Transcript Vocabulary - ESU6

VOCABULARY INSTRUCTION
EXPLICIT INSTRUCTION OF NEW WORDS
Why? What? How?
April Kelley
[email protected]
October 28th, 2011
Introductions
FACETS OF
PURPOSEFUL VOCABULARY INSTRUCTION
 Provide rich and varied language experiences
 discussion, focused attention on words, being read
to, wide and frequent reading
 Teach word-learning strategies
 Using context, using morphology (word
using a dictionary
parts),
 Foster word consciousness
 Awareness, interest in words
and their meanings,
understanding of communicative power of
language
 Teach
individual words
(Graves, 2006)
ESSENTIAL QUESTIONS
 Why
should I teach some words explicitly?
 What
criteria should I consider when
choosing words?
 How
might I introduce different kinds of
terms most effectively?
 How
might I encourage lasting and deep
understanding of important vocabulary?
WHY SHOULD I TEACH
SOME WORDS
EXPLICITLY?
Explain why teaching individual words explicitly
is important.
REFLECTIONS & FORWARD
THINKING
VOCABULARY RESEARCH
MUSICAL CARDS
 Trade
cards while the music plays
 When
the music stops, partner with the
person currently trading with you.
 Read
each card and together distribute 7
points between the two cards to represent
the degree of importance and relevance
toward the question: Why should I teach
some words explicitly?
WHY SHOULD I TEACH SOME
WORDS EXPLICITLY?
 Which
reasons are most compelling to
you?
 What
concerns or questions must be
addressed?
Explicit vocabulary instruction “can
deepen students’ knowledge of
word meanings” to help them
“understand what they are hearing
or reading” as well as “help them
use words accurately in speaking
and writing.”
(National Institute for Literacy, 2003, p. 36)
WHAT CRITERIA SHOULD
I CONSIDER WHEN
CHOOSING WORDS?
Understand criteria for selecting words to teach
explicitly.
Evaluate words from a unit or reading material
based on appropriate criteria.
REFLECTIONS & FORWARD
THINKING
List 5 to 10
words that you
currently teach
(or are planning
to teach)
explicitly.
Vocabulary instruction
should focus on critical
words.
National Reading Panel (2000)
PURPOSE FOR TEACHING
 To
understand a specific text better
 To
learn a specific concept and its label
 To
improve comprehension of texts in general
 To
increase one’s understanding of some
aspect of generative word knowledge
 To
improve writing
Nagy & Heibert, 2007, presentation
WORD HIERARCHY
Tier 3
less common
content specific
algorithm, velocity
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
(Beck, McKeown, 1985)
What tier?
am
Tier 3
less common
content specific
algorithm, velocity
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
(Beck, McKeown, 1985)
What tier?
Tier 3
less common
content specific
algorithm, velocity
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
revolution
Tier 3
less common
content specific
algorithm, velocity
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
Tier 3
less common
content specific
algorithm, velocity
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
puzzled
Tier 3
less common
content specific
algorithm, velocity
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
Tier 3
less common
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
photosynthesis
Tier 3
less common
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
Tier 3
less common
photosynthesis
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
cheesecake
Tier 3
less common
photosynthesis
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
Tier 3
less common
constellation
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
cheesecake
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
staccato
Tier 3
less common
constellation
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
cheesecake
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
What tier?
staccato
Tier 3
less common
constellation
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
cheesecake
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
(Beck, McKeown, 1985)
REFLECTIONS & FORWARD
THINKING
Review your list
of words.
Are
my words tier 1,
2, or 3?
CRITERIA FOR WORD SELECTION

Word Knowledge



prior knowledge
necessary understanding
outside of particular
school context
 instructional potential
 generativity
 morphology (word parts)
 semantic-relatedness
(categories of meaning)
rate of occurrence in English
text
Importance
reading comprehension
(particular selection, general
comprehension)
 content-specific achievement
Utility

Frequency & Distribution





Conceptual difficulty
CONCEPTUAL DIFFICULTY

Known concept that
can be expressed with
a one-word synonym
or familiar phrase




Often found in
narrative text
Often can be learned
from context or
understand essential
meaning of text without
deep word knowledge
altercation (fight)
apologize (to say you’re
sorry)

Unknown concept that
can be learned from
available experiences
& information
(background
knowledge)





naive
independence
embarrassment
nostalgia
elation
(Nagy, Anderson, & Herman, 1987 adapted from Hiebert, 2008, presentation)
CONCEPTUAL DIFFICULTY

Unknown concept
requiring learning of
new factual information
or related system of
concepts
Less likely to be learned
from context
 Understanding meaning
often necessary for
comprehension of
academic text
 Often more abstract
 Often polysemus (having
multiple meanings)


divide (as boundary
between drainage
basins)

democracy

periodic sentence
(Nagy, Anderson, & Herman, 1987 in Hiebert, 2008, presentation)
How would you teach these words?
(1) synonym, phrase, or picture (2) prior experiences (3) providing new information
staccato
Tier 3
less common
constellation
content specific
algorithm, velocity
puzzled
Tier 2
sophisticated vocabulary
common in written texts
mobilize, industry, naïve,
contemplate
revolution
Tier 1
most basic
cheesecake
very common (HFW)
usually do not require explicit instructional attention
to meaning
car, water, walk, man…
am
REFLECTIONS & FORWARD
THINKING
Review your list
of words.
How
difficult are these
words?
How might I teach
them?
NASCENT :: MORIBUND
A. sophomoric : puerile
B. covetous : greedy
C. sycophantic : servile
D. shrewd : disingenuous
E. germinal : senescent
MORPHOLOGICAL FAMILIES
 Morpheme



– smallest unit of meaning
bases, roots
prefixes
suffixes
(http://www.wordworkskingston.com/)
"Morphological knowledge
is a wonderful dimension of
the child's uncovering of
"what's in a word," and one
of the least exploited aids
to fluent comprehension"
(Wolf, 2007, p. 130).
QUESTIONS WORTH ASKING

Is this word unknown?

Is this word critical to understanding (the particular
text, the particular subject matter)?



Is this a word students are likely to encounter again
(in sophisticated language use, in this particular
subject, in other domains)?
Is this word conceptually difficult (abstract, new
concept, multiple meanings)?
Does this word have high instructional potential
(morphology, connections to other words, word
learning)?
REFLECTIONS & FORWARD
THINKING
Review your list
of words.
Based
on the
appropriate criteria,
does each merit
instructional time and
energy?
HOW MIGHT I
INTRODUCE
DIFFERENT KINDS OF
TERMS MOST
EFFECTIVELY?
Know (and ultimately use) different types of
instruction to explicitly teach different types of
words.
ADULT
A person who has stopped
growing at both ends and is now
growing in the middle.
COMMITTEE
A body that keeps minutes and
wastes hours.
WRINKLES
Something other people have
similar to my character lines.
DUST
Mud with the juice squeezed out.
YAWN
An honest opinion openly expressed.
HANDKERCHIEF
Cold storage.
MOSQUITO
An insect that makes you like flies better.
RAISIN
A grape with a sunburn.
A SECRET
Something you tell one person at a time.
TOMORROW
One of the greatest labor saving
devices of today.
REFLECTIONS & FORWARD
THINKING
How do I currently
introduce new
words?
How does my
program introduce
words?
CHARACTERISTICS OF EFFECTIVE DIRECT
VOCABULARY INSTRUCTION (MARZANO, 2004)
 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.
 Teaching
word parts enhances students’
understanding of terms.
CHARACTERISTICS OF EFFECTIVE DIRECT
VOCABULARY INSTRUCTION (MARZANO, 2004)
 Different
types of words require different
types of instruction.
 Students
should discuss the terms they are
 Students
should play with words.
learning.
 Instruction
should focus on terms that have a
high probability of enhancing academic
success.
RATE YOUR PRACTICE
 Rate
your current vocabulary instruction
according to the characteristics of effective
vocabulary instruction.
+
My instruction demonstrates this characteristic
consistently and intentionally.
√
My instruction demonstrates this characteristic on
occasion and/or with some intention.
-
My instruction demonstrates this characteristic
rarely.
QUICK INTRODUCTION
 Learning
text


new words for known concepts in
During read-aloud
Before students read text
 Read-aloud
 Provide known
synonym/descriptive phrase after
the word (without disrupting the narration)
 Prior to student reading
 Display or quick note with
target word and known
synonym/descriptive phrase
 Preview descriptions provided in textbooks
(supplement as necessary)
CONTEXT-RELATIONSHIP

Learning new words representing known concepts
1.
Create a brief paragraph that gives the meaning of
the word.
2.
Follow the paragraph with a multiple-choice item
that checks students’ understanding of the word.
3.
Show the paragraph, read it aloud, and read the
multiple-choice options.
4.
Pause to give students a moment to answer the
item, provide the correct answer, and discuss the
word and any questions they have.
INDOLENCE
Fortunately, none of my English 9 R
students could be described as indolent.
Whereas an indolent student would try to
sleep during class, slouch in her seat,
procrastinate, and generally avoid exerting
any effort, my students are diligent, hardworking, eager, and achievement-driven. I
would be worried if someone described an
English 9 R student as indolent, because it is
worse than just occasional tiredness or
laziness. Indolence implies a tendency to be
lazy much of the time.
INDOLENT MEANS
A.
B.
C.
D.
often lazy
sometimes lazy
often hardworking
sometimes hardworking
Reception
Check
Full Bars…Decent Reception…Dropped Call?
WORD INTRODUCTION
Common Components from Experts
Student Friendly Explanations
1.


Characterize word and typical use
Explain meaning in everyday language
Teacher-Created Contexts
2.


Develop instructional contexts that provide
strong clues to meaning
Examples, Non-examples
Active Engagement with Words
3.

Short, playful, lively opportunities for
students to interact with words and
meanings right away
BUILDING ACADEMIC
VOCABULARY:
THE SIX-STEP METHOD
Marzano, R. (2004). Building background knowledge for
academic achievement. Alexandria, VA: ASCD.
Marzano, R. (2005). Building academic vocabulary:
manual. Alexandria, VA: ASCD.
Teacher’s
BUILDING ACADEMIC VOCABULARY
A SIX-STEP PROCESS

Learning new words representing known or
unknown concepts
1.
Introduce word
2.
Students generalize meaning
3.
Students create nonlinguistic representation
4.
Engage students in word activities
5.
Discuss words
6.
Engage student “play” with words
(Marzano, 2004)
BUILDING ACADEMIC VOCABULARY
A SIX-STEP PROCESS
1.

Massed
Practice
initial word
learning
Introduce word

Student friendly descriptions, examples, explanations,
images, etc.
Must connect to students’ prior knowledge
2.
Students generalize meaning
3.
Students create nonlinguistic representation
Distributive
Practice
4.
Engage students in word activities
periodically
5.
Discuss words
all previous
words
6.
Engage student “play” with words
STUDENT FRIENDLY
EXPLANATIONS
 Consider


curiosity
Dictionary: “the quality of being curious”
Student-friendly: “wish to learn about something
new, strange or interesting”
 Write
a student-friendly explanation for one
of your words.
STUDENT FRIENDLY
EXPLANATIONS RESOURCES
 Oxford
Dictionary of American English
 Longman
Dictionary of Contemporary
English
 The
Free Dictionary.com
 The
Collins English Cobuild Dictionary
TEACHER-CREATED
CONTEXTS
 Consider
curiosity

Literary Context: “Goldilocks’ curiosity caused her
to get caught by the Three Bears. She stayed in the
house too long because she was interested in
everything the bears had. (Goldilocks and The
Three Bears).

Teacher Created: Lindee’s curiosity about the stars
caused her to keep asking her teacher questions
about the solar system.
 Write
a few sentences using your word in
context to clarify meaning.
TEACHER-CREATED
CONTEXTS
 Consider
curiosity

Example: “I have always had a curiosity to learn a
new language.

Non-example: “I do not have a curiosity to go
bungee jumping because I am afraid of heights.”
 Write
down some examples and nonexamples of your word that your students
could relate to.
ACTIVE ENGAGEMENT WITH
WORDS


Consider curiosity

Questions
 Why would a person have a
curiosity for hiking in a jungle?


Example or Non-example?
 Which do you think people might
have a curiosity about?
 Hiking in a jungle or hiking in
a desert?
 Riding on a cruise ship or
riding in a row boat?

Finish the idea
 After watching the movie
advertisement, they had a
curiosity to see the movie
because _____.
Have you ever…?
 Have you ever had a
curiosity to learn something
new?
Choices
 If what I say might be
something people have a
curiosity for, say
curiosity”…



Reading an adventure book
Trying a new candy
Picking out white socks at the
store
ACTIVE ENGAGEMENT WITH
WORDS



Consider curiosity
Questions
 Why would a person have a
curiosity for hiking in a jungle?
Example or Non-example?
 Which do you think people might
have a curiosity about?
 Hiking in a jungle or hiking in
a desert?
 Riding on a cruise ship or
riding in a row boat?



Write some questions for your
word to provide active engagement
opportunities for your students.
Finish the idea
 After watching the movie
advertisement, they had a
curiosity to see the movie
because _____.
Have you ever…?
 Have you ever had a
curiosity to learn something
new?
Choices
 If what I say might be
something people have a
curiosity for, say
curiosity”…



Reading an adventure book
Trying a new candy
Picking out white socks at the
store
Instructional
Strategies to
Actively
Engage
Students w/
Words
ANITA
ARCHER’S
VIDEO
Active Participation Procedures
STUDENT
RESPONSES
ANITA ARCHER
What good instructional
practices did you observe?
CHORAL RESPONSES
(USE WHEN ANSWERS ARE SHORT & THE
SAME)





When students are looking at the
teacher…
Ask a question
Put up your hands to indicate silence
Give thinking time
Lower your hand as you say, “Everyone.”
CHORAL RESPONSES
(USE WHEN ANSWERS ARE SHORT & THE
SAME)
 When
students are looking at a common
stimulus…
Point to the stimulus
 Ask a question
 Give thinking time
 Tap for a response

CHORAL RESPONSES
(USE WHEN ANSWERS ARE SHORT & THE
SAME)
When students are looking at
their own book/paper…
 Ask a question
 Use and auditory signal
(“Everyone.”)
CHORAL RESPONSES
(USE WHEN ANSWERS ARE SHORT & THE
SAME)
Hints for choral responses:
 Give adequate thinking time
 Have students put up their
thumbs to indicate enough
thinking time
 If students don’t respond or blurt
out an answer, repeat
CHORAL RESPONSE REVIEW
 Choral
responses work best when
answers are short and the _______.
 An alternative to lower your hand is
to say “_____________”.
 Don’t forget to give adequate
__________.
How do I plan
to use this in
my classroom?
PARTNER RESPONSES
(USE WHEN ANSWERS ARE LONG OR DIFFERENT)
Assign partners
 Lower performing students with middle
performing students
 Give the partners a number or letter
 Sit partners next to each other
 Utilize triads when appropriate
PARTNER RESPONSES
(USE WHEN ANSWERS ARE LONG OR DIFFERENT)
Other Hints
 LOOK, LEAN, AND WHISPER
 Have students come to the “rug area”
with their desk partner.
 To facilitate partners at small group
tables, tape cards on the table.
 Change the partnerships occasionally
PARTNER RESPONSES
(USE WHEN ANSWERS ARE LONG OR
DIFFERENT)
Uses of Partners










Say answers to partner
Retell content of lesson
Review content (Tell, Help, Check)
Brainstorm (Think, Pair, Share)
Explain process, strategy, or algorithm
Read to or with a partner
Monitor partner
Share materials
Assist partners during independent work
Collect papers, handouts, assignments for
absent partners
PARTNER RESPONSE REVIEW
 A’s
– When is it best to use partner
responses?
 B’s – Why would we pair lower performing
students with middle performing
students?
 A’s – What do we do if we have an odd # of
students in the room?
 B’s – How will we train the students to
respond to a partner?
How do I plan
to use this in
my classroom?
INDIVIDUAL RESPONSE
(USE WHEN ANSWER IS PERSONAL
EXPERIENCE.)
Tips
• Don’t call on volunteers when the
answer is a product of instruction or
reading. Instead expect that all
students could answer your question.
• Don’t call on inattentive students
INDIVIDUAL RESPONSE
(USE WHEN ANSWER IS PERSONAL
EXPERIENCE.)
Option #1
• Have students share answers with
their partners
• Call on student
INDIVIDUAL RESPONSE
(USE WHEN ANSWER IS PERSONAL
EXPERIENCE.)
Option #2
• Ask a question
• Raise your hand to indicate silence
• Give thinking time
• Call on a student
INDIVIDUAL RESPONSE
(USE WHEN ANSWER IS PERSONAL
EXPERIENCE.)
Procedures for calling on students to
insure that all students are involved
 Different parts of room
 Cards or sticks
INDIVIDUAL RESPONSE
(USE WHEN ANSWER IS PERSONAL
EXPERIENCE.)
Student says, “I don’t know.”
 Consult with his/her partner and say
“I’ll be back”
 Refer to his/her book
 Tell the “best” of previous answers
 Tell student an answer
INDIVIDUAL RESPONSE
REVIEW
 We
call on individual students when the
answer is a product of a ____________?
 Why isn’t the question above a good
question for calling on individuals?
 When calling on individual students, we
want to ask a question, give think time,
raise your hand to indicate silence and
then call on an individual? What is going
to be the most challenging part of that
process for you?
How do I plan
to use this in
my classroom?
ACTIVE ENGAGEMENT WITH
WORDS


Consider curiosity

Questions
 Why would a person have a
curiosity for hiking in a jungle?


Example or Non-example?
 Which do you think people might
have a curiosity about?
 Hiking in a jungle or hiking in
a desert?
 Riding on a cruise ship or
riding in a row boat?

Finish the idea
 After watching the movie
advertisement, they had a
curiosity to see the movie
because _____.
Have you ever…?
 Have you ever had a
curiosity to learn something
new?
Choices
 If what I say might be
something people have a
curiosity for, say
curiosity”…



Reading an adventure book
Trying a new candy
Picking out white socks at the
store
Vocabulary Lesson Experience

Learning new words representing known or
unknown concepts
1.
Introduce word
2.
Students generalize meaning
3.
Students create nonlinguistic representation
4.
Engage students in word activities
5.
Discuss words
6.
Engage student “play” with words
(Marzano, 2004)
EXPERIENCE & OBSERVE
 Strategy

observer
What steps/processes did you observe?
 Participant

observer
What words, behaviors, evidence of student
learning did you notice?
 Participants

What did you learn? What worked for you?
How did you feel as a learner using this
strategy?
Partners - A’s & B’s
CHORAL RESPONSE
Think
Don’t Blurt
Answer
QUICK
Attention
Reluctant
Reluctant
Not sure you want to do something.
Draw
Something you might be reluctant to do.
I would be
reluctant to…
I would be
reluctant to…
Draw
Something you’re willing to do.
I would not be
reluctant to…
I would not be
reluctant to…
A cat might be reluctant to…
Reluctant
Not sure you want to do something.
EXPERIENCE & OBSERVE
 Strategy

observer
What steps/processes did you observe?
 Participant

observer
What words, behaviors, evidence of student
learning did you notice?
 Participants

What did you learn? What worked for you?
How did you feel as a learner using this
strategy?
BUILDING ACADEMIC VOCABULARY
STEPS 1 - 3
1.
Introduce word

Massed
Practice

Student friendly descriptions, examples,
explanations, images, etc.
Must connect to students’ prior knowledge
2.
Students generalize meaning
3.
Students create nonlinguistic
representation
Caution!


Monitor understanding carefully
May require more than one session
APRIL’S
VIDEO
Explicit Vocabulary Instruction
w/ Response Techniques
APRIL’S VIDEO - 2 GROUPS
A’s – Observe the steps from
vocabulary planning guide that
are used
B’s – Observe the response
techniques that are used
RESEARCH ON IMAGERY AS
ELABORATION
Students who used imagery to learn vocabulary,
on average, performed…
# of
studies
6
37 percentile pts.
higher than…
…students who kept
repeating definitions.
4
21 percentile pts.
higher than…
…students who were
using the terms in a
sentence.
(Pickering, 2007, ASCD presentation)
REFLECTIONS & FORWARD
THINKING
Plan how you might
supplement your reading
program in order to
introduce 1-2 of your
words. Refer to 6-step
planning guide.
HOW MIGHT I ENCOURAGE
LASTING AND DEEP
UNDERSTANDING OF
IMPORTANT VOCABULARY?
Understand the importance of distributed
practice
Identify relevant strategies for classroom
implementation
A woman brought a very limp duck
into a veterinary surgeon. As she laid
her pet on the table, the vet
pulled out his stethoscope and
listened to the bird's chest.
After a moment or two, the vet shook
his head and sadly said, "I'm sorry,
your duck, Cuddles, has passed
away."
The distressed woman wailed, "Are
you sure?”
"Yes, I am sure. Your duck is dead,"
replied the vet..
"How can you be so sure?" she
protested. "I mean you haven't done
any testing on him or anything. He
might just be in a coma or
something."
The vet rolled his eyes, turned
around and left the room. He
returned a few minutes later with a
black Labrador Retriever. As the
duck's owner looked on in
amazement, the dog stood on his
hind legs, put his front paws on the
examination table and sniffed the
duck from top to bottom. He then
looked up at the vet with sad eyes
and shook his head.
The vet patted the dog on the head
and took it out of the room. A few
minutes later he returned with
a cat. The cat jumped on the table
and also delicately sniffed the bird
from head to foot. The cat sat back
on its haunches, shook its head,
meowed softly and strolled out of the
room.
The vet looked at the woman and
said, "I'm sorry, but as I said, this is
most definitely, 100% certifiably, a
dead duck."
The vet turned to his computer
terminal, hit a few keys and produced
a bill, which he handed to the
woman..
The duck's owner, still in shock, took
the bill. "$150!” she cried, "$150 just
to tell me my duck is dead!" The vet
shrugged, "I'm sorry. If you had just
taken my word for it, the bill would
have been $20, but with the Lab
Report and the Cat Scan, it's now
$150."
BUILDING ACADEMIC VOCABULARY
A SIX-STEP PROCESS
1.

Massed
Practice
initial word
learning
Introduce word

Student friendly descriptions, examples, explanations,
images, etc.
Must connect to students’ prior knowledge
2.
Students generalize meaning
3.
Students create nonlinguistic representation
Distributive
Practice
4.
Engage students in word activities
periodically
5.
Discuss words
all previous
words
6.
Engage student “play” with words
BUILDING ACADEMIC VOCABULARY
STEPS 3-6
Distributive
Practice
4.
Engage students in word activities
periodically
5.
Discuss words
all previous
words
6.
Engage student “play” with words
Research Note:
60 Studies revealed that the use of
academic games in the classroom is
associated with a 20 percentile point gain
-Haystead & Marzano, 2009
MASSED VS. DISTRIBUTED
PRACTICE
 24
focused practices to achieve 80% competency
Distributed Practice
Massed Practice
(Marzano, Pickering, & Pollock, 2001, p. 67)
MASSED & DISTRIBUTED PRACTICE
Week 1
Week 2
Week 3
Week 4
Important Assumption:
Week 5
“Learning” implies that students can recall, understand,
and use information for the long term.
FREQUENT STUDENT SELF-ASSESSMENT
Students self-rate level of word knowledge.
 Encourages student reflection, discussion

1
I’ve never heard this word before.
2
I’ve heard this word, but I don’t really know
what it means.
3
I know the general meaning of this word,
though I cannot specifically define it.
4
Whether spoken or written, I know this word
well and understand its meaning.
STUDENT-CREATED
DICTIONARIES
 Students
maintain a collection of words
and elaborative information that is
periodically reviewed, expanded, and
shared.

Synonyms, antonyms, semantically-related
words, pictures, authentic text, etc.
 Various


forms
Teacher-created template, note cards, matrix,
using table of contents, electronic database
Teacher-generated lists, student-generated
lists
ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved
September 20, 2006, from
http://shop.ascd.org/productdisplay.cfm?productid=105154e
WINK Books
Words I Need to Know
VOCABULARY MATRIX
Word
inequality
Description
a relationship
that is not
equal
Word Parts
Related Words
equality
equation
equal
prefix: in- (not)
inoperable
root: equal
inedible
intolerable
suffix: -ity
(changes from adj Independent
joviality
to noun)
individuality
neutrality
Visual
< , >, ≤
Vocabulary Rings
“Provide students with
multiple opportunities
to MUCK AROUND
with words.”
(my friend, Lenny Vermaas)
Application
How can I make this work
in my classroom?
Provoke/Vocabogram
Word Storm
A-B
C-D
E-F
G-H
I-J
K-L
M-N
O-P
Q-R
S-T
U-V-W
X-Y-Z
INSIDE-OUTSIDE CIRCLE

Pass out cards to every student. (Duplicate cards can
be used.)

Number off students by 1 (outside) and 2 (inside)

Match up so that each person is facing a partner.


Outside circle shares their word or definition; inside
circle provides answer
SWITCH CARDS, outside circle rotate left
Application
How can I make this work
in my classroom?
Word Wall
Activities
Exit
Slip / Admit Slip
Word Hunt
Mr. & Mrs. Picky
Synonym or Antonym
I HAVE… WHO HAS…?
 Students
practice pronouncing words,
speaking clearly, and reinforcing
definitions.
 Pass

out cards randomly.
Ex. I have a right triangle who has an angle
that is less than 90 degrees. Who has…?
 Students
respond as prompted.
Pyramid
Game
200 points
100 points
50 points
100 points
50 points
50 points
Pyramid Game
Unit Theme?
journey
200 points
harbor
cargo
100 points
motor
50 points
100 points
trolley
50 points
rail
50 points
Interview a Word

Select key words important to understanding a
concept or story.

Divide your class into teams.

Give each team a word and a list of questions.



Have students “become” the word and answer the
questions.
In front of the group, one person on the team asks
the questions. The team takes turns answering
while everyone else listens.
After listening, the class tries to guess the word.
Application
How can I make this work
in my classroom?
VOCABULARY CONTINUUM
 Encourage
student discussion and elaborative
processing of meaning among synonyms or
related words.
least intense
most intense
understand least
understand best
VOCABULARY CONTINUUM
 mistake
 hate
 adore
 error
 dislike
 cherish
 blunder
 loathe
 blunder
 abhor
least intense
 Encourage
most intense
student discussion!
CLASSIFYING
 Provide
 Have


students with vocabulary cards
students place cards into categories
label the categories
see how other groups classified their cards or
regroup cards using a different criteria
“Children do not learn by
doing …..
They learn by thinking,
discussion, and reflection
on what they have done.”
Willam Speer (NCSM)
VOCABULARY – ALIVE WRITING
 Provide
a list of terms for students to use
in a single related piece of writing.
 For
Example:
 Use 15 of the 20 terms listed above in a
meaningful paragraph, story, poem or
letter to convince me of your
understanding. Put a check mark next
to the terms you choose and underline
them in the writing.
intercept
slope
decreasing
parallel
constant
intersection
increasing
quadrant
perpendicular
Write a paragraph using
the words listed above in
the word bank to
describe the graph that
is shown at the right.
NAME THAT CONCEPT!
Partner A: Provide clues to your
partner without using the actual words,
derivatives, or rhymes.
1.

2.
definitions, examples, descriptions, contexts
Partner B: Name the concept or
component or say “pass” to move on to
the next item.
Goal: Successfully communicate all
items in one minute.
WORDS FROM GEOMETRY
 sphere
 congruent
 cylinder
 proportion
 proof
Application
How can I make this work
in my classroom?
Encourage Word Consciousness & Excitement
Word of the Day
What is the purpose???
GAMES
Apples to Apples
 Balderdash
 Boggle
 Charades
 Listen Up!
 Mad Gab
 Outburst

Oodles
 Password
 Scattegories
 Scrabble
 Taboo
 Upwords
 Win, Lose, or Draw

IDIOMS & METAPHORIC
EXPRESSIONS
Colors
 Dogs
 Cats
 Body Parts
 Farm Animals
 Baseball

Football
 Space
 Sky
 Numbers
 Food
 Insects

REFLECTIONS & FORWARD
THINKING
What specific methods
would be effective for
the words I need to
teach well?
• Name it.
Describe it.
• Explain why it’s good.
•
Evaluation
CONTACT INFORMATION
THANK YOU!!!!