (Strategic Education Research Partnership, 2008).
Surprising Facts about Vocabulary
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How The Brain Acquires Language
Video https://www.youtube.com/watch?feature=player_detailpage&v=qRRiWg6wYXw#t=98
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Brain Overload
Brain has an intrinsic mechanism for shutting down input when it needs to (Eric Jensen 2008)
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Teaching is not easy!!!!!Not only that our students forget information….
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Using textbook material in a study of 3,605 6th grade students, H. Spitzer found that the rate of forgetting:
o After one day 46% forgotteno After seven days 65% forgotteno After 14 days 79% forgotteno After 21 days 82% forgotten
Memory Research
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Students need processing time. Teaching new content may require processing time of 2-5 minutes every 10-15 minutes.
10:2 Lecture (Brechtel, 2001)After every ten minutes of instruction students
spend two minutes discussing what they have learned.
Implications
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Elbow Up!Tell us What You have Learned So Far-
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How We Teach Student Survival Skills
What happens first in a period of time and what happens last are usually the longest remembered.
What happens just past the middle is often the 1st to be forgotten.
BeginningEnd
Research for Better Teaching – www.rbteach.com
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At the beginning of class, review important ideas.
Get students actively involved in the middle.
Select important ideas from the middle of the period and include them in the summarizing at the end.
Research for Better Teaching – www.rbteach.com
Memory Research
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This passage has 16 occurrences of six unknown words, or 93% known words, making it impossible to comprehend. Therefore, teaching unknown vocabulary to students is imperative!
93%
7%
Known Words Unknown Words
Why 95% Vocabulary Accuracy?
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Vocabulary is essential to students’ academic success but what words should we choose and what
strategies should we use to teach them?
Vocabulary
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Shift 1: Balancing Informational & Literary Text
Shift 2: Knowledge in the Disciplines Shift 3: Staircase of Complexity Shift 4: Text-based Answers Shift 5: Writing from Sources Shift 6: Academic Vocabulary
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College and Career Readiness Anchor Standards for
Language L.CCR.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.CCR.5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
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College and Career Readiness Anchor Standards for
Language L.CCR.6: Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word of phrase important to comprehension or expression.
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College and Career Readiness Anchor Standards for
Language L.CCR.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
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Context Clues
Match the Clue
Please read your cards and decide what type of context clue helped you to understand the meaning of the underlined word.
Place the cards under the appropriate headers: Definition, Synonym, Antonym, Example, General, or NCAA (No Clue At All).
Adapted from the Florida Center for Reading Research, 2007
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Answers
Definition: 6 Synonyms: 3 Antonyms: 4 Example: 5 General: 2 NCAA: 1
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Students work with partners or small groups
They arrange words with similar meaning in a continuum from least to most
Students share their final results with the class and explain their reasoning
Least
Most
Degrees of Meaning
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Sand
Boulder
Clay
Granule
Cobble
Silt Pebble
Sediment (Particle) Sizes
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Boulder
Cobble
Pebble
Granule
Sand
Silt
Clay
Answers
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Calm
Strong Winds
Moderate Winds
Fresh Winds
Violent Storm
Gale
Storm
Near Gale
Strong Gale
Hurricane
Light Winds
Winds
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Hurricane
Violent Storm
Storm
Strong Gale
Gale
Near Gale
Strong Winds
Fresh Winds
Moderate Winds
Light Winds
Calm
Answers
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http://vimeo.com/27077248
http://www.schooltube.com/video/f5579f0c03224cc487b7/
Vocabulary
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According to Isabelle Beck, words may be categorized
into three levels:
Tier 1: High Frequency
Tier 2: General Academic - frequently
occurring words across a variety of domains
Tier 3: Domain Specific - specialized
vocabulary
Vocabulary Instruction
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Most commonly used words:
Tier 1: High Frequency Words
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Tier 2: General
Academic - frequently occurring words across a variety of domains:
complex identify coincidence absurd
Tier 3: Domain Specific -
specialized vocabulary. Words typically associated with a content area or topic:
evaporation peninsula isotope refinery
Tier 2 and Tier 3
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Sorting Activity
With your partner, please place the following words under the appropriate Tier:
come analyze could
relative lava expectation
impressionism there circumference
itemize photosynthesis book
legislature vary establish
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Answers
Tier 1: come, there, book, could
Tier 2: relative, analyze, establish, expectation, vary, itemize
Tier 3: impressionism, lava, photosynthesis, legislature, circumference
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College and Career Readiness Anchor Standards for
Language L.CCR.6: Acquire and use accurately a range of general academic
and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word of phrase important to comprehension or expression.
General academic: Tier 2 words Vessel: a ship or large boat (Social Studies) a hollow container, esp. one used to hold liquid (Science)
Domain – specific: Tier 3 words photosynthesis peninsula
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Give One, Get One, Move On
A sheet of paper is divided into a given number of boxes.
Students individually fill in two or three of the boxes with ideas they want to remember, key points, etc.
Afterwards, they get out of their seats and walk up to someone to “give an idea away” and get an idea.
After the exchange, students move on to another partner to share their idea and to collect a new one.
Students return to their desks for a whole class discussion.
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Vocabulary
Students need repeated exposures and repeated opportunities to connect and authentically use the new words over time – in writing, in reading, and in talking and listening. Lasting learning needs cohesion and reinforcement. As a student once asked, “Once you know a word, then what?” We must teach students how to use the word (Zwiers and Crawford, 2011).
Most typically developing children need to encounter a word about 12 times before they know it well enough to improve comprehension (Biemiller; Nagy, & Anderson).
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How much do students retain from instruction?
Average Retention Percent after 24 hoursLecture 5%
Reading 10%
Audio-Visual 20%
Demonstrations 30%
Discussion Groups 50%
Practice by Doing 75%
Teach Others 90%
How the Brain Learns, Dr. David A. Sousa
Brain Research