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Vocabulary and ContentStrategies for teaching academic vocabulary

2Too often, we leave vocabulary acquisition to chance.2Past Practice: Dictionary/GlossaryRote memorization of words and definitions is the least effective instructional method resulting in little long term effect. (Kameenui, Dixon, Carine 1987)

3In an age when emphasis is put on critical thinking, we must examine how that impacts our approach to vocabulary.Past Practice: Assign Reading without frontloadingHere had been overgrazing before the coming of the settlers and the invasion of barbed wire, but the death knell of the Plains was sounded and the birth of the Great American Desert was inaugurated with the introduction and rapid improvement of power farming.Dust to Eat, and Dust to Breathe, and Dust to DrinkReaders must have a rich vocabulary and background knowledge to support understanding.56 Picking Terms to TeachIs term critically important to content I will be teaching this year? Which terms are necessary to understand the key points of the chosen resource?Which terms do I want my students to remember and reuse?

Marzanos Six Steps to Teaching Vocabulary Step 1

The teacher provides a description, explanation or example of the new term.

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7Read SlideMarzanos first step to effective vocabulary instruction is to provide a description, explanation, or example of the new term. Students benefit when they rely on descriptions instead of definitions. Teachers can help students build an initial understanding of the word by introducing direct experiences, telling a story that integrates the term, using a video or computer image, asking small groups to investigate, describing his/her own mental picture, and finding or creating a picture that represents the term.

Step 2Students restate the explanation of the new term in their own words.

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(Read Slide)We know that research tell us that looking up words in a dictionary is the least effective vocabulary practice. Marzanos second step to effective vocabulary instruction offers an alternative to this ineffective practice.It is much more effective to have students state or restate the explanation of a new term in their own words and to interact with the word in a meaningful way. It is often necessary to remind learners not to copy from the dictionary or another text, but use their own words to explain or define a new term. Teachers also must monitor student responses carefully to determine if any confusion exists.Then, provide more descriptions, explanations, or examples, if necessary.8Step 3Students create a nonlinguistic representation of the term.

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(Read Slide)Marzanos third step to effective vocabulary instruction is having students create nonlinguistic representations of the term. For optimal results, students need to represent knowledge of words in linguistic (with words) and nonlinguistic (without words) ways. At times, having students create nonlinguistic representations of a term is very powerful. Creating graphic representations; drawing pictures, symbols, or pictographs; generating mental images; making physical models; and engaging in kinesthetic activities are all examples of nonlinguistic representations. It is great for students to share examples of their drawings. This can really broaden or clarify word meanings. It is also a good practice to allow students to work in teams to help those who struggle or claim that they cannot draw very well.9Step 4Students periodically engage inactivities that help themadd to their knowledge ofvocabulary terms.

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10The fourth Marzano step to effective vocabulary instruction is to have students periodically do activities that help them add to their knowledge of the terms.

Many of the teaching tools for vocabulary that we have included in the KCL model address comparing terms, classifying terms, and generating metaphors or analogies. Word sorts are another activity you can use with students to actively engage them with content-related words.

Remember that it is often very powerful to have students revise their initial description or nonlinguistic representations of a term or concept as their knowledge deepens throughout a unit of study. This can be done through the revision of graphic organizers or vocabulary journal entries.

Step 5

Frequently have students discuss important terms with one another.

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Studies show that it takes, on average, 28 exposures to a new word before it becomes part of a students working vocabulary.11The fifth Marzano step to effective vocabulary instruction is to periodically ask students to discuss terms with one another. Discussion could occur in a variety of ways (e.g., large group, small group, partners).

Discussion of terms helps deepen a students understanding of a term as they learn from one anothers experiences and perspectives. This should occur as a regular part of instruction. Meaningful conversations can occur when the teacher or student poses a question to stimulate discussion or when questions or issues about terms are raised.

Facilitating meaningful discussion will be the focus of an upcoming module this week.

Step 6

Periodically engage students in games that allow them to play with the terms.

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Games

12The sixth Marzano step to effective vocabulary instruction is to periodically engage students in games that allow them to play (or have fun) with the terms. Examples of games might include Password, Memory, or Most Important Word. Source: Building Academic Vocabulary Teachers Manual by Robert J. Marzano and Debra J. Pickering

Password: This game is based on the television game show. Hand teams a set of index cards that have one vocabulary word written on each card. Player #1 looks at the first word and begins saying words associated with this vocabulary word. The goal is for the other player to guess the word.

Memory: Some cards have individual vocabulary terms on them and others have their definitions. Cards are placed face down. Students turn cards over and match words to definitions. To maximize effectiveness, provide students with a sheet listing all the vocabulary words and their definitions.

Most Important Word: After having students read a portion of text, ask them to choose the three most important words and describe why they chose the words, using examples from the text to support their answer. Tools & StrategiesFor Digging DeepFrayer Model (word web)LINCS Strategy

13Frayer Model DefinitionintegerExamplesNon-examplesFactsWord/Concept 14The ChallengeFrayer Model DefinitionintegerExamplesNon-examplesFactsWord/Concept- Is a number- Has no fractional or . decimal part- May be positive- May be negative- May be zero 15The ChallengeFrayer Model DefinitionintegerExamplesNon-examplesFactsWord/Concept- Is a number- Has no fractional or . decimal part- May be positive- May be negative- May be zero 0-4 781 0.2-1.3 2/3

16The Challenge create one using a vocabulary word from your content.An Overview of the LINCS StrategyStep 1: List the parts: word and definitionStep 2: Identify a Reminding Word (perhaps a word that sounds like the vocabulary wordStep 3: Note a LINCing Sentence that includes the reminding word and part of the definitionStep 4: Create a LINCing Picture about the sentenceStep 5: Self-test!Distribute packets171. Take an index card and divide it in half by folding the card.Creating LINCS Study Cards18Start model with large sheet of chart paperCreating LINCS Study Cards dynamic2. Write the word to be learned on the top half of one side. 19Creating LINCS Study CardsVery active, energetic dynamic3. Write the parts of the definition you need to remember on the top of the other side.20Creating LINCS Study CardsVery active, energetic dynamic4. Write the Reminding Word on the bottom half of the first side.dynamite21Creating LINCS Study CardsThe blast of dynamite was like an active volcano, it had energy.Very active, energetic dynamic5. Write the LINCing Story on the bottom half of the second side. dynamite22Creating LINCS Study Cards dynamic6. Draw the LINCing Picture on the bottom half of the second side. dynamite

Very active, energetic

The blast of dynamite was like an active volcano, it had energy.

23The Challenge create a LINCS card from one of your content area wordsWhat about dictionary and resource skills?

THINK OUTSIDE OF THE BOX:What skill are we really emphasizing?

EXAMPLE:annual[an-yoo-uh l] adjective 1. of, for, or pertaining to a year; yearly: annual salary. 2. occurring or returning once a year: an annual celebration. 3. living only one season or year, as beans, corn or certain insects. 4. performed or executed during a year: the annual course of the sun. Match the letter of the definition to the way in which the annual is used in the sentences below._____ I dont waste my time planting annuals in my flowerbeds, I would rather have flowers that come back each spring._____ Mrs. OConnor knew behavior was going to get worse after spring break, it was the annual progression of sixth graders._____ The annual rainfall was lower than average causing a drought to occur._____ I am going to run in the annual Race for the Cure so that I can raise money for cancer research.

Questioning VocabularyDo students know what is being asked of them?

Larry Bell, 12 Powerful Words1. Trace: List in steps2. Analyze: Break apart3. Infer: Read between the lines4. Evaluate: Judge5. Formulate: Create6. Describe: Tell all about7. Support: Back up with details8. Explain: Tell how9. Summarize: Give me the short version10. Compare: All the ways they are alike11. Contrast: All the ways they are different12. Predict: What will happen next

Also, think about how you would explain the term justifyApplication & PlanningWhat strategies can I use to teach vocabulary?Select vocabulary from your discipline. Discuss with your group how you will use the strategies from this session.