Vocabulary:Vocabulary: The Key To The Key To

Academic SuccessAcademic Success

Mitzi HobackMitzi Hoback Suzanne Whisler Suzanne Whisler

Ellen StokebrandEllen Stokebrand

Gregg RobkeGregg Robke ESU 4 ESU 4

New Teacher WorkshopNew Teacher Workshop

August 4, 2010August 4, 2010

OutcomesOutcomes

Know and understand the research Know and understand the research supporting vocabulary instructionsupporting vocabulary instruction

Learn and practice the 6-Step process Learn and practice the 6-Step process of teaching vocabulary of teaching vocabulary

Learn strategies to teach vocabulary in Learn strategies to teach vocabulary in your classroomyour classroom

There is a great deal of There is a great deal of research that indicates….research that indicates….

Vocabulary knowledge is Vocabulary knowledge is highly correlated with family highly correlated with family income or socioeconomic income or socioeconomic status.status.

There is a 4700 word There is a 4700 word difference in vocabulary difference in vocabulary knowledge between high knowledge between high and low SES students.and low SES students.

mid-SES 1st graders know mid-SES 1st graders know about 50% more words than about 50% more words than do low-SES 1st gradersdo low-SES 1st graders

The relationship between vocabulary The relationship between vocabulary and academic achievement is well and academic achievement is well

documented.documented.

The difference between low The difference between low versus high achieving students versus high achieving students is estimated to be anywhere is estimated to be anywhere between 4500 to 5400 wordsbetween 4500 to 5400 words

““TEACHING AND LEARNING VOCABULARY”, TEACHING AND LEARNING VOCABULARY”, ELFRIEDA HIEBERT AND MICHAEL KAMIL, 2005ELFRIEDA HIEBERT AND MICHAEL KAMIL, 2005

““Vocabulary is not a developmental skill or one Vocabulary is not a developmental skill or one that can ever be seen as fully mastered. The that can ever be seen as fully mastered. The expansion and elaboration of vocabularies is expansion and elaboration of vocabularies is something that extends across a lifetime.”something that extends across a lifetime.”

VocabularyVocabulary

““The importance of vocabulary is daily The importance of vocabulary is daily demonstrated in schools and out. In the classroom, demonstrated in schools and out. In the classroom, the achieving students possess the most adequate the achieving students possess the most adequate vocabularies. Because of the verbal nature of most vocabularies. Because of the verbal nature of most classroom activities, knowledge of words and ability classroom activities, knowledge of words and ability to use language are essential to success in these to use language are essential to success in these activities. After schooling has ended, adequacy of activities. After schooling has ended, adequacy of vocabulary is almost equally essential for vocabulary is almost equally essential for achievement in vocations and in society.”achievement in vocations and in society.” (Petty, (Petty, Herold, and Stoll)Herold, and Stoll)

Teach Words DailyTeach Words Daily

Make the vocabulary for your Make the vocabulary for your discipline come to life for your discipline come to life for your studentsstudents

Handing out a list on Monday and Handing out a list on Monday and testing on Friday won’t cut it!testing on Friday won’t cut it!

There’s a better way to do it….There’s a better way to do it….

Six Steps Six Steps To To

Teaching Teaching VocabularVocabular

yy

6 Step Process6 Step Process

1.1. Provide a description, explanation, or example of the new Provide a description, explanation, or example of the new termterm

2.2. Ask students to restate the description, explanation, or Ask students to restate the description, explanation, or example in their own wordsexample in their own words

3.3. Ask students to construct a picture, symbol, or graphic Ask students to construct a picture, symbol, or graphic representing the wordrepresenting the word

4.4. Engage students periodically in activities that help them Engage students periodically in activities that help them add to their knowledge of their terms in their notebooksadd to their knowledge of their terms in their notebooks

5.5. Periodically ask students to discuss the terms with one Periodically ask students to discuss the terms with one anotheranother

6.6. Involve students periodically in games that allow them to Involve students periodically in games that allow them to play with terms.play with terms.

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

Should be conversational, not a Should be conversational, not a definitiondefinition

Should be informal, but should Should be informal, but should contain all the important elements contain all the important elements of understanding a wordof understanding a word

The problem with The problem with dictionary definitions:dictionary definitions:

Weak differentiation- doesn’t explain how Weak differentiation- doesn’t explain how the word is different from similar wordsthe word is different from similar words

Vague language - provide little information Vague language - provide little information ((Ex: typical defined as “being a type”)Ex: typical defined as “being a type”)

Multiple pieces of information - doesn’t tell Multiple pieces of information - doesn’t tell one how to integrate them (one how to integrate them (Ex: exotic Ex: exotic means foreign; strange; not native)means foreign; strange; not native)Is something exotic if it is strange but not Is something exotic if it is strange but not

foreign?foreign?Or only if it is both foreign and strange?Or only if it is both foreign and strange?

2.2. A Student-friendly A Student-friendly explanation…explanation…

Pinpoints a word’s meaning by Pinpoints a word’s meaning by explaining its typical useexplaining its typical use

Example: “tamper” Example: “tamper” Dictionary definition: “to interfere in Dictionary definition: “to interfere in

a secret or incorrect way”a secret or incorrect way”Student friendly: “to change Student friendly: “to change

something secretly so that it does something secretly so that it does not work properly or becomes not work properly or becomes harmful”harmful”

Elementary Example:Elementary Example:

Term: “Discoveries”Term: “Discoveries”

The teacher uses the examples of The teacher uses the examples of Thomas Edison and Christopher Thomas Edison and Christopher Columbus and tells their stories, Columbus and tells their stories, emphasizing these key points:emphasizing these key points:A person has an idea about doing something A person has an idea about doing something

that hasn’t been done before.that hasn’t been done before.

The person tries different ways to The person tries different ways to accomplish the goal.accomplish the goal.

The person encounters obstacles and The person encounters obstacles and sometimes fails before finally succeeding.sometimes fails before finally succeeding.

Sometimes the person’s accomplishment is Sometimes the person’s accomplishment is not immediately recognized.not immediately recognized.

Secondary ExampleSecondary Example

Term: “Deductive Reasoning”Term: “Deductive Reasoning”

The teacher decides to focus on:The teacher decides to focus on:The process or steps involved in deductive The process or steps involved in deductive

reasoningreasoningThe fact that deductive reasoning is The fact that deductive reasoning is

commonly done for a specific purposecommonly done for a specific purpose

The teacher uses a short film clip of The teacher uses a short film clip of Sherlock Holmes using deductive Sherlock Holmes using deductive reasoningreasoning

You try it…You try it…

Select a vocabulary word you teachSelect a vocabulary word you teachinterventionintervention

Create a student-friendly explanationCreate a student-friendly explanationTry to include the words Try to include the words somethingsomething, ,

someonesomeone, or , or describes describes in your in your explanationexplanation

These terms anchor the meaning for These terms anchor the meaning for students so they can begin to get an students so they can begin to get an idea of how to use the wordidea of how to use the word

““I recommend I recommend that direct that direct vocabulary vocabulary

instruction be instruction be addressed school addressed school

wide and that wide and that students record students record

vocabulary vocabulary words from all words from all

subject areas in subject areas in a single a single

academic academic notebook.”notebook.”

Bob Marzano, Bob Marzano, 20042004

3. 3. Ask students to construct a Ask students to construct a picture, symbol, or graphic picture, symbol, or graphic representing the term or phrase representing the term or phrase ……

Challenge: Students believe they Challenge: Students believe they cannot draw.cannot draw.Model, model, modelModel, model, modelProvide student examplesProvide student examplesAllow students to work togetherAllow students to work together

Challenge: Students try to “overdraw”Challenge: Students try to “overdraw”Model, model, modelModel, model, modelHave students share tips on ”quick draws”Have students share tips on ”quick draws”Present a lesson on the difference between Present a lesson on the difference between

drawing and sketchingdrawing and sketching

You try it…You try it…

Make a simple illustration of Make a simple illustration of the word you defined the word you defined previouslypreviously

Share illustrations at your Share illustrations at your table and discuss the idea of table and discuss the idea of illustrating vocabulary wordsillustrating vocabulary words

4.4. Engage students periodically in Engage students periodically in activities that help them add to activities that help them add to their knowledge of vocabulary their knowledge of vocabulary terms.terms.

Highlight a prefix, suffix, or root that Highlight a prefix, suffix, or root that might help them remember the wordmight help them remember the word

Compare termsCompare terms

Identify synonyms or antonymsIdentify synonyms or antonyms

Classify words and/or list related Classify words and/or list related wordswords

Generate analogies and/or metaphorsGenerate analogies and/or metaphors

5. 5. Periodically students are asked Periodically students are asked to discuss the terms with one to discuss the terms with one anotheranother..

Allow students to work in groupsAllow students to work in groups

Students should discuss the vocabulary Students should discuss the vocabulary termsterms

Teachers may pose questions. Teachers may pose questions. Examples:Examples:How are certain words related?How are certain words related?What terms are interesting?What terms are interesting?What words have you encountered in What words have you encountered in

other classes or situations?other classes or situations?

Lecture

Reading

Audio-visual

Demonstration

Discussion Groups

Practice by doing

Teach others/immediate use of learning

Average Retention Rate after 24 hours

5%

10%

20%

30%

50%

75%

90%

Adapted from David Sousa’s figure 3.8in his text, How the Brain Learns

Boosting Retention

6. 6. Involve Students Involve Students Periodically in Games for Periodically in Games for

Word PlayWord Play

JeopardyJeopardy

PyramidPyramid

TabooTaboo

PictionaryPictionary

CharadesCharades

Others…..Others…..

Use GamesUse GamesTo Teach VocabularyTo Teach Vocabulary

TABOOTABOO

This favorite game is This favorite game is a great tool for a great tool for students to students to practice vocabulary practice vocabulary and summarize. and summarize. The object is to get The object is to get someone to say the someone to say the word using clues word using clues that don’t use the that don’t use the “taboo” words.“taboo” words.

president

Bush

White House

Republican

Washington

Lincoln

•Teachers or students can make cards

–More summarization with student-made cards

•Index cards work well

•Play demonstration game

•Pairs, small groups, entire classroom with two teams•The more “taboo” words, the more difficult the game

TabooTaboo

Use Graphic Use Graphic OrganizersOrganizersTo Teach VocabularyTo Teach Vocabulary

Four Dimensional StudyFour Dimensional Study

Excellent graphic organizer for Excellent graphic organizer for teaching vocabularyteaching vocabulary

Works in vocabulary journals, on Works in vocabulary journals, on notecards, etc.notecards, etc.

Be sure to model the process firstBe sure to model the process first

The visual representation in the center The visual representation in the center is is criticalcritical

1. Sentence from the text.

4. Symbolic picture to represent the word

2. F

rom

the

dict

iona

ry

3. F

rom

my

life

The lawsuit is not about banning a product, but also banning fraud.

4. Symbolic picture to represent the word

To

forb

id o

r to

sto

p

My

favo

rite

bas

ebal

l pla

yer,

Pet

e R

ose,

has

bee

n ba

nned

fro

m e

lect

ion

to th

e B

aseb

all H

all o

f F

ame.

Frayer ModelFrayer Model

Definition

(in own words)

Characteristics

Examples (from own life)

Nonexamples

Word & Visual

Frayer Model•Assign the concept or word being studied

•Explain all of the attributes of the Frayer Model to be completed.

•Using an easy word such as polygon, complete the model diagram using the assigned concept or word

•Have students alone or in small groups complete their model diagram using the assigned concept or word

•Once the diagram is complete, have students share their work with other students.

Frayer ModelFrayer Model

Definition

A shape that has three or more straight sides

Characteristics•Closed•Plane figure•More than 2 straight sides•2-dimensional•Made of line segments

Examples •Pentagon•Hexagon•Square•Trapezoid

Non-Examples•Circle•Cube•Sphere•Cylinder•Cone

Polygon

Choosing Words…Choosing Words…

How do you pick words?How do you pick words?

Subject specific Subject specific terms are the terms are the best target for best target for direct direct vocabulary vocabulary instruction.instruction.

How Do You Pick Words?How Do You Pick Words?The The least effective way is to least effective way is to

use high frequency word lists.use high frequency word lists.

Subject specific terms are the Subject specific terms are the best target for direct best target for direct vocabulary instruction.vocabulary instruction.

Choose words that are Choose words that are essential versus essential versus supplementalsupplemental

How Many Words?How Many Words? There are many There are many

opinions - an opinions - an average for 3-5 average for 3-5 grades is one to two grades is one to two words per daywords per day

In grades 6-8 its 3-4 In grades 6-8 its 3-4 words per subject words per subject per weekper week

In grades 9-12 its 5 In grades 9-12 its 5 words per subject words per subject per weekper week

More Vocabulary More Vocabulary StrategiesStrategies

Alphabet BookAlphabet Book

An alphabetical categorization of vocabulary wordsAn alphabetical categorization of vocabulary words

K – 12 K – 12

StepsSteps Share alphabet trade books that focus on nonfiction.Share alphabet trade books that focus on nonfiction. In a whole group, model the process of finding In a whole group, model the process of finding

words that pertain to the unit of study.words that pertain to the unit of study. Encourage students to use their text and other Encourage students to use their text and other

trade books on the subject to locate words. trade books on the subject to locate words. Place words from the unit of study in alphabetical Place words from the unit of study in alphabetical

order.order. Have individuals or pairs of students select a word Have individuals or pairs of students select a word

then place the word with an illustration on a page. then place the word with an illustration on a page. Compile the pages into an alphabet book.Compile the pages into an alphabet book.

Word PersonificationsWord Personifications

Word illustrations that evoke word meaning by using the word to create Word illustrations that evoke word meaning by using the word to create images that help students recall meanings and characteristics of the word.images that help students recall meanings and characteristics of the word.

11stst – 12 – 12

StepsSteps Introduce up to 5 vocabulary words that will appear in an upcoming text.Introduce up to 5 vocabulary words that will appear in an upcoming text. After reading and discussing the text, reiterate the selected vocabulary After reading and discussing the text, reiterate the selected vocabulary

words.words. Model the creation of Word Personifications in a whole group setting.Model the creation of Word Personifications in a whole group setting. Have students work individually or in pairs to make drawings of the Have students work individually or in pairs to make drawings of the

words to help them to evoke the word meaning.words to help them to evoke the word meaning. Discuss various human traits with students if some of the words become Discuss various human traits with students if some of the words become

difficult to draw.difficult to draw.

COLOSSAL

Concept CirclesConcept Circles

An activity to review words and their relationships to larger concepts.An activity to review words and their relationships to larger concepts.

2 – 122 – 12

StepsSteps Begin by dividing the circle into quarters and writing a word in each section.Begin by dividing the circle into quarters and writing a word in each section. Model concept circles in a whole group setting.Model concept circles in a whole group setting. Have students work individually or in pairs to describe or identify the Have students work individually or in pairs to describe or identify the

relationship that exists.relationship that exists. Modifications: Modifications:

Put distracter words or phrases in each section of a concept circle Put distracter words or phrases in each section of a concept circle and direct students to shade in the section containing the word or and direct students to shade in the section containing the word or phrase that does not relate to others in circles.phrase that does not relate to others in circles.

Leave one to two sections of a concept circle blank and ask students Leave one to two sections of a concept circle blank and ask students to fill in the sections with a word that relates to the terms in the other to fill in the sections with a word that relates to the terms in the other sections.sections.

Let’s Try OneLet’s Try One

Student friendly

definition

Nonlinguisticrepresentation

Students restate the definition in their own

words.

Play games to review

vocabulary words.

Let’s try another oneLet’s try another one

electrical chemical

nuclear ?

Concept ladderConcept ladder

A A hierarchical categorization activityhierarchical categorization activity

2 -122 -12

StepsSteps Model concept ladders in a whole group setting.Model concept ladders in a whole group setting. Begin with the word in the center of the ladder.Begin with the word in the center of the ladder. Have students work on the upper and lower parts of the graphic.Have students work on the upper and lower parts of the graphic. Encourage students to use their textbooks, background Encourage students to use their textbooks, background

knowledge, or a combination of other resource materials.knowledge, or a combination of other resource materials. Engage students in discussion when certain stages of the ladder Engage students in discussion when certain stages of the ladder

cannot be completed.cannot be completed. Differentiate instruction by providing a list of possible answers Differentiate instruction by providing a list of possible answers

for students that need extra support.for students that need extra support.

Let’s try oneLet’s try one

Word

What is it a kind of?

What is it a part of?

What is it a product or result of?

What are the kinds of?

What are the parts of it?

What are the products of it?

election

Connect TwoConnect Two

A tool for helping students discover word relationshipsA tool for helping students discover word relationships

2 – 122 – 12

StepsSteps Model Connect Two with students.Model Connect Two with students. Select several essential vocabulary words from a unit of study.Select several essential vocabulary words from a unit of study. Write the words vertically on the board or overhead.Write the words vertically on the board or overhead. Pronounce each word for students.Pronounce each word for students. Ask students to choose two of the words and connect them in Ask students to choose two of the words and connect them in

some way.some way. After taking several connections from the whole class, have After taking several connections from the whole class, have

students complete one or two sentence frames.students complete one or two sentence frames. Use Connect Two to check for reading comprehension.Use Connect Two to check for reading comprehension.

Let’s try oneLet’s try one

______________________ and _____________________

are connected because

DividendDivisorQuotientFactorProductRemainder

It’s so important that It’s so important that you re-visit and re-test you re-visit and re-test

wordswordsFor retention purposes, you should:For retention purposes, you should:

use the words in classroom conversations one use the words in classroom conversations one to two weeks prior to direct instructionto two weeks prior to direct instruction

mention each word ten times during that weekmention each word ten times during that week

require students to use the words (e.g. Write a require students to use the words (e.g. Write a sentence using two of the vocabulary words.)sentence using two of the vocabulary words.)

spiral your assessments to include words from spiral your assessments to include words from previous weeksprevious weeks

Partners A and BPartners A and B

In pairs: One person A, other person B

A- talk non-stop about the session for one minute

B- talk non-stop about the session for one minute (B can’t repeat

anything)

BRAIN DUMP - Put the information in metaphorical

drawer

Lecture

Reading

Audio-visual

Demonstration

Discussion Groups

Practice by doing

Teach others/immediate use of learning

Average Retention Rate after 24 hours

5%

10%

20%

30%

50%

75%

90%

Adapted from David Sousa’s figure 3.8in his text, How the Brain Learns

Boosting Retention

3--2--13--2--1

3--Name three new strategies you learned 3--Name three new strategies you learned about todayabout today

2--Name two reasons to teach vocabulary 2--Name two reasons to teach vocabulary in your classroomin your classroom

1--Write one new idea you plan to 1--Write one new idea you plan to implement in your classroom by next implement in your classroom by next week!week!

WebsitesWebsites

http://esu4vocabularystrategies.wikispaces.com/