Embed Size (px)
Citation preview
Academic Vocabulary
Presentation by Lora DrumCCS Curriculum Specialist
Vocabulary
2
What is academic vocabulary
bull Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools
bull In identifying academic vocabulary for instruction it is important to remember that
not all terms are of equal importance 1048699 Some terms are critically important 1048699 Some terms are useful but not critical 1048699 Some terms are interesting but not useful
3
Academic Vocabulary
Common Core Shift 6 expectations
Think About
What are your thoughts about ldquoover reliance of synonymsrdquo Why are the phrases ldquocareful planningrdquo and ldquostrategic teachingrdquo important to vocabulary instruction
4
Why is Academic Vocabulary important
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms When students understand these terms it is easier for them to understand the information they will read and hear in class
5
Factoidshellip
ndash Vocabulary assessed in first grade predicted over 30 of reading
comprehension variance in 11th grade
- Cunningham and Stanovich
6
bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did
- McKeown Beck Omanson and Pople 1985
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
2
What is academic vocabulary
bull Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools
bull In identifying academic vocabulary for instruction it is important to remember that
not all terms are of equal importance 1048699 Some terms are critically important 1048699 Some terms are useful but not critical 1048699 Some terms are interesting but not useful
3
Academic Vocabulary
Common Core Shift 6 expectations
Think About
What are your thoughts about ldquoover reliance of synonymsrdquo Why are the phrases ldquocareful planningrdquo and ldquostrategic teachingrdquo important to vocabulary instruction
4
Why is Academic Vocabulary important
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms When students understand these terms it is easier for them to understand the information they will read and hear in class
5
Factoidshellip
ndash Vocabulary assessed in first grade predicted over 30 of reading
comprehension variance in 11th grade
- Cunningham and Stanovich
6
bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did
- McKeown Beck Omanson and Pople 1985
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
3
Academic Vocabulary
Common Core Shift 6 expectations
Think About
What are your thoughts about ldquoover reliance of synonymsrdquo Why are the phrases ldquocareful planningrdquo and ldquostrategic teachingrdquo important to vocabulary instruction
4
Why is Academic Vocabulary important
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms When students understand these terms it is easier for them to understand the information they will read and hear in class
5
Factoidshellip
ndash Vocabulary assessed in first grade predicted over 30 of reading
comprehension variance in 11th grade
- Cunningham and Stanovich
6
bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did
- McKeown Beck Omanson and Pople 1985
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
4
Why is Academic Vocabulary important
According to Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is providing them with direct instruction in these terms When students understand these terms it is easier for them to understand the information they will read and hear in class
5
Factoidshellip
ndash Vocabulary assessed in first grade predicted over 30 of reading
comprehension variance in 11th grade
- Cunningham and Stanovich
6
bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did
- McKeown Beck Omanson and Pople 1985
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
5
Factoidshellip
ndash Vocabulary assessed in first grade predicted over 30 of reading
comprehension variance in 11th grade
- Cunningham and Stanovich
6
bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did
- McKeown Beck Omanson and Pople 1985
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
6
bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did
- McKeown Beck Omanson and Pople 1985
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
7
bull One of the most critical instructional practices a teacher can provide particularly for students who do not come from academically advantaged backgrounds is systematic instruction in important academic terms
- Marzano and Pickering 2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
8
Impact of direct instructionhellip
bull Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school with no direct vocabulary instruction scores in the
50th percentile ranking The same student after specific content-area terms have been taught in a specific way raises hisher comprehension ability to the 83rd percentile
- Stahl and Fairbanks 1986
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
9
Marzanorsquos 6 Steps to Vocabulary Instructionbull shown to be highly effective
bull This strategy works at every grade level from kindergarten to high school
It provides multiple exposures to a word in a variety of contexts and is most effective when all the steps are used Employing the whole process promotes
student achievement much more effectively than using any step individually
- Marzano 2009
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
10
Marzanorsquos Six Step Strategy for Academic Vocabulary Instruction (First 3 steps ndash introduce and develop initial understanding)
1 Provide a description explanation or example of the new term
2 Ask students to restate the description or explanation in their own words (The results are not as strong when students copy the teacherrsquos explanation instead of generating their own)
3 Ask students to construct a picture pictograph or symbolic representation of the term (This step is crucial When students do this step well achievement soars)
Steps 1-3 ensure that the term is introduced and that the students have developed an initial understanding of it
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
11
(Last 3 steps ndash Shape and sharpen understanding)
4 Engage students in activities that help them add to their knowledge of the terms in vocabulary notebooks (This step should be done every other week ndash alternate with Step Five)
5 Ask students to discuss the terms with one another (This step should be completed every other week ndash alternate with
Step Four)
6 Involve students in games that enable them to play with the terms Games engage students at a high level and have a powerful effect on recall
(This step should be done once a week)
Steps 4-6 ensure that students have multiple exposures and
experiences with the terms over time to help deepen their understanding
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
1250 Points50 Points
100 Points 100 Points
200 Points
50 Points
Termphrase TermphraseTermphrase
Termphrase Termphrase
Termphrase
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
13
Vocab-u-Roll
bull attract
bull compensate
bull composition
bull develop
bull extract
bull composition
bull magnify
bull ordinary
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
14
Online resources for gameshellip
bull httpwwwvocabularycoilbull httpwwwfree-readingnetindexphptitle=
Vocabulary_Reintroduce_and_Build_Mastery_Activitiesbull httpwwwvisuwordscom
bull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
15
Checking in on Student Progress (formative assessment)
Level 4 I understand even more about the term than when I was taught
Level 3 I understand the term and Irsquom not confused about any part of what it means
Level 2 Irsquom a little uncertain about what the term means but I have a general idea
Level 1 Irsquom very uncertain about the term I really donrsquot understand what it means
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
16
Things to ponderhellip
How do I provide rich and varied language experiences that support learning and using vocabulary
Do I spend time to teach individual words
What type of word-learning strategies have I taught to my students to help them increase their vocabularies
In what ways do I develop word consciousness How does the culture of my classroom show a motivation and appreciation for word learning in what ways do I support and encourage students in making a commitment to acquiring word knowledge and do I share my own thirst for learning new words
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
17
The Journeyhellip
Each fall monarch butterflies in Maine beginan unbelievable journey to a hilltop in MexicoHow do they do it They focus on the goalnot the difficulties Each day they take theirbearings and set off allowing their instinctsand desire to steer them They accept whatcomes some winds blow them off courseothers speed them along They keep flyinguntil one day they arrive
Monarch butterflies are the only insect that migrates to a warmer climate that is 2500 miles away each year
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
18
Your determination makes
the difference
We think with words therefore to improve thinking teach vocabulary - A Draper and G Moeller
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
19
References
Beck Isabel L Margaret G McKeown and Linda Kucan Bringing Words to Life Robust Vocabulary Instruction New York NY The
Guilford Press 2002
bull Graves Michael F editor Essential Readings on Vocabulary Instrucrtion International Reading Association 2009
bull Marzano Robert J and Debra J Pickering Building Academic Vocabulary Teachers Manual Alexandria VA ASCD Association for Supervision and Curriclum Development
2005
