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ACADEMIC VOCABULARY BUILDERS: SCAFFOLDING FOR SUCCESS IN WRITING

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Title: ACADEMIC VOCABULARY BUILDERS: SCAFFOLDING FOR SUCCESS IN WRITING


1
ACADEMIC VOCABULARY BUILDERS SCAFFOLDING FOR
SUCCESS IN WRITING
  • Presented By Ashley Ray

2
Key Questions
  • What can I do to get my students to actually use
    more sophisticated academic vocabulary in their
    writing?
  • How can I help my students be successful in their
    open-ended responses while also teaching them to
    think and write independently?

3
RESEARCH LINKS
  • Why do we need to teach vocab?
  • Vocabulary acquisition is crucial to academic
    development. Not only do students need a rich
    body of word knowledge to succeed in basic skill
    areas, they also need a specialized vocabulary to
    learn content area material (Baker et al, 1995b).

4
RESEARCH LINKS
  • Who needs this support most?
  • Students with poor vocabularies, including
    diverse learners, need strong and systematic
    educational support to become successful
    independent word learners (Baker et al., 1995a).

5
RESEARCH LINKS
  • Why cant I just use my old vocab lessons?
  • We know that training in definitions or synonyms
    only has not improved students understanding of
    texts that contain those words (Kameenui et al.,
    1982).

6
ACADEMIC VOCAB BUILDER
  • The A.V. Builder works best if it is used in two
    stages first as a homework/ classwork assignment
    so that kids become familiar with the words, and
    second as part of a quiz or writing assignment.
    (See example.)

7
BENEFITS OF USING THE A.V.
  • Provides a clear use for learned vocabulary.
  • OER questions become far less intimidating
    because students have a framework of words within
    which to think about question.
  • Dramatically improves the quality of student
    expression.
  • Students actually do vocabulary homework because
    they believe it is like cheating on their quiz.

8
A.V. BUILDER Prep
  • Start by writing your OER essay question.
  • Then consider what kinds of words an excellent
    writer might use in his/her response. Be sure to
    think about multiple reasonable answers, as the
    question is open-ended.

9
A.V. BUILDER Prep (2)
  • Using the responses you came up with, choose 3-5
    words that are conceptually related to the text.
    Its a good idea to incorporate these words into
    discussions of the text.
  • Choose 3-5 words that are standard academic
    vocabulary appropriate for a well-phrased essay.
    (See handout and next slide.)

10
A.V. BUILDER Prep (3)Choosing Words
  • INSTEAD OF This shows that
  • This indicates that
  • This suggests that
  • This reveals that
  • This proves that
  • This illustrates that
  • INSTEAD OF Important
  • Relevant (This scene is the most relevant to our
    discussion because. . .)
  • Significant (The most significant aspect of the
    scene is Caesars insistence on his own
    fearlessness.)
  • Key (One key question for an author is, How do I
    show what characters feel?)
  • Crucial
  • Essential

11
A.V. BUILDER Prep (4)Choosing Words
  • For an expanded version of the A.V. word list,
    complete with parts of speech and etymologies,
    visit
  • www.englishcompanion.com/pdfDocs/acvocabulary2.pdf

12
MODIFICATIONS
  • Content Area Use the same concept of targeted
    vocabulary use in writing to have students
    explain a concept (science, social studies) or
    describe a process (math).
  • Elementary Simply adapt the level of the
    question. You may want to draw academic
    vocabulary from the list of words that appear on
    TAKS.
  • GT Have students generate new word lists for
    questions. They may also use synonyms for the
    academic vocabulary and justify their selection.

13
YOU TRY IT
  • After reading the super-short selection Night,
    answer the following question using the A.V. word
    bank on your handout
  • Question
  • Although Night is extremely short, the
    writer still manages to develop the fathers
    character. How would you characterize this
    father? Use evidence from the text to support
    your answer.

14
BIBLIOGRAPHY
  • Allen, Janet. 1999. Words, Words, Words Teaching
    Vocabulary in Grades 4-12. Portland Stenhouse.
  • Baker, S. K., D. C. Simmons, and E. J. Kameenui.
    1995a. Vocabulary Acquisition Curricular and
    Instructional Implications for Diverse Learners.
    Technical Report No. 13. University of Oregon
    National Center to Improve the Tools for
    Educators.
  • Baker, S. K., D. C. Simmons, and E. J. Kameenui.
    1995b. Vocabulary Acquisition Synthesis of the
    Research. Technical Report No. 13. University of
    Oregon National Center to Improve the Tools for
    Educators.
  • Kameenui, E.j. et al. 1982.
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