Hands on Summarizing & Vocabulary

Hands on Summarizing & Vocabulary

Hands on Summarizing & VocabularyGrades 7-12Summarizing : Making Learning Count7-12Bernadette Boerckel Warrior Run SDWhy Summarize?Summarizing is a life skillIt promotes comprehensionResearch shows the brain remembers best what it learns first and lastBased on research by Robert Marzano: summarizing strategies assist students in retaining information and making connections to prior knowledgeWe work hard to TEACH we want to ensure students RETAINLets us know what they know

Strategies that Most Impact Student AchievementCategoryRankPercentile GainIdentifying Similarities & Differences145Summarizing & Note-taking234Reinforcing & Recognizing Effort329Homework & Practice428Nonlinguistic Representations527~based on Robert MarzanoSummarizingMust be done by the student to have any impact on learningRequires every student to answer the essential questionSeems straightforward but is actually complexDepends on numerous mental processesCan be oral or writtenStudents cant fake itProvides evidence of learning Is used to formatively assess to set the learning path

Apply an APL Strategy:10-2

After every 10 minutes of instruction

Check for understanding for 2 minutesIn the Lesson Plan, summarizingCan be DISTRUBUTED in the form of Assessment Prompts throughout the lesson

Or

Can be found at the end of the lesson as a final summaryLets take a look.

Lesson PlanWhat do students need to learn to answer the LEQ?(These are statements)Assessment Prompt 1:Assessment Prompt 2:Assessment Prompt 3:---------------------------------------------------------------------------------------------Instruction for AP 1:Activity to Check for Understanding of AP 1:Instruction for AP 2:Activity to Check for Understanding of AP 2:

Lesson Plan Sample:LEQ: How does a bill become a law?Assessment Prompt 1: sequence of steps in a bill becoming a lawAssessment Prompt 2: the role of the President in whether a bill becomes a lawAssessment Prompt 3:---------------------------------------------------------------------------------Instruction for AP #1: Read House Mouse, Senate Mouse to complete the flow chart graphic organizer showing the steps in a bill being sent to the President. Students create non-verbal representations to go with each step on the graphic organizer. AP #1: Give each pair an envelope with the different steps involved in a bill becoming a law to put in the correct order

Lets Look at some MORE!Look at samplesWith a partner, discuss how the samples reinforce what we have reviewed about effective summarizing thus far. Questions? VocabularyWhy words matter

7-12Bernadette Boerckel11We know thatA child at or below the poverty line typically hears 600-700 words per hour at 12-18 months old at home=5000 words by kindergartenA child from a middle class typically hears 1200-1300 words per hour at 12-18 months old at home=9000 words by kindergartenA child from an upper income family hears 2900-3100 words per hour at 12-18 months old at home=15,000-20,000 words by kindergarten

-National Inst. Of Health 1999

12We know thatStudents must know 95% of the words they hear and read for successful comprehensionMemorizing new words doesnt help students learnespecially the lower-income setThey have no context / background knowledgeWe must BUILD context and connectionsComprehension is greatly enhanced when students can identify examples or applications as well as non-examples.Elaboration!Non-verbals

13We also knowPreviewing helps comprehension later and provides

The MULTIPLE EXPOSURES that help to solidify vocabulary acquisition14Steps for planning vocab instructionProvide a description, explanation, or example of the new termAsk students to restate the description, explanation or example in their own words (spoken or written)Ask students to construct a picture, symbol, or graphic representing the new termEngage students periodically in activities that help them add to their knowledge of the terms in their notebooksPeriodically ask students to discuss the terms with one anotherInvolve students periodically in games that allow them to play with terms-Building Academic Vocabulary, Alexandria, VA: ASCDGive one # to each group and have them discuss why they think this works. 2 minutes. Share out.15Lets experience thisIt is hard to define words when you dont have words.

PLAY TABOO16Review of Best Practices: PREVIEWINGChoose the MOST ESSENTIAL words to previewNo namesNo placesContent wordsProcess words Comprehension wordsTHENDiscover or build background knowledge17Activating and Previewing StrategiesDo I Know What These Words Mean? (pg 59)WordNot at allHave SeenThink I know (example)Know and Can Use (Description)opineexacerbatechasmstereoscope18Activities for Summarizing & Vocabulary Acquisition

Turn to a partner and use this image to summarize what vocabulary research tells us. Visual PromptsTeacher provides students with a picture along with a prompt:a magazine photo, an illustration, a slide, transparency, snapshot, etc. Students respond to it in writing or in a classroom discussion using one of the following formats:narrative, descriptive, persuasive, or expositoryFor Example.You just finished a lesson on water displacementor Independence Dayor Persuasive Writing

You could show the following images at the end of the lesson (or at a point 10 minutes into instruction) and ask students to write down or tell a neighbor how the image relates to what they just learned.

Password / $10,000 PyramidPair up with a partner.Decide who is a 1 and who is a 2.1s turn away from the screen.2s turn to face the screen and your partner.A series of pictures or terms are revealed. 2s start at the bottom left and go across giving clues to your partner. When your partner guesses correctly, start the next series of clues.Follow the arrows until you and your partner reach the top of the pyramid.PoolCreekSwampVacationPicnicRestaurantStart hereNewtons2nd LawForce4th Newtons LawsPositionMotion DirectionNewtons1st Law26tonerhythmPoetry termssymbolismimagerymetaphormood27Quick TalkQuick Talk (Talk As Fast As You Can) (pg 105)(Like Taboo, but with no restrictions)Use this to reinforce words learned alreadyPut words up on the boardClass is in partners with one partner facing wordsDescribe the words as fast as they canFirst team to get them all jumps up and cheers for a reward28Ready to try?Get partner in the right place. -Rules: cant say any part of the word!-Can skip and come back to

Shout when finished! Iron, vacuum cleaner, washing machine, blender29Words in educationDifferentiateAccelerateInstructOverhead ProjectorChalk dust

6. Lecture7. Adaptation8. Final exam9. Blue book10. Seminar

30Tic-Tac-KnowUsing a board of images or words, explain to your table or a partner how 3 of the pictures or terms relate or connect - in a row either up, down, across, or diagonalCan have students discuss or writeSpanishla meserarestaurantel cocineromealel menupreparationla cuentatipla mesaetcetcScience

331st grade social studiesWords Matter:Using Bloom to differentiate checking for understanding and summarizing

http://uwf.edu/cutla/SLO/ActionWords.pdf

Bloom YouTubeShaping Up ReviewThe Heart students write one thing that they loved learning about in the lesson The Square students write four things that they feel are important concepts from the lesson being reviewed; one concept in each corner The Triangle students write the three most important facts they learned from lesson being reviewed; one fact in each corner. The Circle students write one, all-encompassing (global- like the circle) statement that summarizes all of the important concepts and facts learned in the lesson being reviewedDo one of each for the video we just watched about Bloom and assignments

35Mystery BoxTeacher displays a box with a variety of objects or vocabulary cards inside relating to the content. Teacher selects students to draw an object or card from the bag, one by one. Students discuss orally or in writing what they know about each item as it relates to the content.(Before the lesson, this activates prior knowledge, after, it summarizes what was learned.)36Look through your lessons and find a place where you think this would work. Discuss this with your partner. Letter BagWalk around and give everyone a letter. (Ask each person to write a letter on their paper)37Letter Bag / AcrosticsTopic: The BeachStudents choose a letter from the bag. Each student shares a word that begins with his letter and that summarizes the lessons content.

Orcreate a list with as many words as you can beginning with the letter

OrACROSTICS: Give a word to the WHOLE class and have them come up with words starting with each letter. Try this with BEACH with a partner

Hot SeatBefore the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes.Place the sticky notes underneath student desks so they are hidden from view. At beginning of class, inform students that several of them are sitting in Hot Seats and will be asked to answer the questions.Have the students check their desks for the strategically placed sticky notes.Students who are in the Hot Seats take turns answering the questions.

Check your seats!I struggle with the visualWe know that non-verbals workbut they are so hard!

One partner face the screen, the other the back wall. Ready for some Pictionary? From the words shown, choose whichever you want. If your partner gets it, move to another word.

Ready..

41Pictionarylaser diagonal comfy biscuit hydrogen macaroni Rubber darkness exercisevegetarian42shrew chestnut ditch wobble glitterneighborhood dizzy fireside retail drawback fabric mirror barber jazz migrate drought logo

43Spark VideoDraw A PictureSummarize the video by drawing a picture or diagram of your spark. On my cue, share with a partner and relate your photo to the talk you heard. 3-2-13 things you learned2 things that inspired you1 your sparkRelay SummaryStudents are divided into small groups. The first student starts with a blank piece of paper and writes a sentence about the topic discussed during the lesson. The second person adds a sentence then passes it on. This continues until all students have written one sentence each. Do this with the group: Topic: SPARK47RecipeUsing the Spark Video:1 List ingredients to making a difference in kids lives2 create a narrative to accomplish a taskAnticipation GuideSee handout for example (pg 25)

Dear _________Dear ______ (Absent Student, teacher, Principal, etc.) Write a letter to ____________________ explaining what has been learned and answering the essential question. Guide with prompts: This lesson was aboutI already knewbut was surprised to learnYou would have enjoyedTo summarize, I thinkHurry back to classSincerely

Do this for someone joining us for Vocabulary!50Another way to previewWord Knowledge (pg 62)WordPrior KnowledgeNew Knowledgesobriquetlamsteravuncularbrachiate51Word Maps and Charts (pg 64-68)-What the word is-what the word is like-examples of the word

52Word SplashWord Splash

connectionsbrainstormmetacognitionconfidencepredictionsWrite 3 sentences either connecting the words to the word Word Splash or making a prediction about why a word is there. 53Word Sorts / Picture Sorts (pg 79)Students fold a piece of paper forming eight boxesTear on foldsGive students a topic (government)Ask them to write six words (one per paper) and save two In groups of four, combine words and sort them into categoriesUse the blanks to label categories (Open Sort)If the teacher gives categories (Close Sort)Can be used with pictures for non-readers

54Collaborative Card Sort Students have the chance to classify topics, words, and phrases into categories Process of sorting and classifying strengthens the student's ability to comprehend and retain difficult information Through a discussion of possible solutions, students negotiate the contextual meaning of the topics, words, or phrasesThis can have a GO with titles, or not!

55Examples9th grade LA: Include the titles Character, Plot Events, and Setting on a GO and have students sort through samples of each into the correct category.Science: Classification of anythingSpanish: Like vocabulary clusters or parts of speech

LingoPass out or fold paper into 9 squares.Call on 9 students to choose a word from the word wall.As a student chooses a word, everyone writes the word somewhere on their grid.When everyone has filled up all 9 spaces, you are ready to play. The teacher (who has written the 9 words down, too) calls off one at a time. Students chant the spelling of each and cover the word.The first student to complete a row wins.

57Word WallOakMapleSumac

ApplePearCherryBushShrubPlant58analyzecategorizeclassifycomparecontrastdiscoverdivideexamineinspectsimplifysurveytake part intest fordistinguishlistdistinctionthemerelationships functionmotiveinferenceassumptionconclusiondissect595-3-1 (with Pair Square) (pg 85)Write down 5 words (on your own) about the reading or topicPair to choose the 3 BEST wordsSquare (4) and as a group, decide on the 1 best word to explain the meaning of the content and explain why the word was chosen to the class.

Is this a Vocabulary or a Summarizing Activity?BOTH

VIDEO (if time)

60How does the video you just saw and 5-3-1 relate to solid vocabulary and summarizing practices?

61Charades

You know how it works.but did you know it is at the top of Bloom?

Create: Dramatize: Role-play!

Lets try it.

62Charades--------------------------------------------------------Relay / Telephone CharadesSplit the class in halfHave each half form a line facing away from one another. Sit down.The first person in line taps the next and acts out a word. When the person thinks they have it, they clap twice. The actor sits and the new person acts out what they thought the word was to the next person. The last person runs to the front and writes the word down.

63I HaveWho Has (pg 104)Create cards in advance and pass out to students:Examples:I have a polygon. Who has a 3-sided figure with a right angle?I have a triangle. Who has a 4-sided figure where all four sides are equal? I have a square. Who has.64Graffiti / Carousel SummarizationPrompts, key terms, or concepts are strategically placed around the classroom.Teams of students rotate from prompt to prompt, adding information to the chart or responses at each station. Each groups response must differ from those who wrote previously. (Carousel: Groups stay, paper is passed on cue)Lets try it!Charades, Quick Talk, Graffiti / Carousel, I have, Who Has on poster board! 65Concentration (pg 145)Fold paper into 8 sections.Write down 4 words and 4 definitions to those words(i.e. Snow ..frozen rain, Rain..liquid precipitation)Rip up, mix up with partner, all face down in rowsPlay concentration. Keep your matches.Kids who make flashcards could do this!66Connect 3Write sentences to connect the words inany order around the triangleCouldpictures be used?Vocab WordVocab WordVocab Word67lamstersobriquet 1930s68Give One, Get One (pg 137)Students create lists of words that relate to a topic for 2 minutes. Students walk around the room giving and getting new words, one per person.Time this until students have between 5-10 new words

Students now work in pairs to divide their list into 2 categories, discarding words that do not fit. (May use resources here)Students now can create posters displaying words from one category using pictures as well to define the meaningThese can be posted as visual vocabulary guidance.

69Review your notes / slides from the beginning on Vocabulary Research. (2 minutes)

List as many words you can that relate to these conceptsstretch (2 minutes)

Give one, get one (4 minutes)

Back and categorize create poster with one key concept, vocabulary, and image(s)

Post and share70Primary Word Wall ActivitiesSee pages 189 197

71Intermediate Word Wall ActivitiesSee pages 199-20372Exploring the BookWith a partner, read through each activity.

Imagine a word wall that you have or use a lesson plan in front of you to work one of these activities in.

Be prepared to share what you used and how it will look in the classroom. 73