STAAR Vocabulary STAAR Vocabulary

Transcripción

SA
M
PL
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STAAR
Vocabulary
2nd Grade
PL
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2nd Grade STAAR Vocabulary
Introduction
SA
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Table of Contents
Table of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Importance of Teaching Vocabulary Explicitly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
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Vocabulary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Steps to Effective Vocabulary Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Vocabulary Instructional Sample Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Which Words to Teach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
More Words/Word Parts to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessing Word Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Standard-Based Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
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Vocabulary Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Word Wall Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
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STAAR Vocabulary Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
3
Introduction
PL
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The STAAR Vocabulary Planning Guide includes information on:
• the importance of teaching vocabulary explicitly,
• the steps to effective vocabulary instruction,
• specific words and word parts to teach,
• assessing word knowledge AND
• vocabulary strategies.
It includes everything a teacher needs to increase the vocabulary knowledge of students.
Importance of Teaching Vocabulary Explicitly
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Vocabulary is the knowledge of words and word meanings. We use vocabulary to refer to the kind of
words students must know to read and comprehend increasingly demanding text (Kamil & Hiebert,
2005). The National Reading Panel (NRP) identified vocabulary as one of five major components
of reading. They stated that vocabulary plays an important role both in learning to read and in
comprehending text; readers cannot understand text without knowing what most of the words
mean. Research on ELLs also indicates that vocabulary knowledge predicts academic achievement
across the curriculum (Saville-Troike, 1984; Snow & Kim, 2007). “Teaching vocabulary will not
guarantee success in reading, just as learning to read words will not guarantee success in reading.
However, lacking either adequate word identification skills or adequate vocabulary will ensure
failure” (Biemiller, 2005).
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Direct instruction in vocabulary narrows the lexical gap that exists between good readers and
beginning students who have a limited reading vocabulary or little exposure to incidental vocabulary
acquisition outside of school. Good readers often acquire much of their vocabulary through wide
independent reading (incidental learning). However, explicit instruction can help students learn
enough words to become better readers and thus acquire even more words on their own.
5
Introduction
Introduction
Vocabulary Instructional Sample Lessons
The Steps to Effective Vocabulary Instruction can easily be implemented daily. Below is an example of
five lessons addressing the six steps of vocabulary instruction beginning with the target standard.
6th Grade Science
Standard
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STANDARD AND VOCABULARY EXAMPLE
6.5C
6th Grade Science Terms
differentiate between elements and compounds on the
most basic level. DOK 2
differentiate PK
compound
element P
diferenciar
compuesto
elemento
Cross-Curricular Connection: The word “differentiate” is also found in reading and math. How would
we use it in either of these subjects? (Students complete a Novel Ideas activity or Vocabulary Box.)
Cognate Connection: The word “element” is a cognate. Can anyone tell me what this word is in
Spanish? (Students answers).
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LESSON 1
STEP 1 - Pronounce and explain a new term.
STEP 4 - The student actively engages in activities that provide more use of the newly learned term.
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Activity:
1. Hold up first 3 vocabulary cards.
2. Show one word at a time and pronounce each word with a definition.
3. Students repeat word followed by its meaning.
4. Use Total Physical Response (TPR) to teach meanings, scaffolding and building background.
TPR Gesture Ideas
Vocabulary Card
Definition
Differentiate
identify differences (hold hands up, palms facing opposite walls) between
two (hold up 2 fingers) or more (cup hands, palms facing up) things
Element
a pure substance that cannot (swipe hands across body, palms facing down)
be broken (fist hits palm) down into other substances by chemical or physical
means
Compound
a pure substance consisting of two (hold up 2 fingers) or more (cup hands,
palms facing up) chemically combined (fingers intertwined) elements
7
Introduction
Introduction
Which Words to Teach
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As we all know, many words are learned through various venues. Students learn words through the
context of reading, word part knowledge, conversations, family activities, television, and through the
use of resources such as a dictionary, thesaurus, and glossary. However, there are words that require
explicit vocabulary instruction. So, which words do we explicitly teach? How do we identify them?
The Tiered Vocabulary organizational framework for categorizing words by Isabel Beck and Margaret
McKeown is an excellent tool to help identify words to teach. Tiers categorize words by level of
exposure, complexity, and application thus guiding vocabulary instruction. The types of words in
each of the tiers are as follows:
•
•
•
Tier 1 - Basic words
Tier 2 - High frequency words
Tier 3 - Academic content words
However, for English language learners it is important to note that words at Tier 1 may operate at
Tier 2 given the complexity of the vocabulary and the language level of the student.
TIER 1
TIER 3
• Is it a word whose meaning
• Is it a word whose meaning
students are not likely to
students are unlikely to
know?
know?
• Is it a word that is generally
• Is it a specialized word that
useful?
does not appear frequently in
• Can the meaning of the word
written or oral language?
be explained in everyday
• Is the word specific to a
language?
particular content area or
• Is it necessary for
subject matter?
comprehension?
Strategies
Example
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Prompts
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• Is it a basic word whose
meaning students are likely
to know?
• Is it a high frequency word?
TIER PLACEMENT
TIER 2
book, girl, sad, run, dog,
orange, clock, baby, happy,
walk
obvious, complex, establish,
verify, describe, identify,
interpret, recognize,
investigate, distinguish
allegory, blend, inference,
array, equivalent, parabola,
anemometer, replication,
geography, unconstitutional
• Check for understanding of
Tier 1 words.
• Use words in a different
sentence
• Use context clues
• Have students add describing
words to show understanding
(little baby)
• Take these words through the
steps of effective vocabulary
instruction
• Four Box Vocabulary
• Pictionary
• Word Wall
• Word sorts to categorize
• Concept map/Sentence
mapping
• Charades/Pictionary
• Word Wall
9
Introduction
Introduction
More Words/Word Parts to Teach
Cognates are words sharing a common derivation or word family having similar meanings,
pronunciation, and spelling. It is particularly important to include cognate instruction for students
who speak Latin-based languages because more words are shared with English among these
languages than with other language backgrounds.
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How should cognates be taught?
Cognates act as a bridge from the heritage
language to the target language. When students
approach an unknown word in their reading they
can be guided to think of a Spanish word that
looks or sounds like the unknown vocabulary.
Cognates can be added to a word wall that
students refer to during reading. Students can
match English and Spanish cognates as part of
their word play tasks.
However, there are false cognates which share a
root, but do not have the same meaning. Check
comprehension of overall meaning of text.
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False Cognates
sopa
embarazada
balde
recordar
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soap
embarrassed
bald
record
Cognates
Language Arts
autograph
directions
introduction
version
Math
area
centimeters
graph
table
Science
cell
pharmacy
metamorphosis
organism
Social Studies
America
archeology
celebration
culture
autográfo
direcciones
introducción
versión
área
centímetros
gráfica
tabla
celula
farmacía
metamorfosis
organísmo
América
arqueología
celebración
cultura
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Introduction
Introduction
Assessing Word Knowledge
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Assessing word knowledge is a crucial element to vocabulary instruction. Learning new vocabulary
words is not a simple “known” or “unknown” phenomenon (Biemiller, 2004; Graves, 2006; Stahl &
Nagy, 2006). Beck, McKeown, & Omanson referred to a person’s word knowledge as falling along a
continuum of word knowledge. One’s background knowledge and experience play critical roles in
determining where a word falls along the continuum. Assessing the word knowledge of academic
terms prior to teaching can help effectively guide the teacher in choosing where to start the
instruction. And, assessing word knowledge gives a specific measure of the level of word knowledge
attained.
Word Knowledge Continuum
Vocabulary
Term
Don’t know
this word.
Have seen
or heard this
word.
Have seen
or heard this
word. Think it
means___.
Know this
word. It
means ___.
Can use this word
in a sentence and
know related
words.
M
A chart of the word knowledge continuum, such as the one above, can be used as a formative
assessment tool of the word knowledge by the teacher, pre-assessment of words about to be
introduced, or as self-assessment by the student after instruction. It is also important that the
teacher plans which words to take to decontextualized knowledge (typically Tier 2), and which words
only need a context-based knowledge (typically Tier 3).
SA
Question stems and sentence frames are valuable tools to guide students’ thinking as they
acquire word meaning in different contexts. Research shows that if students can have academic
conversations using terms correctly, they are more likely to internalize meanings at a deeper level.
Question Stems & Sentence Frames
• Which words in paragraph ____ help the reader
understand the meaning of ____?
• How can you find the meaning of ____?
• How would you write ____?
• What does ____ mean?
• ____ and ____ have the same meaning.
• ____ and ____ have a different meaning.
• ____ is the opposite of ____.
• ____ is the same as ____.
• The word ____ in paragraph ____ means.
• ____ is a word that best describes the meaning
of ____.
• In paragraph____, the word ____ helps the
reader understand the word ____.
• ____ is a synonym for ____.
• ____ is an antonym for ____.
• The base word for ____ is ____.
• In paragraph ____, the word ____ emphasizes.
• The author uses the word ____ to show ____.
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Introduction
Introduction
Reading Assessed Standards
Standard-Based Vocabulary
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• Is the vocabulary word or phrase critical to the understanding of the skill or concept in the
standard?
• Is the vocabulary word a multiple meaning word that would require direct instruction in order
for English language learners and students of poverty to understand?
Although many words have been identified, not all require direct instruction. There are some words
students know very well which can be used to develop conceptual understanding of the given topic
or skill where others are unfamiliar and require direct instruction. Use students’ word knowledge to
determine which words need more emphasis.
The Standard-Based Vocabulary identified has been coded as a cognate, multiple meaning and/or
high frequency word when applicable. This information may be used when providing mini-lessons to
develop the conceptual understanding. Also, they have been numbered for organization purposes.
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Vocabulary Cards
The selected words are considered essential for the conceptual understanding of the assessed
standard. Vocabulary cards for this vocabulary can be used in various ways. They can be used when
providing direct instruction, developing concept, word walls, games, etc. The vocabulary is both in
English and Spanish.
Vocabulary Across Grade Levels
SA
Reading
The vocabulary and vocabulary phrases from the assessed standards were reviewed and selected by
teachers of English language learners and students of poverty. The following questions were asked to
determine if the vocabulary word or phrase was essential:
The Vocabulary Across Grade Levels list includes words that are commonly found at various grade
levels. The list indicates that some words are introduced in a prior year while others are to be
introduced for the first time at a given grade level. In the case of ELLs who often enter at various
grade levels, introduction of a particular word may occur upon grade level entry. Whichever the case,
it is important that students are exposed to all words from the assessed standards through direct or
indirect instruction.
14
Assessed Standards
use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to
make and confirm predictions
confirmar predicciones
confirm predictions P
foreshadow
presagio
idea
idea P
ilustración
illustration P
key word
palabra clave
make predictions
hacer predicciones
título
title P
topic sentence
oración principal
usar
use JP
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16
47
55
57
67
77
124
126
131
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2.3A
2.3B
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3
10
25
38
42
72
96
102
116
ask relevant questions, seek clarification, and locate facts and details about stories and
other texts and support answers with evidence from text
ask
preguntar
clarificación
clarification P
detalle
detail P
evidencia
evidence P
hechos
facts H
localizar
locate J
pregunta relevante
relevant question H
seek
buscar
support answers
apoyar las respuestas
2.5
129
131
134
Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing.
comprender
understand J
usar
use JP
vocabulario
vocabulary P
J High-frequency | H Multiple-meaning | P Cognate
15
Reading
Reporting Category 1: Understanding and Analysis Across Genres. Student will demonstrate an
ability to understand and analyze a variety of written texts across reading genres.
2.3
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing
on useful strategies as needed.
14
comprender
comprehend P
110
estrategia
strategy P
use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)
determinar
determine P
meaning
significado
prefijo
prefix P
sufijo
suffix P
usar
use JP
2.5B
use context to determine the relevant meaning of unfamiliar words or multiple-meaning
words
contexto
context P
determinar
determine P
multiple meaning word
palabra con significado múltiple
relevant meaning
significado relevante
unfamiliar word
palabra poco común
usar
use JP
2.5C
2
12
56
87
105
118
131
identify and use common words that are opposite (antonyms) or similar (synonyms) in
meaning
antónimo
antonym P
common word
palabra común
identificar
identify JP
opposite
opuesto
similar
similar P
sinónimo
synonym P
usar
use JP
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19
26
83
97
130
131
PL
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2.5A
26
78
91
115
131
SA
Reading
Reporting Category 2: Understanding and Analysis of Literary Texts. Student will demonstrate an
ability to understand and analyze literary texts.
2.6
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their
understanding.
1
analizar
analyze JP
17
contexto contemporáneo
contemporary context P
23
contexto cultural
cultural context P
31
sacar conclusiones
draw conclusions J
49
género
genre P
16
Math Assessed Standards
2.2A
31
33
51
97
136
166
219
223
225
237
M
PL
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Reporting Category 1: Numerical Representations and Relationships. Student will demonstrate an
understanding of how to represent and manipulate numbers and expressions.
2.2
Number and operations. The student applies mathematical process standards to
understand how to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system related to
place value.
31
comparar
compare JP
118
magnitude
magnitud
148
numeration system
sistema de numeración
168
valor de posición
place value JP
186
relate
relativa
187
relationship
relación
188
relative position
posición relativa
190
representar
represent JP
234
comprender
understand J
242
número entero
whole number J
use concrete and pictorial models to compose and decompose numbers up to 1,200 in
more than one way as a sum of so many thousands, hundreds, tens, and one
comparar
compare JP
modelo concreto
concrete model JP
descomponer
decompose P
hundreds
cientos
more than
más que
modelo pictórico
pictorial model P
sumar
sum P
tens
decenas
thousands
miles
utilizar
use JP
SA
Mathematics
Assessed Standards
2.2B
79
190
213
237
244
use standard, word, and expanded forms to represent numbers up to 1,200
expanded form
forma desarrollada
representar
represent JP
standard form
forma estandarizada
utilizar
use JP
word form
forma escrita
26
Math Assessed Standards
91
94
114
242
2.2D
2.2E
locate the position of a given whole number on an open number line
locate
localizar
open number line
línea numérica abierta
posición
position P
número entero
whole number J
M
116
154
171
242
use place value to compare and order whole numbers up to 1,200 using comparative
language, numbers, and symbols (<,>, or =)
lenguaje comparativo
comparative language P
comparar
compare JP
ordenar
order P
valor de posición
place value JP
símbolo
symbol P
utilizar
use JP
número entero
whole number J
2.2F
SA
40
143
208
242
name the whole number that corresponds to a specific point on a number line
corresponder
correspond P
recta numérica
number line P
specific point
punto específico
número entero
whole number J
2.3
29
88
164
182
190
Number and operations. The student applies mathematical process standards to
recognize and represent fractional units and communicates how they are used to name
parts of a whole.
comunicar
communicate JP
fractional unit
unidad fraccionaria
parts of a whole
partes de un entero
recognize
reconocer
representar
represent JP
27
Mathematics
30
31
156
168
220
237
242
generate a number that is greater than or less than a given whole number up to 1,200
generar
generate P
greater than
mayor que
less than
menor que
número entero
whole number J
PL
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2.2C
Vocabulary Strategies
Strategies
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According to the National Reading Panel (2000), explicit instruction of vocabulary is highly effective
in conjunction with word-learning strategies, word consciousness and word-play activities to
motivate and enhance learning. Below is a list of strategies that can be used as an introduction,
as practice, to deepen word knowledge, to clarify understanding, and/or to assess instruction. To
ensure students have strategy ownership, teachers must implement strategies consistently.
The vocabulary strategies included have been identified by teachers of English language learners.
They are differentiated by language proficiency level to be accessible to all students at varying levels.
Strategy
Class Procedure
Click and Clunk
Compound Hunt
Introduction
P
Compound Word Sort/ Quick Write
Concept Definition Map
Concept Ladder
Content-Context-Experience
P
P
P
P
Contextual Redefinition
SA
Creating a Hypermedia Dictionary
P
Dictionary Game
P
P
P
P
P
P
P
P
P
P
P
Find Someone Who
Free Association
Hypermedia Scavenger Hunt
P
P
Jigsaw
Novel Idea
Possible Sentences
Prefix/Suffix Hunt with Word Sort
P
P
P
P
P
P
P
Page
47
48
49
50
51
53
55
57
P
59
60
P
P
P
61
62
63
64
P
P
Magic Square
Mystery Game
Review
65
P
P
P
66
67
68
69
70
45
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Concept Attainment
Content
Development
¨ Introduction
þ Development
¨ Review
Root Tree
Root Tree allows students to identify and create words based on the root words. Students will use
their understanding of prefixes and suffixes to make connections for word meaning.
Procedure:
1. Provide students a root word and teach meaning.
This could be done using “Jigsaw” to teach several
root words at a time.
2. Students write the word on the roots
3. Students write words that contain the root word
on the tree.
4. Students work in partners to complete the “root
tree”.
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Pre-planning/Resources
• Preteach the meaning of the
root word
• Model how to complete the
tree
• Provide template of the “root
tree” (attached)
SA
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Extension: Have students write a paragraph using as
many words generated as possible.
DIFFERENTIATION
75
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PL
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Root Tree
76
Word Wall Activities
Word Walls
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Word walls actively provide continuous daily exposure to and manipulation of targeted vocabulary.
As Word Walls become a regular and predictable part of classroom routine the posted vocabulary
acts as a reference support to reading, writing and class discussion. The suggested Word Wall
Activities illustrate ways for students to interact with terms deemed important to their everyday
academic vocabulary.
Activity
10 Questions
Draw me
Memory Association
Missing Word
Musical Words
M
Prefix/Suffix Cards
Introduction
Talk a Mile a Minute
Unfolding Five Words in a Story
Word Ad
P
P
P
P
P
P
P
P
P
Review
P
P
P
P
P
P
SA
Word Wizard
Content
Development
85
10 Questions
Purpose:
Students are required to understand the meaning of the words and not just memorize the
definitions. Students also build listening, speaking and questioning skills.
PL
E
Procedure:
1. This can be whole group or small group.
2. One person is designated the “responder”.
3. The responder chooses a word off the word wall.
4. The rest of the class can ask up to 10 “yes” or “no” questions to figure out the word (this
number can be adjusted by the teacher).
5. If a student guesses the word before 10 questions are asked, that student becomes the
responder and chooses another term.
Draw Me
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Purpose:
This activity requires students to use higher level thinking skills. Students draw a non-linguistic
representation to convey meaning of a selected word, while the partner attempts to identify the
word represented.
SA
Procedure:
1. Pair students and designate Partner A and Partner B.
2. Teacher sets a timer for one minute.
3. Partner A draws a non-linguistic representations of a vocabulary word while Partner B
attempts to identify the word.
4. If Partner B identifies the word, Partner A chooses a new word. The pair who figures out the
most words in a minute gets the point for that round.
Memory Association
Purpose:
Students use background knowledge to make connections with a vocabulary term.
Procedure:
1. Students choose a word from the word wall that elicits a positive association to a personal
memory.
2. Students write a description of the memory and how it relates to the word.
3. Students share the memory with a partner.
86
Reading Index
Reading Index
English
Spanish
1
analyze JP
analizar
2
antonym P
antónimo
3
ask
preguntar
4
assist P
facilitar
5
author P
autor
6
author's message P
7
author’s purpose P
8
caption
9
character
10
clarification P
11
clearly stated
12
common word
13
compare P
14
comprehend P
15
comprehension skills
16
confirm predictions P
17
contemporary context P
18
contemporary folktale P
cuento folklórico contemporario
19
context P
contexto
20
conventions P
convenciones
21
create image P
crear imagen
22
create JP
crear
23
cultural context P
contexto cultural
24
describe JP
describir
25
detail P
detalle
26
determine P
determinar
27
differences P
diferencias
28
digital media
medios publicitarios digitales
29
distinguish P
distinguir
30
drama P
drama
31
draw conclusions J
sacar conclusiones
32
e-mail
correo electrónico
33
elements of dialogue P
elementos de diálogo
34
elements of drama P
elementos del drama
PL
E
#
mensaje del autor
propósito del autor
subtítulo
personaje
clarificación
claramente especificado
palabra común
comparar
comprender
destrezas de comprensión
confirmar predicciones
SA
M
contexto contemporáneo
90
English
Spanish
1
a.m.
a.m.
2
accuracy
precisión
3
acquire
adquirir
4
add
sumar
5
addition J
sumar
6
addition problem
7
algorithm P
8
alternative P
9
amount
10
analog clock
11
analyze JP
12
apply P
13
area P
14
argument
15
arise
16
attribute JP
17
automaticity P
18
bar graph JP
gráfica de barras
19
bar HP
barra
20
basic P
básico
21
benefit P
beneficios
22
borrowing
pedir un préstamo
23
calculate P
calcular
24
category P
categoría
25
cent symbol
símbolo para el centavo
26
classify P
clasificar
27
coin J
moneda
28
collection JP
conjunto
29
communicate JP
comunicar
30
comparative language P
lenguaje comparativo
31
compare JP
comparar
32
concept P
concepto
33
concrete model JP
modelo concreto
34
concrete object P
objeto concreto
PL
E
#
problema de suma
algoritmo
en lugar de
cantidad
reloj análogo
analizar
aplicar
área
argumento
surgir
atributo
en forma automática
M
SA
Math Index
Math Index
94
PL
E
M
SA
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STAAR Vocabulary STAAR Vocabulary

Transcripción

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