Bilingual/ESL Department
Dr. Romeo Romero
September 6, 2010
 Welcome
 Warm
–Up Activity
 Video I
 Research
 Six Step Process
 Video II
 Games, Websites, Activities
 Group Project
 Presentations
1.What factors influence
academic achievement?
2. What are the implications for
students failing to graduate
from high school?
 SNL
- Seinfeld - History Class - World War
II.mpg
 Add
vocabulary cartoon here
People’s knowledge of any topic is summed up
in the words they know that are relevant to the
topic.
Example:
People who know about skiing understand terms such as fall
line, snow plow, corn snow, unweight, powder, packed powder,
green slope, blue slope, black slope, mogul, carving, and face
plant.
The more students understand these terms, the easier it is
for them to understand information they may read or hear
about the topic.
 Many
students acquire background knowledge
based on their experiences outside of the
classroom. When families travel extensively,
children are exposed to a variety of individuals,
experiences, and cultures.
 Other
students come from families with fewer
resources that have lacked such opportunities
and have not acquired important academic
background.
 Both
types of students enter school with
significant discrepancies in terms of their
chances for academic success
 With
time, the gap in academic background
knowledge grows even larger, as does the gap
in academic achievement between the two
groups
 English
Language Proficiency Standards
 Texas English Language Proficiency
Assessment System
 Proficiency Level Descriptors
 English Language Learners
 Sheltered Instruction Observation Protocol
 Language Proficiencies
 The
vocabulary of entering 1st graders
predicts not only their word reading ability
at the end of 1st grade..(Senechal &Cornell
1991)
 But also their 11th grade reading
comprehension (Cunningham & Stanovich,
1997).
 “Given
the importance of academic
background knowledge and the fact that
vocabulary is such an essential aspect of
it, one of the most crucial services that
teachers can provide, particularly for
students who do not come from
academically advantaged background is
systematic instruction in important
academic terms.”
Words
used in schoolwork,
including words used in
each curriculum area and
general academic terms
 Leading
researcher in education
 Speaker, trainer and author of more than 30
books and 150 articles on topics such as
instruction, assessment, writing and
implementing standards, cognition, effective
leadership and school interventions.
 Building Academic Vocabulary
 Dr.
Marzano describes a six-step process in
the instruction of vocabulary:
 The first three steps are to assist the
teacher in direct instruction.
 The last three steps are to provide the
learner practice and reinforcement.
Step l: Teacher provides a description,
explanation or example.
Step 2: Teacher restates the description,
explanation or example.
Step 3: Students draw a picture, symbol or
graphic representation.
Step 4: Students add to their knowledge of
the terms in their notebooks.
Step 5: Students discuss terms with one
another.
Step 6: Students play games that allow
them to practice new terms.
“The prevailing meteorological conditions, or
weather of a place including temperature,
precipitation, and wind.”
 Determine
prior knowledge
1. What do you think you know about this
word?
2. Where have you heard this word before?






Tell a story that integrates the term
Use video or computer images as the stimulus in
understanding the information
Use current events to help make the terms applicable to
something familiar to students
Describe your own mental pictures of the terms.
Find or create pictures that exemplify the term.
Ask individual or small groups to do some initial
investigation into the term and present the informationperhaps in the form of a skit or pantomime- to the class
 Climate
is the word that describes what
weather is generally like in a particular
place. If someone says that a place has a
warm dry climate, it means that the winters
are not really cold and there is probably not
much snow, plus the summers are probably
pretty hot without much rain.”
 Select
one of the following academic vocabulary
words from your content and provide a simplified
definition
 Language
 Math Social
Arts- personification, antagonist, flashback
diameter, variable, circumference
Studies- tyranny, megalopolis, democracy
 Science- energy, hypothesis, osmosis
 Remind
learners to use their own words, no
parroting of teacher’s description
 Request that students record these in their
Academic Notebook Worksheet, “In My Own
Words (Describe)” section.
 These notebooks can travel with the learner as
he/she moves through each grade level and
become a compilation of vocabulary terms
mastered.
 Monitor
students to determine if any
confusion exists.
 Allow students to discuss the term with
partners or small groups
 Provide more descriptions, explanations, or
examples if necessary
*If they have the general idea but are struggling with stating what
they are thinking, you might move on to Step 3 and ask them to
create a non linguistic representation and then go back to the
linguistic description.
Czar ( in my own
words)
A czar was like the
king of Russia. He
ruled over all people.
 Select
a partner. Have your partner provide
you with a description of an academic term
 Write
the vocabulary terms and restate
description, explanation, or example of your
academic word in your Academic Notebook
Sheet.
 Ask
the student to draw a picture, symbol, or
locate a graphic to represent the new term
 Dramatize the term
 Provide examples of students’ drawing and
your own drawings that are rough but that
represent the ideas
 Allow students to work together
 Model for the students
 Request that students record these in the
Academic Notebook Worksheet, Draw
section.
 Add
your own vocabulary drawing, symbol,
graphic in the “Draw” section of Academic
Notebook Workbook.
 Identify
synonyms or antonyms
 List related words
 Write reminders of common confusions
 Draw an additional graphic
 Write metaphors and analogies
 Compare terms
 Classify terms
 Write a cognate
 Student records in Academic Notebook Work
Sheet
Rules King Emperor Ruler Caesar Tzar
Leader Monarch Sovereign Head of state
Teacher is to faculty:: Czar is to leader
Principal
Czar
AS
School
Country
Write brief cautions or reminders of common
confusions, such as false cognate
A.
B.
globe- globo
exit- exito
 Have
students add to their term ( synonyms,
antonyms, graphics, cognates etc..)
 Have
students discuss and share with one
another
 Think-Pair-Share
 Ask
students to discuss, describe and explain
terms with each other
 2 minute vocabulary BUZZ where students
share their work
 Students can add to or revise their record on
Academic Notebook sheet
 Meet
with your department as a whole and
review each other’s work
 Select
from 3 to 5 samples to showcase.
Use the Post-It tablets
 Quickly
monitor and evaluate your students
understanding of new terms using the levels
indicated in this section
 Six-Step
Process for Teaching Vocabulary

Games are the most underused instructional tools in education.

Games help teacher keep new terms in the forefront of students’
thinking

Games allow students to reexamine their understanding of terms

Students improve their academic vocabulary and their
communication skills (ELPS)

Provide opportunities for students to work together (lowers
anxiety level, practice of the English language )

Teachers need to set aside blocks of time each week or play
games in order to energize students and guide them in the review
and use of important terms.
 Jeopardy
 Pyramid
I
have, who has?
 Pictionary
 Charades
 $1000,000 Pyramid
 Bingo- you give the definition, student marks
the word
 Create a skit (assign groups of 3-4 kids 3
vocabulary words to made a skit)
 Jeopardy3March.ppt
Games2NewDakota.ppt

Using CScope’s Academic Vocabulary listing
for this 6 weeks, create two games that you
will implement in your classrooms.
 Be
ready to present to your peers
Online Games www.its.leesummit.k12.mo.us/gameresources

Jeopardy – www.hardin.k12.ky.us/res_techn/countyjeopardygames
Word Sift – www.wordsift.com
 Pictionary – www.pictionary.com
 Charades - www.charades.com
 Bingowww.bingo.com
 Wordle- www.wordle.net
Vocabulary Websites:
www.visuwords.com
www.dictionary.com
www.wordsmith.org
www.isualthesaurus.com
www.thesaurus.com
www.askoxford.com
www.merrian-webster
www.alphadictionary.com
www.metaglossary.com
www.thsrs.com

60
50
Average
Student
Gains Over
One Year
(Tennessee)
40
30
53%
20
10
14%
0
With
Ineffective Teacher
With
Effective Teacher
Source: William Sanders and Joan Rivers, “Cumulative and Residual Effects of Teachers on
Future Student Academic Achievement,” 1996.
Enjoy Your Class!