Training based on Diane E. Paynter

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Building Background Knowledge for Academic
Achievement The Leon County Schools Systematic
Vocabulary Instruction Project
Training based on Diane E. Paynters original
presentation Presented by Shannon Ayrish, Sharon
Hinsley and Carol Purvis January 27, 2007
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LEADERSHIP
LEADERSHIP
LEADERSHIP
LEADERSHIP
What Works in Schools Robert J. Marzano
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What works in school?
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If you saw an increase in student learning (from
one school to another) what would you attribute
it to?

• school 7
• teacher 13
• student 80

Classroom Management that Works by Robert Marzano
2003
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What Works in Schools

• School
• Teacher
• Student

Home Environment Learned Intelligence and
Background Knowledge Student Motivation
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Students who have a great deal of background
knowledge in a given area are likely to learn new
information readily and quite well.
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Access to Academically Oriented Experiences
Information-Processing Ability
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• Likely to be minority children growing up in
  families at or near poverty level.

• Children with limited rich language development
  opportunities.

• Children who receive twice as many discouraging
  messages as affluent children.

• Children who deal with income-related stress.

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R
What Works in Schools

• School
• Teacher
• Student

Home Environment Learned Intelligence and
Background Knowledge Student Motivation
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Virtual - Indirect
Actual - Direct

• Field Trips
• Travel and Exchange Programs
• Mentoring Relationships

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Reading (Sustained Silent Reading/Wide Reading,
Read Aloud).
Language interaction.
Educational television/ internet/video/movie.
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What Works in Schools

• School
• Teacher
• Student

Home Environment Learned Intelligence and
Background Knowledge Student Motivation
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Virtual - Indirect
Actual - Direct
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Vocabulary
Educational Television
Language Interactions
Wide Reading
Direct Instruction
Planned Incidental Learning
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Help students build academic background
knowledge across all domains.
Strengthen your wide reading programs.
Enhance students ability to effectively process
information.
Strengthen your vocabulary program.
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Research indicates that student achievement will
increase by 33 percentile points when vocabulary
instruction focuses on specific words that are
important to what they are learning (Stahl
Fairbanks, 1986).
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How do students learn vocabulary?
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• K 1 2 3 4 5 6
• Learn vocabulary orally
• Learn Vocabulary from reading and written text

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Strengthening Your Vocabulary Program
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How do students learn new words?
Incidental Learning Experiences
Direct Instruction
Planned
Random
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Strategies for Planned Incidental Learning
Experiences
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Incidental Learning

• Build a vocabulary rich environment
• Select appropriate books and resources
• Use a robust vocabulary with students
• Expand students wide reading experiences
• Expand students read-aloud experiences
• Create semantic cluster word walls

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(No Transcript)
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Direct Vocabulary Instruction
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Research Generalizations Vocabula
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Students need to be exposed to a word at least
six times in context.
Direct vocabulary instruction works and should
focus on words that are critical to new content.
Even superficial instruction in new words
increases the probability that students will
understand the words when they encounter them.
One of the best ways to learn a new word is to
associate a mental image or symbolic
representation with it.
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Step 1
Teacher identifies the new word and elicits
background knowledge.
Step 2
Teacher explains the meaning of the new word.
Step 3
Students generate their own explanations of the
new word.
Step 4
Students create visual representations of the new
word.
Step 5
Students engage in experiences that deepen their
understanding of the new word.
Students engage in vocabulary games and
activities to help them remember the word and its
meaning.
Step 6
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Teacher identifies the new word and elicits
background knowledge.
Step 1

• Tap into a students prior knowledge and
  experiences.
• Ask students if they know the meaning of new
  words.
• This discussion will help students make
  connections to the new words.

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Teacher explains the meaning of the new word.
Step 2

• It is important that students understand what a
  new word means in the context of something they
  are already familiar with or that make sense to
  them.
• This can be done by
• -telling students a story
• -giving them an explanation
• -providing a description in written or verbal
  form
• -providing examples or non-examples
• The goal of this step it to provide students
  with a clear understanding of the meaning of the
  new word quickly and efficiently.

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Students generate their own explanations of the
new word.
Step 3

• Use sentence stems or questions to describe the
  meaning of a word.
• I think this word means
• We use this word to describe
• 2. Use tools to learn more about a new word.
• Dictionaries work best when students have some
  understanding of a word first
• Thesaurus
• Internet or Electronic Sources

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Income tax is the money we pay to the government
that they use to provide things we all need, like
roads. The money is taken out of our paychecks.
Debra Pickering
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Students create visual representations of the new
word.
Step 4
Creating a visual representation forces students
to process their linguistic understanding into
nonlinguistic representations. Strategies for
step 4 Generating mental pictures Creating
symbols Using vocabulary graphic
organizers -Descriptive patterns -Concept
Definition Maps -Frayer Model Creating
kinesthetic representations Creating physical
models
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DEFINITION WORD CHART
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Frayer Model

• Essential Characteristics
• Feathers
• Hollow Bones
• Warm-blooded
• Breathe Air With Lungs
• Wings
• Beaks

Symbol or Picture

• Non-Essential
• Characteristics
• Ability to fly

Birds

• Examples
• Robins
• Meadowlarks
• Parrots
• Eagles
• Ostriches
• Penguins

• Non-Examples
• Bats
• Flying Reptiles
• Insects
• Flying Squirrels

(Teaching Reading in Science, pg. 56)
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Definition Map Teaching Model
Set Expectations Motivate and Focus Teach /
Model
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Students engage in experiences that deepen their
understanding of the new word.
Step 5

• Comparisons
• Analogies
• Metaphors
• Semantic Feature Analysis
• Classifying

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Extend and refine students understanding of and
capacity to remember the new word.
Step 6
Games additional experiences that help the
children remember the words and the meanings that
you have already taught them in the previous
steps.
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Games
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• Select games that are USEFUL and a meaningful use
  of time to help learn the words. For example
• Password
• Vocabulary Pyramid
• Charades
• Jeopardy
• Games on-line http//www.vocabulary.co.il/
• http//www.vocabulary.com

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100,000 Pyramid
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Types of Land/Terrain
200 Points
Words You Hear In an
Emergency
Liquids
100 Points
100 Points
Ways of Walking
Synonyms For Said
Synonyms For Angry
50 Points
50 Points
50 Points
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100,000 Pyramid
Fruits And Vegetables
200 Points
Bones Found In The Human Body
Occupations
100 Points
100 Points
Types Of Furniture
Mathematical Terms
Types of Government
50 Points
50 Points
50 Points
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Things associated with Halloween
Costume Witch Candy Dracula Scary Trick or
treat Goblins
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Things associated with Thanksgiving
Turkey Cranberry sauce Football Indigestion Shoppi
ng Pilgrims Pie
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Students Individual Records

• Vocabulary Notebooks
• Section 1 Words I Am Currently Learning
• Section 2 Vocabulary Strategies I am
  Learning
• Section 3 Words I Am Interested in
  Learning
• Note cards-ex. Word and their definition on one
  side/illustration on back
• Writing logs-students write date and when they
  used the word
• Reading references-students use sticky notes to
  mark places in their reading where they notice a
  word from their list

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Create a system for keeping records of the words
that students are learning.
Spiral notebook?
3 ring binder?
Note cards?
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• Thanks for joining us!