Download Building Vocab. PPT

Building Academic Vocabulary
© 2012 CICERO Systems™
Academic Vocabulary
and the Common Core
O Level of Examination
O Analysis
O Common Core Learning Framework
O Craft and Structure
O Identifying and defining key terms
© 2012 CICERO Systems™
Framing the Session
O Why are history texts
often difficult for
students to
comprehend?
O What skills and
strategies do students
need to become expert
readers of history?
O What can history
teachers do to help
struggling readers in
their classrooms?
© 2012 CICERO Systems™
What factors affect the
readability of history texts?
O Lack of prior knowledge
O Unfamiliar text structure
O
O
O
O
or schema
Difficulty identifying
important material from
less important material
Academic vocabulary
and abstract concepts
(“isms”)
Level of analysis and
synthesis
Role of visuals, such as
maps, graphs and charts,
as sources of information
© 2012 CICERO Systems™
Our Focus
Building Academic Vocabulary
O Carving is appropriate for most green and blue
slopes and even some black slopes. However, if
you try to carve through moguls, especially in
packed powder or corn snow, you’re going to
face-plant.
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O What is this passage
describing?
O How did you know?
O Based on this passage,
why is knowledge of
subject-specific
vocabulary critical to
understanding?
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How does a knowledge of academic
vocabulary support document analysis?
O Academic vocabulary:
O is the vocabulary critical to understanding
concepts in history.
O is an essential component of building prior or
background knowledge.
O The more terms a student knows about a given topic,
the easier it is to understand and learn new
information.
© 2012 CICERO Systems™
O Not all terms, however, are
equal in importance.
O Some terms are:
O Critically important
O Useful but not critical
O Interesting but not
useful
O Teachers need to
determine which academic
vocabulary to explicitly
teach.
© 2012 CICERO Systems™
O There are 4 categories of
vocabulary in history:
O Terms associated with
instructional or
directional tools
(“north”, “below”).
O Concrete terms
(“Stamp Act”)
O Functional terms
(“sequencing”)
O Conceptual terms
(“democracy”,
“taxation”)
© 2012 CICERO Systems™
How does teaching vocabulary differ from
teaching concepts?
Janet Allen in Reading History:
“Teaching vocabulary occurs when you provide new
labels for words connected to a familiar concept. For
example, if your students know the concept of
intolerance, you are teaching vocabulary by labeling
and connecting bias and prejudice to the concept of
intolerance.
If, on the other hand, students had no understanding
of the concept, then you would have to offer several
experiences with the concept before you could add
other vocabulary words to that concept”.
© 2012 CICERO Systems™
What strategies do teachers use to teach
academic vocabulary?
O Popular strategies for
teaching academic
vocabulary are:
O Frayer Model
O Semantic Mapping
O Word Sorts
O Words in Context
O Matrix
O Alike But Different
© 2012 CICERO Systems™
What is the Alike but Different strategy?
O The Alike But Different
strategy:
O Supports students in
understanding the
distinctions between
words that are similar in
meaning, but that fall
under a broader concept.
O Moves students beyond
the dictionary definition
of a word to a deeper
understanding of how
that word relates to a
broader concept.
© 2012 CICERO Systems™
What is the criteria for selecting words for
Alike But Different?
O In Alike But Different,
teachers identify words
that are often used
interchangeably by
students.
O These words share
common elements, but
have important
distinctions.
© 2012 CICERO Systems™
What are the steps in
Alike But Different?
O Using the graphic
organizer, students:
O List the words in the
boxes on the top
O List what the words
have in common
O List what makes each
word unique
O List how they will
remember the
distinctions between
the words.
© 2012 CICERO Systems™
Modeling the Strategy
© 2012 CICERO Systems™
Modeling the Strategy:
Tolerance and Civil Rights
O Using the Alike But Different graphic organizer, list
the following three vocabulary words in the top boxes:
O Racism
O Prejudice
O Anti-Semitism
O Make a list of what these three vocabulary words
have in common.
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O Then list what makes
each work unique.
O Finally, list how you will
remember the
distinctions between and
among the words.
O Share your responses in
small groups.
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O What we have in
common:
O Hate
O Negative
O Dislike
O Specific reason for
dislike
O Decision usually
made without getting
to know the person
(pre-judging)
© 2012 CICERO Systems™
O What makes us unique:
O Racism: racism is based on not liking someone
because of his or her race (Hispanic, African
American)
O Prejudice: prejudice is not liking someone
because we pre-judge them based on certain
characteristics (race, ethnicity, gender, sexual
orientation).
O Anti-Semitism: anti-Semitism is dislike of people
of the Jewish faith.
© 2012 CICERO Systems™
O How I’ll remember:
O The guy at the store is
prejudiced. He doesn’t
like kids no matter what
color they are.
O That’s different from what
happened in Alabama
where a group of white
people didn’t like AfricanAmericans. That’s
racism.
O I’ll remember antiSemitism because we
studied the Holocaust
and what Hitler did to the
Jews in Europe.
© 2012 CICERO Systems™
Adapting Alike But Different
to Your Classroom
O How might you use Alike
But Different in your
social studies
classroom?
O What adaptations might
you make?
O What are other pairs or
trios of academic
vocabulary words can
you think of?
© 2012 CICERO Systems™
Possible Pairs for Alike But Different
O Monarchy – Oligarchy –
Dictatorship
O Democracy – Republic
O Prejudice –
Discrimination
O Slavery – Indentured
Servitude
O Communism – Socialism
O Culture – Civilization
O Right - Privilege
O Freedom- Equality
© 2012 CICERO Systems™
Final Thoughts
O Academic vocabulary:
O is critical to understanding concepts in history.
O is an essential component of building prior or
background knowledge.
O Students need explicit instruction in critical academic
vocabulary.
O When students understand this vocabulary, they will
have a better understanding of concepts in history.
© 2012 CICERO Systems™