VOCABULARY INSTRUCTION AND THE COMMON CORE

Session Starter - Free Associationbull Participants will be provided a target term bull Each member of your table group will take

turns saying any word that comes to mind related to the target term

bull When the facilitator tells you stop the last

person to say a word will explain how that word is related to the target

(Marzano amp Pickering 2005)

Vocabulary Charades (Marzano amp Pickering 2005)

bull Please stand bull Using your arms legs and bodies show the

meaning of each term

httpwwwflickrcomphotoskohlerfolk4112543671inphotostream

Session Starter - Free Associationbull Participants will be provided a target term bull Each member of your table group will take

turns saying any word that comes to mind related to the target term

bull When the facilitator tells you stop the last

person to say a word will explain how that word is related to the target

(Marzano amp Pickering 2005)

Vocabulary Charades (Marzano amp Pickering 2005)

bull Please stand bull Using your arms legs and bodies show the

meaning of each term

httpwwwflickrcomphotoskohlerfolk4112543671inphotostream

Vocabulary Charades (Marzano amp Pickering 2005)

bull Please stand bull Using your arms legs and bodies show the

meaning of each term

httpwwwflickrcomphotoskohlerfolk4112543671inphotostream

Talk a Mile a Minute (Marzano amp Pickering 2005)

bull Teams of 3-4bull Designate a ldquotalkerrdquo for each roundbull Try to get team to say each word by quickly

describing thembull May not use words in category title or

rhyming words

Vo-BACK-u-larybull Write a list of new words on the board and on index cards

Review the words and their meanings with your students then ask for a volunteer

bull Tape a word card onto the volunteers back without revealing the word to the child

bull Ask the student to turn so that the class can see the cardbull Have the child call on classmates one at a time for helpful

informational clues about the word bull When the child guesses the word correctly its time for the next

volunteer bull Or have everyone play at once by taping a word card on each

students back The children move about the room quietly asking for clues When a child discovers the word he or she sits down

Drawing Word Sticksbull To make Word Sticks Write 12 vocabulary words on craft

sticks Add two sticks labeled Sorry Place all of the sticks in a shoebox and the game is ready

bull To play Two to four children place the sticks word-down in the shoebox One at a time each student chooses a stick If the stick has a vocabulary word the child reads the word to the group uses it in a sentence and then keeps the stick

bull If the stick is labeled Sorry the child returns the Sorry stick and any word sticks he or she may have to the box (This gives the children the chance to practice words more than once) The game continues until all 12 vocabulary word sticks are gone

Todayrsquos Targets Identify how the English Language Arts Common Core

Standards address vocabulary Become familiar with the concept of academic

vocabulary (Tier 2 words) and why they are important to teach

Explore strategies and resources for teaching vocabulary

Develop and share a plan to make vocabulary instruction common practice in your buildingclassroom

Vocabulary CasseroleIngredients Needed

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard Have students copy then look up in dictionary Make students write all the definitions For a little spice require that students write words in sentences Leave alone all week Top with a boring test on Friday

Perishable This casserole will be forgotten by Saturday afternoon

Serves No oneAdapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom Have students test each word for flavor Toss with a thesaurus to find other words that mean the same Write definitions on chart paper and let us draw pictures of words to remind us what they mean Stir all week by a teacher who thinks learning is supposed to be fun Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most

Serves Many Adapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

10

What is academic vocabularybull 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

Vo-BACK-u-larybull Write a list of new words on the board and on index cards

Review the words and their meanings with your students then ask for a volunteer

bull Tape a word card onto the volunteers back without revealing the word to the child

bull Ask the student to turn so that the class can see the cardbull Have the child call on classmates one at a time for helpful

informational clues about the word bull When the child guesses the word correctly its time for the next

volunteer bull Or have everyone play at once by taping a word card on each

students back The children move about the room quietly asking for clues When a child discovers the word he or she sits down

Drawing Word Sticksbull To make Word Sticks Write 12 vocabulary words on craft

sticks Add two sticks labeled Sorry Place all of the sticks in a shoebox and the game is ready

bull To play Two to four children place the sticks word-down in the shoebox One at a time each student chooses a stick If the stick has a vocabulary word the child reads the word to the group uses it in a sentence and then keeps the stick

bull If the stick is labeled Sorry the child returns the Sorry stick and any word sticks he or she may have to the box (This gives the children the chance to practice words more than once) The game continues until all 12 vocabulary word sticks are gone

Todayrsquos Targets Identify how the English Language Arts Common Core

Standards address vocabulary Become familiar with the concept of academic

vocabulary (Tier 2 words) and why they are important to teach

Explore strategies and resources for teaching vocabulary

Develop and share a plan to make vocabulary instruction common practice in your buildingclassroom

Vocabulary CasseroleIngredients Needed

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard Have students copy then look up in dictionary Make students write all the definitions For a little spice require that students write words in sentences Leave alone all week Top with a boring test on Friday

Perishable This casserole will be forgotten by Saturday afternoon

Serves No oneAdapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom Have students test each word for flavor Toss with a thesaurus to find other words that mean the same Write definitions on chart paper and let us draw pictures of words to remind us what they mean Stir all week by a teacher who thinks learning is supposed to be fun Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most

Serves Many Adapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

10

What is academic vocabularybull 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

Drawing Word Sticksbull To make Word Sticks Write 12 vocabulary words on craft

sticks Add two sticks labeled Sorry Place all of the sticks in a shoebox and the game is ready

bull To play Two to four children place the sticks word-down in the shoebox One at a time each student chooses a stick If the stick has a vocabulary word the child reads the word to the group uses it in a sentence and then keeps the stick

bull If the stick is labeled Sorry the child returns the Sorry stick and any word sticks he or she may have to the box (This gives the children the chance to practice words more than once) The game continues until all 12 vocabulary word sticks are gone

Todayrsquos Targets Identify how the English Language Arts Common Core

Standards address vocabulary Become familiar with the concept of academic

vocabulary (Tier 2 words) and why they are important to teach

Explore strategies and resources for teaching vocabulary

Develop and share a plan to make vocabulary instruction common practice in your buildingclassroom

Vocabulary CasseroleIngredients Needed

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard Have students copy then look up in dictionary Make students write all the definitions For a little spice require that students write words in sentences Leave alone all week Top with a boring test on Friday

Perishable This casserole will be forgotten by Saturday afternoon

Serves No oneAdapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom Have students test each word for flavor Toss with a thesaurus to find other words that mean the same Write definitions on chart paper and let us draw pictures of words to remind us what they mean Stir all week by a teacher who thinks learning is supposed to be fun Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most

Serves Many Adapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

10

What is academic vocabularybull 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

Todayrsquos Targets Identify how the English Language Arts Common Core

Standards address vocabulary Become familiar with the concept of academic

vocabulary (Tier 2 words) and why they are important to teach

Explore strategies and resources for teaching vocabulary

Develop and share a plan to make vocabulary instruction common practice in your buildingclassroom

Vocabulary CasseroleIngredients Needed

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard Have students copy then look up in dictionary Make students write all the definitions For a little spice require that students write words in sentences Leave alone all week Top with a boring test on Friday

Perishable This casserole will be forgotten by Saturday afternoon

Serves No oneAdapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom Have students test each word for flavor Toss with a thesaurus to find other words that mean the same Write definitions on chart paper and let us draw pictures of words to remind us what they mean Stir all week by a teacher who thinks learning is supposed to be fun Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most

Serves Many Adapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

10

What is academic vocabularybull 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

Vocabulary CasseroleIngredients Needed

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard Have students copy then look up in dictionary Make students write all the definitions For a little spice require that students write words in sentences Leave alone all week Top with a boring test on Friday

Perishable This casserole will be forgotten by Saturday afternoon

Serves No oneAdapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

Vocabulary TreatIngredients Needed

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom Have students test each word for flavor Toss with a thesaurus to find other words that mean the same Write definitions on chart paper and let us draw pictures of words to remind us what they mean Stir all week by a teacher who thinks learning is supposed to be fun Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most

Serves Many Adapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

10

What is academic vocabularybull 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

Vocabulary TreatIngredients Needed

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom Have students test each word for flavor Toss with a thesaurus to find other words that mean the same Write definitions on chart paper and let us draw pictures of words to remind us what they mean Stir all week by a teacher who thinks learning is supposed to be fun Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most

Serves Many Adapted from When Kids Canrsquot Read What Teachers Can Do by Kylene Beers

10

What is academic vocabularybull 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

10

What is academic vocabularybull 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

ELA Common Core Vocabulary Standards

Reading StrandReading Anchor Standard 4Interpret words and phrases as they are used in a text including determining technical connotative and

figurative meanings analyze how specific word choices shape meaning or tone

Language StrandLanguage Anchor Standard 4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues analyzing meaningful word parts and consulting general and specialized reference materials as appropriate

Language Anchor Standard 6Acquire and use accurately a range of general academic and domain-specific words and phrases

sufficient for reading writing speaking and listening at the college and career readiness level demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

Research Behind Vocabulary Instruction

bull Effective vocabulary instruction has to start early in preschool and continue throughout the school years (Nagy 2005)

bull Teaching vocabulary helps develop phonological awareness (Nagy 2005) and reading comprehension (Beck Perfetti amp McKeown 1982)

bull Vocabulary instruction needs to be long-term and comprehensive (Nagy 2005) for ELLs (Carlo August amp Snow 2005 Calderoacuten et al 2005)

More Researchhellipbull Command of a large vocabulary frequently sets high-

achieving students apart from less successful ones (Montgomery 2000)

bull The average 6-year-old has a vocabulary of approximately 8000 words and learns 3000-5000 more per year (Senechal amp Cornell 1993)

bull Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham 2005 Cunningham amp Stanovich 1997 Chall amp Dale 1995 Denton et al 2011)

14

bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did

- McKeown Beck Omanson and Pople 1985

Context Clue Steps

For Students

1 Identify the unknown word2 Look for the words that

give hints about its meaning in the sentence

3 If you need more cues read the sentences before and after the one with the word in it

4 Infer the wordrsquos meaning based on what you found

For Teachers

Then model ithellipldquoAs Tom stepped out of the tent

the moist grass soaked his shoes and he wondered if it had rainedrdquo

Say aloudhellipldquoThe grass is moist It soaks

Tomrsquos shoes Tom thinks it rained Rain makes things wet Moist must meanhelliprdquo ldquoNow try lsquowetrsquo in place of moist to see if it makes senserdquo

Adapted from Vocabulary Instruction Module developed for Reading Excellence Act Graves (2002)

The SLAP Strategy

Say the wordLook for cluesAsk yourself what the word might mean think of a word

that expresses that meaningPut the word in the passage in place of the unfamiliar

word Does it make sense

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Research Behind Vocabulary Instruction

bull Effective vocabulary instruction has to start early in preschool and continue throughout the school years (Nagy 2005)

bull Teaching vocabulary helps develop phonological awareness (Nagy 2005) and reading comprehension (Beck Perfetti amp McKeown 1982)

bull Vocabulary instruction needs to be long-term and comprehensive (Nagy 2005) for ELLs (Carlo August amp Snow 2005 Calderoacuten et al 2005)

More Researchhellipbull Command of a large vocabulary frequently sets high-

achieving students apart from less successful ones (Montgomery 2000)

bull The average 6-year-old has a vocabulary of approximately 8000 words and learns 3000-5000 more per year (Senechal amp Cornell 1993)

bull Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham 2005 Cunningham amp Stanovich 1997 Chall amp Dale 1995 Denton et al 2011)

14

bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did

- McKeown Beck Omanson and Pople 1985

Context Clue Steps

For Students

1 Identify the unknown word2 Look for the words that

give hints about its meaning in the sentence

3 If you need more cues read the sentences before and after the one with the word in it

4 Infer the wordrsquos meaning based on what you found

For Teachers

Then model ithellipldquoAs Tom stepped out of the tent

the moist grass soaked his shoes and he wondered if it had rainedrdquo

Say aloudhellipldquoThe grass is moist It soaks

Tomrsquos shoes Tom thinks it rained Rain makes things wet Moist must meanhelliprdquo ldquoNow try lsquowetrsquo in place of moist to see if it makes senserdquo

Adapted from Vocabulary Instruction Module developed for Reading Excellence Act Graves (2002)

The SLAP Strategy

Say the wordLook for cluesAsk yourself what the word might mean think of a word

that expresses that meaningPut the word in the passage in place of the unfamiliar

word Does it make sense

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

More Researchhellipbull Command of a large vocabulary frequently sets high-

achieving students apart from less successful ones (Montgomery 2000)

bull The average 6-year-old has a vocabulary of approximately 8000 words and learns 3000-5000 more per year (Senechal amp Cornell 1993)

bull Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham 2005 Cunningham amp Stanovich 1997 Chall amp Dale 1995 Denton et al 2011)

14

bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did

- McKeown Beck Omanson and Pople 1985

Context Clue Steps

For Students

1 Identify the unknown word2 Look for the words that

give hints about its meaning in the sentence

3 If you need more cues read the sentences before and after the one with the word in it

4 Infer the wordrsquos meaning based on what you found

For Teachers

Then model ithellipldquoAs Tom stepped out of the tent

the moist grass soaked his shoes and he wondered if it had rainedrdquo

Say aloudhellipldquoThe grass is moist It soaks

Tomrsquos shoes Tom thinks it rained Rain makes things wet Moist must meanhelliprdquo ldquoNow try lsquowetrsquo in place of moist to see if it makes senserdquo

Adapted from Vocabulary Instruction Module developed for Reading Excellence Act Graves (2002)

The SLAP Strategy

Say the wordLook for cluesAsk yourself what the word might mean think of a word

that expresses that meaningPut the word in the passage in place of the unfamiliar

word Does it make sense

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

14

bull While four encounters with a word did not reliably improve reading comprehension 12 encounters did

- McKeown Beck Omanson and Pople 1985

Context Clue Steps

For Students

1 Identify the unknown word2 Look for the words that

give hints about its meaning in the sentence

3 If you need more cues read the sentences before and after the one with the word in it

4 Infer the wordrsquos meaning based on what you found

For Teachers

Then model ithellipldquoAs Tom stepped out of the tent

the moist grass soaked his shoes and he wondered if it had rainedrdquo

Say aloudhellipldquoThe grass is moist It soaks

Tomrsquos shoes Tom thinks it rained Rain makes things wet Moist must meanhelliprdquo ldquoNow try lsquowetrsquo in place of moist to see if it makes senserdquo

Adapted from Vocabulary Instruction Module developed for Reading Excellence Act Graves (2002)

The SLAP Strategy

Say the wordLook for cluesAsk yourself what the word might mean think of a word

that expresses that meaningPut the word in the passage in place of the unfamiliar

word Does it make sense

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Context Clue Steps

For Students

1 Identify the unknown word2 Look for the words that

give hints about its meaning in the sentence

3 If you need more cues read the sentences before and after the one with the word in it

4 Infer the wordrsquos meaning based on what you found

For Teachers

Then model ithellipldquoAs Tom stepped out of the tent

the moist grass soaked his shoes and he wondered if it had rainedrdquo

Say aloudhellipldquoThe grass is moist It soaks

Tomrsquos shoes Tom thinks it rained Rain makes things wet Moist must meanhelliprdquo ldquoNow try lsquowetrsquo in place of moist to see if it makes senserdquo

Adapted from Vocabulary Instruction Module developed for Reading Excellence Act Graves (2002)

The SLAP Strategy

Say the wordLook for cluesAsk yourself what the word might mean think of a word

that expresses that meaningPut the word in the passage in place of the unfamiliar

word Does it make sense

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

The SLAP Strategy

Say the wordLook for cluesAsk yourself what the word might mean think of a word

that expresses that meaningPut the word in the passage in place of the unfamiliar

word Does it make sense

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Trying out the SLAP strategy

He tried to open the box with no luck Hecouldnrsquot find the key so he decided to use asmidget

Say the word Look for clues Ask yourself what the meaning might be Put word in the passage does it make sense

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Academic Vocabulary Isabel L Beck Margaret McKeown and Linda Kucan

(2002 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present They describe three levels or tiers of words in terms of the wordsrsquo commonality (more or less frequently occurring) and applicability (broader to narrower)

Common Core State Standards Appendix A page 33

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Academic Vocabulary

hellip is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher What is more many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention

Common Core State Standards (English

Language Arts Appendix A)

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

3 Tiers of Words Tier 3 ndash Highly specialized subject-specific low

occurrences in texts lacking generalization Eg lava aorta legislature circumference

Tier 2 ndashAbstract general academic (across content areas) encountered in written language high utility across instructional areas Eg vary relative innovation accumulate surface layer

Tier 1 ndash Basic concrete encountered in conversation oral vocabulary words most student will know at a particular grade level Eg clock baby

Common Core State Standards Appendix A page 33

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Why are ldquoacademic wordsrdquo important

bull They are critical to understanding academic textsbull They appear in all sorts of textsbull They require deliberate effort to learn unlike Tier 1

wordsbull They are far more likely to appear in written texts than in

speechbull They often represent subtle or precise ways to say

otherwise relatively simple thingsbull They are seldom heavily scaffolded by authors or

teachers unlike Tier 3 words Common Core State Standards

Appendix A page 33

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Choosing wordsbull Jose avoided playing the ukulelebull Which word would you choose to pre-teach

Which word

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION

1 Effective vocabulary instruction does not rely on definitions

2 Students must represent their knowledge of words in linguistic and nonlinguistic ways

3 Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures

4 Teaching word parts enhances studentsrsquo understanding of terms

5 Different types of words require different types of instruction

6 Students should discuss the terms they are learning7 Students should play with words8 Instruction should focus on terms that have a high

probability of enhancing academic success (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005)

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

A Six-Step Process for Teaching New Terms

Step 1 Provide a description explanation or example of the new term

Step 2 Ask students to restate the description explanation or example in their own words

Step 3 Ask students to construct a picture symbol or graphic representing the term or phrase

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

A Six-Step Process for Teaching New Terms

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

Step 5 Periodically ask students to discuss the terms with one another

Step 6 Involve students periodically in games that allow them to play with terms

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Students use a Graphic Organizer to Record The Information

Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering 2005

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

How Many Wordsbull In school settings students can be explicitly taught a

deep understanding of about 300 words each yearbull Divided by the range of content students need to know

(eg math science history literature) of these 300ndash350 words roughly 60 words can be taught within one subject area each year

bull It is reasonable to teach thoroughly about eight to ten words per week (Chall 1996)

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Effective Vocabulary Instruction

bull Increase reading time

bull Facilitate read-alouds

bull Keep vocabulary in circulation bull Keep vocabulary interactive

bull Use graphic organizers

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Vocabulary Websites httpwwwwordsiftcom Word maps word clouds httpquizletcom Make flash cards amp games httpjc-schoolsnettutorialsvocab Academic

vocabulary games httpwwwvocabularycom More games including

games using Latin amp Greek roots wwwworldwidewordscom Definitions history and short essays on words httpwwwvisualthesauruscom Visual thesaurus wwwvocabgrabbercom wwwwordlecom

Online resources for gameshellip

bull httpwwwvocabularycoilbull httpwwwfreereadingnetindexphptitle=Vocabulary_Reintroduce_and_B

uild_Mastery_Activitiesbull httpwwwvisuwordscombull httpwwwpppstcomtemplateshtmlbull httpjc-schoolsnettutorialsgameboardhtmbull httpitsleesummitk12mousgameresourceshtmbull httppeopleuncweduertzbergerjppt_gameshtmlbull httpreadingpppstcomvocabularyhtml

31

Recommended Resources

bull Beck IL McKeown MG amp Kucan L (2002) Bringing Words to Life Robust Vocabulary Instruction New York The Guilford Press

bull Baumann JF 7 Kamersquoenui EJ (2004) Vocabulary Instruction Research to Practice New York The Guilford Press

bull Graves MF (2006) The Vocabulary Book Learning and Instruction New York Teacherrsquos College Press

bull Diamond L amp Gutlohn (2006) Vocabulary Handbook Berkley CA Consortium on Reading Excellence Inc

bull Hart B amp Risley TR (1995) Meaningful Differences in the Everyday Experience of Young American Children Baltimore MD Paul H Brookes

bull Heibert EH amp Kamil M (2005) Teaching and Learning Vocabulary Bringing Scientific Research to Practice Mahwah NJ Erlbaum

bull Marzano RJ amp Pickering DJ (2005) Building Academic Vocabulary Teacherrsquos Manual Alexandria VA ASCD

bull Stahl SA (1998) Vocabulary Development Cambridge MA Brooklinebull Stahl SA amp Kapinus B (2001) Word Power What Every Educator Needs

to Know About Teaching Vocabulary Washington DC NEA

ReferencesBeck IL McKeown MG amp Kucan L (2002) Bringing Words to Life Robust

Vocabulary Instruction New York The Guilford PressChall JS (1996) American reading achievement Should we worry

Research in the Teaching of English 30 303-310Graves MF editor Essential Readings on Vocabulary Instruction

International Reading Association 2009Marzano RJ amp Pickering DL (2005) Building Academic Vocabulary

Teachers Manual Alexandria VA ASCD Common Core State Standards Initiative National Governors Association

Center for Best Practices Council of Chief State School Officers 2010 Web 12 Jun 2012

33

• Vocabulary Instruction and the Common Core
• Session Starter - Free Association
• Vocabulary Charades (Marzano amp Pickering 2005)
• Talk a Mile a Minute (Marzano amp Pickering 2005)
• Vo-BACK-u-lary
• Drawing Word Sticks
• Todayrsquos Targets
• Vocabulary Casserole
• Vocabulary Treat
• What is academic vocabulary
• ELA Common Core Vocabulary Standards
• Research Behind Vocabulary Instruction
• More Researchhellip
• Slide 14
• Context Clue Steps
• The SLAP Strategy
• Trying out the SLAP strategy
• Academic Vocabulary
• Academic Vocabulary
• 3 Tiers of Words
• Why are ldquoacademic wordsrdquo important
• Choosing words
• Slide 23
• A Six-Step Process for Teaching New Terms
• A Six-Step Process for Teaching New Terms (2)
• Students use a Graphic Organizer to Record The Information
• How Many Words
• Effective Vocabulary Instruction
• Slide 29
• Vocabulary Websites
• Online resources for gameshellip
• Recommended Resources
• References

ReferencesBeck IL McKeown MG amp Kucan L (2002) Bringing Words to Life Robust

Vocabulary Instruction New York The Guilford PressChall JS (1996) American reading achievement Should we worry

Research in the Teaching of English 30 303-310Graves MF editor Essential Readings on Vocabulary Instruction

International Reading Association 2009Marzano RJ amp Pickering DL (2005) Building Academic Vocabulary

Teachers Manual Alexandria VA ASCD Common Core State Standards Initiative National Governors Association

Center for Best Practices Council of Chief State School Officers 2010 Web 12 Jun 2012

33

• Vocabulary Instruction and the Common Core
• Session Starter - Free Association
• Vocabulary Charades (Marzano amp Pickering 2005)
• Talk a Mile a Minute (Marzano amp Pickering 2005)
• Vo-BACK-u-lary
• Drawing Word Sticks
• Todayrsquos Targets
• Vocabulary Casserole
• Vocabulary Treat
• What is academic vocabulary
• ELA Common Core Vocabulary Standards
• Research Behind Vocabulary Instruction
• More Researchhellip
• Slide 14
• Context Clue Steps
• The SLAP Strategy
• Trying out the SLAP strategy
• Academic Vocabulary
• Academic Vocabulary
• 3 Tiers of Words
• Why are ldquoacademic wordsrdquo important
• Choosing words
• Slide 23
• A Six-Step Process for Teaching New Terms
• A Six-Step Process for Teaching New Terms (2)
• Students use a Graphic Organizer to Record The Information
• How Many Words
• Effective Vocabulary Instruction
• Slide 29
• Vocabulary Websites
• Online resources for gameshellip
• Recommended Resources
• References