Dynamic Vocabulary and Sentence Building Strategies to Kick W i i U Writing Up a Notch N h Presented by Carolyn Hood CTA 2016 ©2002, 2016 Learning Headquarters 7290 7 90 Navajo Road, oad, Su Suite te 207 07 San Diego, California 92119 Phone: (619) 229-0010 Fax: (619) 229-6672 Email: [email protected] www.learningheadquarters.com Accessing ccess ng High-Level g Vocabulary y Language g g Experience p “By the age of three, the average American A child h ld in a welfare family may have 10 million fewer words of cumulative language experience than the average child in a workingg class family.” Todd R. Risley & Betty Hart University of Alaska From conference materials for the National Conference on Family Literacy and the California Family Literacy Conference March 16-18, 2002 Vocabulary Tools Building on Cumulative Vocabulary K tiny small huge bigg Colors red h hot cold ld sweet salty www.learningheadquarters.com 1 Clothing g red shoe yellow dress blue pants pink shirt purple socks 1 © 2002, 2016 Learning Headquarters Vocabulary Tools Vocabulary Tools K K duck bird swims tiger cat stripes 1 look 1 [focus eyes on] Vocabulary Tools peek glance stare glare [ fi [a fixed d look with eyes open] [to stare angrily] [a quick, secret look] [a brief look] Vocabulary 2 “…the most powerful way to t h new terms teach t andd phrases h is to use an instructional sequence that h allows ll for f multiple exposures to students in multiple ways.” 3 -24 times practice to reach 80% competencyp y Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Association for Supervision and Curriculum Development: Alexandria, VA. www.learningheadquarters.com 2 © 2002, 2016 Learning Headquarters Transitions “Cohesive and coherent writing requires a constant attention to the maintenance of the topic which is organized g in a careful f sequence of ideas and the smooth transitions between sentences.” Mather, N. & Roberts, R. (1995). Informal Assessment and Instruction in Written Language New York: John Wiley & Sons. Language. Sons www.learningheadquarters.com 3 © 2002, 2016 Learning Headquarters Fourth Grade Transitional Phrases Scoring Guide Fourth Grade Transitional Phrases Data Pretest 1 2 3 4 Below Standard Approaching Standard At Standard Above Standard Uses less Not using sequential than three r n n gr grade level transitions or simplistic transitions Uses a Uses a variety of variety of synonyms, yn nym , three r orr signpost more grade phrases, level and transitions sequential ti l transitions www.learningheadquarters.com 4 Postest Total Growth 1-2 3-4 1-2 3-4 Teacher 1 85% 15% 54% 46% 15%46% Teacher 2 88% 12% 48% 52% 12%52% Teacher 3 92% 8% 40% 60% 8%60% Teacher 4 88% 12% 52% 48% Teacher 5 96% 4% 42% 58% 12% 12%48% 4%58% Total 90% 10% 47% 53% © 2002, 2016 Learning Headquarters 10%53% 3% Promoting Student Ownership of Vocabulary Gathering Descriptive Language g g Understanding Relations of Words & Their Meaning g • Highlights Exposure To and T Targets t New N Vocabulary V b l • Anchors Vocabulary from Wide and Extensive Independent Reading Experiences • Applies Vocabulary and Concept Development to Reading, Writing, Listening, and Speaking • Increases Vocabulary Acquisition www.learningheadquarters.com 5 © 2002, 2016 Learning Headquarters Generating Sensory Details Tip: Using the Organizers • Add to Class Bank when Reading, Writing, or Discussing • Demonstrate D H How to U Utilize ili Vocabulary Words when Writing Aloud • Promote Students to Keep Own Banks in Writing Folders • Add Non-Linguistic Representation R t ti and dM Mnemonics i to Help Build Understanding Now, You Try It! The weather changes f from day d to d day and d across the seasons. Describe the weather on a rainy day. www.learningheadquarters.com 6 © 2002, 2016 Learning Headquarters www.learningheadquarters.com 7 © 2002, 2016 Learning Headquarters Vocabulary: There are recommended processes for teaching new terms and phrases: Vocabulary Map 1. Present the students with a brief explanation or description of the new term or phrase 2. Present the students with a nonlinguistic g representation of the new term or phrase 3. Ask the students to generate their own explanations or descriptions of the new term or phrase 4. Ask the students to create their own nonlinguistic representation of the new term or phrase 5. Periodically ask the students to review the accuracy of their explanations and representations traipsing “More getting up early, traipsing up and down the river, and trying to avoid crazy men in their union p. 100 suits.” p -to walk or wander -roam -meander -staying put -laying around -running Cushman, K. (1996). The Ballad of Lucy Whipple. New York: Harper Trophy. Adapted from: Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: Research B d Strategies Based St t i for f Increasing I i Student St d t Achievement.. A hi t Alexandria, VA: Association for Supervision and Curriculum Development. www.learningheadquarters.com I enjoyed traipsing in the woods when we went camping. 8 © 2002, 2016 Learning Headquarters Primary Vocabulary Map Now You Try It! Now, quarrel glistening “...she would have welcomed a quarrel as a pleasant break in the monotony of sitting here...” p. 15 “Its eyes, mere pinheads of glistening black, stared fiercely y at her...” p. 89 behavior how you act My green card is for good behavior. rule a law we follow We use peace feet in the halls. Gates, D. (1940). Blue Willow. New York: Puffin Books. -2nd Vocabulary Map Vocabulary Map Grade Student Sample- www.learningheadquarters.com -4 4th Grade G d Student St d t S Samplel 9 © 2002, 2016 Learning Headquarters • Vocabulary Tip: Use kinesthetic movement to increase vocabulary Student-generated Used during transitions Attention grabbers N Now, L Let’s t’s T Try It! –Glistening- © 2002-2003 Musically Aligned: In Tune with Teaching Standards. P.O. Box 473, Descanso, CA 91916 Fax: (619) 659-5087 Email: [email protected] Website: www.musicallyaligned.com www.learningheadquarters.com 10 © 2002, 2016 Learning Headquarters Fourth Grade y Assessment from Vocabulary Language Arts Adoption Theme Pretest Postest 1-2 3-4 1-2 3-4 Teacher h 1 100% 0% 27% 73% 0%73% Teacher 2 92% 8% 16% 84% 8%84% Teacher 3 96% 4% 48% 52% 4%52% Teacher 4 91% 9% 18% 82% 9%82% Teacher 5 86% 14% 14% 86% 14%14% 86% Total 93% 7% 25% 75% 7%75% Two vocabulary strategies I will try in my classroom: • • How I plan to implement them: th www.learningheadquarters.com 11 Total Growth © 2002, 2016 Learning Headquarters Building Bu ld ng Powerful f Sentences Who/What Chart • To add academic • • vocabulary To prompt students with questioning techniques To demonstrate sentence development • Grades K-2: Utilized for complete sentence building • Grades G d K-6: 6 Utilized ili d as a reference f for quick summaries Using the Who/What Chart to Make a Simple Sentence Using the Who/What Chart to Make a Powerful Sentence • “Who or what are we going to write about?” My dad • “Do we want to use a little word like is or do lik d we wantt tto choose h a big and powerful verb? What happened to your dad or what does your dad do?” My M dad d d llovess tto fish fish. • “What about your dad?” dad? My dad is nice. www.learningheadquarters.com 12 © 2002, 2016 Learning Headquarters Using the Who/What Chart to Make 3 Powerful Sentences Using the Who/What Chart to add Extenders and Travelers • “Where “Wh does d your dad d d llove to t fish?” My M dad d d lloves tto fi fish h att the river. Myy dad is nice. He loves to fish at the river. He likes to bring g home fish for us to eat. • “Why does he love to fish?” He likes to bring home fish for us to eat. Now You Try It! Powerful Sentences Chart • To T transform t f a simple i l • • idea into powerful sentences To brainstorm related y y words/synonyms To develop and verbalize new sentences • Grades 1-6 www.learningheadquarters.com 13 © 2002, 2016 Learning Headquarters Build Powerful Sentences Using g the Powerful Sentences Chart and Sentence Blueprint Cards Powerful Sentences Activity Sentence Blueprints Cards • To create a varietyy of -Create Create a Powerful SentenceSentence • • My students will write better. powerful sentences To actively engage students in creating new blueprint patterns To develop and verbalize new sentences • Grades 2-6: Travelers • Grades d 3-6: Triple i l Deckers k • Grades 3-6: Double the Whos www.learningheadquarters.com 14 © 2002, 2016 Learning Headquarters -TravelersThe desperate 49ers using a rocker in California during the Gold Rush. Rush -Triple Deckerspanned for gold Th The dreamers The desperate 49ers panned for gold during g the Gold Rush in California. h hopeful f l panned through investigated the and searched at Mother Lode, their land claim riverbeds, every waking hour. Using a rocker, th the d desperate t panned d for f gold i in California d i th during the Gold Rush. 49 49ers The hopeful dreamers panned through riverbeds, investigated the Mother Lode, and searched at their land claim every waking hour. Using a rocker, the desperate 49ers panned for gold ld d during i th the G Gold ld Rush R h iin C California. lif i Two sentence strategies I will try in my classroom: -Double the Who’s- James Marshall, M h ll in the Sierra Nevada mountains a gold seeker, k i 1849 in • • hunted for nuggets t How I plan to implement them: th to prosper. James Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada mountains in 1849 to prosper. -with TravelersTo prosper, James Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada mountains in 1849. www.learningheadquarters.com 15 © 2002, 2016 Learning Headquarters
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