Using Games To Build Content Vocabulary In Secondary Social Studies

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					 Using Games To Build
 Content Vocabulary In
Secondary Social Studies
                          Presented by
             Jill Drake, Erie 1 BOCES
                         jdrake@e1b.org
                       www.wnyric.org/irt
Agenda Items

Alliterative Introductions
Important Items
  – Breaks, Lunch, Bathrooms, etc
  – Questions or Concerns?
About Me


All documents and game templates used
 today are on the Social Studies section of
 our website www.wnyric.org/irt
Why Teach Vocabulary?

Quick survey—How many of you do direct
 vocabulary instruction in class?
  – Why or why not?
  – What does it look like in your classroom?
Why Teach Vocabulary?

 Research shows that direct instruction of
  academic vocabulary is critical to student
  understanding.
   – Robert Marzano
   http://www.ascd.org/ASCD/pdf/six_step_flash.html

   Write down one thing you:
   • Already knew
   • Learned
   • Have questions about
Why Teach Vocabulary?

 Building background knowledge can enhance
  students’ learning and their capacity to learn.
 Academic vocabulary instruction must help
  students:
      develop an initial understanding of terms,
       and
      store understanding in permanent memory.
             From Debra Pickering
      How to Teach Academic
           Vocabulary
Identify essential academic terms and
  phrases.
  • Instruction should focus on terms that have a high
    probability of enhancing academic success.
Use a research-based process for teaching
  new terms and phrases.
       How to Teach Academic
            Vocabulary
• If there is some regular vocabulary
  instruction,
                  12%ile gain
• If the direct instruction is for words in the
  passage that is being read,
                  33%ile gain
                                   -Marzano & Pickering
       How to Teach Academic
            Vocabulary
 Effective vocabulary instruction does not rely on
  definitions.
 Students must represent their knowledge of
  words in linguistic and nonlinguistic ways.
 Effective vocabulary instruction involves the
  gradual shaping of word meanings through
  multiple exposures.
  Nonlinguistic Representations

 Identifying similarities    Cooperative learning
  and differences             Setting objectives and
 Summarizing and note         providing feedback
  taking                      Generating and testing
 Reinforcing effort and       hypotheses
  providing recognition       Cues, questions, and
 Homework and practice        advance organizers
    6 Step Process of Vocabulary
    Instruction-Marzano & Pickering
Step 1: Provide a description, explanation, or example of the new
   term.
Step 2: Ask students to restate the description, explanation, or
   example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic
   representing the term or phrase.
Step 4: Engage students periodically in activities that help them
   add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one
   another.
Step 6: Involve students periodically in games that allow them to
   play with terms.
             Play Games

Divide into groups
Carousel through examples 15-20 minutes
 at each station
Play game, discuss with group methods for
 using the game in your class
Jot down any ideas or problems you have
 with the game

				
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