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Building Vocabulary

Chapter 3

Vocabulary Instruction

Introduction

Every lesson is a language lesson regardless of the content. Academic outcomes are hugely influenced by whether language is taught arbitrarily or with intent. The purpose of this chapter is to discuss components and methods of vocabulary instruction.

Objectives

Participants will demonstrate understanding of the six Marzano components of vocabulary instruction.

Participants will demonstrate understanding of a seven-step method of vocabulary instruction.

Participants will design a vocabulary lesson.

Marzano Components

Components of Vocabulary Instruction - Marzano

Teacher gives a description, explanation, or example (with nonlinguistic representation)

Students restate the description, example, or explanation in their own words

Students construct their own nonlinguistic representation

Students participate in activities that help build their knowledge of the word

Students discuss the terms with each other Students participate in games that let them play with

the word

Examples of Activities

Analogies Highlighting prefixes and suffixes Identify synonyms and antonyms Metaphors Venn diagrams or other organizers Revise their own definitions as their

understanding increases

Examples of Discussion Activities

Compare descriptions or definitions with a partner

Describe pictures to a partner or within a small group

Construct example situations with a partner

Examples of Games

“Pictionary” Charades Matching synonyms or antonyms Name that category Draw me Talk a mile a minute

A Seven-Step Lesson

The following is a method for initial direct instruction when first introducing a word. It is only ONE part of a system of vocabulary instruction. Word play activities, exercises, and games should be added to create a complete vocabulary learning experience.

Teaching Vocabulary

Pick a Tier 2 word relevant to literature you’re currently reading, or a current content-related Tier 2 word.

Direct the students to rate their own knowledge of the word before and after the lesson.

Remember, students can adjust their rating over time as their understanding increases.

Say the word A LOT during the lesson!

Word Knowledge Rating Scales

– Younger students could use Happy face/Straight face/Sad face picture choices

– Older students could use number rankings

(1-3, 1-5, 1-10)

Seven Steps

1. Introduce the word

2. Student-friendly definition

3. Content-specific definition

4. Use the word in other contexts

5. Guiding questions & sentence starters

6. Short-answer questions

7. Repeat the word

(ELLA)

Seven-Step Lesson

Structure & Progression

Examples

Before continuing, open the following documents, print them, and use them as you follow along during the next several slides.

Example Lesson PlanExample Organizer – Student EditionExample Organizer – Teacher Edition

Vocabulary Lesson – 1

Introduce the word - - say the word and students echo; write the word and students write the word; clap syllables (if appropriate).

Direct the students to rank their current understanding of the word (“before”).

equivalent

Word knowledge rating Before 1 2 3 4 After 1 2 3 4

General definition: When things are equivalent, they are basically

the same or have equal value.

Math definition: Equivalent fractions are fractions that represent

the same value.

Forms of the word and synonyms: equivalency alike equal comparable

The word used in other contexts:

When she looked for a new job, she wanted to find one with a

salary equivalent to her current salary.

When someone borrows something and then doesn’t return it,

that’s equivalent to stealing. Two five dollar bills are equivalent to 1 ten dollar bill.

What is an example of two things that are equivalent? An example of two things that are equivalent is….

Non-examples: 3/4 and 1/250 minutes and 1 hourFffFfffFff

What is an example of two things that are not equivalent? An example of two things that are not equivalent is…

Vocabulary Lesson – 2 & 3

Provide a student friendly definition verbally and in writing; have students “cloze” write and echo the definition.

Explain the meaning more fully in the context of the text or concept.

As age-appropriate, provide parts of speech and forms of the word, and a few synonyms and/or antonyms.

equivalent





the same value.










Vocabulary Lesson - 4

Provide sentences in which the word is used in other contexts.

Students “cloze” write and then echo the sentences.

equivalent


General definition: When things are equivalent, they are

basically the same or have equal value.


the same value.










Vocabulary Lesson – 5 (ab)

Ask students to Think-Pair-Share-Write, using a sentence starter, about an example or situation in which the word would be used.

Circulate to monitor discussions and to ensure students are using the word verbally.

equivalent

Word knowledge rating Before 1 2 3 4

After 1 2 3 4



Math definition: Equivalent fractions are fractions that

represent the same value.





When someone borrows something and then doesn’t return

it, that’s equivalent to stealing. Two five dollar bills are equivalent to 1 ten dollar bill.




Vocabulary Lesson – 5 (cd)

Provide two or three non-examples and have the students make note of them.

Ask students to Think-Pair-Share-Write, using a sentence starter, about a non-example of the word or a situation that does not represent the word.

Circulate to monitor discussions and to ensure students are using the word verbally.

equivalent

Word knowledge rating Before 1 2 3 4

After 1 2 3 4



Math definition: Equivalent fractions are fractions that

represent the same value.











Ask short answer (yes/no) questions to hone understanding – Formative assessment!

Students can signal using thumbs up/thumbs down or a signal card.

Address misconceptions or misunderstandings individually or with a small group when the lesson is over.

EQUIVALENT 8th grade math

1. Introduce the word (speak, write, choral read, echo read, clap syllables, etc.) 2. Student-friendly definition

When things are equivalent, they are basically the same or of equal value. 3. Content-specific definition

Equivalent fractions are fractions that represent the same value. 4. Use the word other contexts (can include pictures, movement, etc.)

When she looked for a new job, she wanted to find one with an equivalent salary. When someone borrows something and then doesn’t return it, that’s equivalent to stealing. Two five dollar bills are equivalent to 1 ten dollar bill.

5. Guiding questions and sentence starters (provide think time)

A.) What is an example of two things that are equivalent?

B.) “An example of two things that are equivalent is ….”

(Non-examples: ¾ and ½; 50 minutes and 1 hour)

C.) What is an example of two things that are not equivalent?

D.) “An example of two things that are not equivalent is …” 6. Short-answer questions (formative assessment)

Are these things equivalent? (yes or no) o ½ dozen eggs and 6 eggs o 1 quarter and 3 dimes

7. Repeat the word (choral read, echo read, etc.)


Echo read or choral read the word.

Direct the students to rank their current understanding of the word (“after”).

Direct students to create their own non-linguistic representation of the word and to write and/or say a definition in their own words (can use the back of the organizer).

equivalent





the same value.



When she looked for a new job, she wanted to find one with a salary

equivalent to her current salary.

When someone borrows something and then doesn’t return it, that’s

equivalent to stealing. Two five dollar bills are equivalent to 1 ten dollar bill.




Your Turn!

Your turn to practice!

Open the following planning templates before continuing.

Blank Lesson Plan TemplateBlank Organizer Template

Tier 2 Word Review

Importance and utility, instructional potential, conceptual understanding

Is the word relevant to a current topic, concept, or work of literature in your classroom?

– Is the word presenting itself naturally?

Is the word important to the current topic? Does the word have leverage and usefulness?

– Can the word be used in other contexts?

Will studying this word help students develop their overall language skills?

Your turn to practice!

Choose a grade level Choose a content area GLE Choose a related Tier 2 word Follow the template to create a lesson Refer to the examples to help you

SUBMIT THE FOLLOWING:– Lesson plan– Organizer (Teacher Edition)– Organizer (Student Edition)

Summary

Six Marzano components for vocabulary instruction include: teacher description, students restate in their own words, non-linguistic representation, activities, discussions, and games.

A seven-step lesson includes: an introduction, a student-friendly definition, a content-specific definition, examples of the word in other contexts, guiding questions and sentence starters, short-answer questions, and a repetition of the word.

Further Readings

Making Content Comprehensible for English Learners: The SIOP Model by Echevarria, Vogt, and Short

Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKeown, and Kucan

Building Academic Vocabulary by Marzano and Pickering

English Learners and Language Acceleration (WestEd) Academic Word List

http://www.victoria.ac.nz/lals/resources/academicwordlist/sublists.aspx