ADVENTURES IN VOCABULARY
2011 ABE Summer Institute Presenters:
Sue Henkel
Lynn Larson
Diane Poquette
Katie Wolverton-Maki
Welcome
• Introductions
Restrooms
• Timeline
Objectives
Objectives
• Lead vocabulary instruction utilizing
a variety of methods
• Expand students’ vocabulary
knowledge and word relationships
• Create a vocabulary routine within
your classroom
Think-Pair-Share
• What advice would you give to a new
teacher as he/she begins to address
vocabulary instruction in their
classroom?
1. …
2. …
3. …
Parking Lot
Experts in Vocabulary
Instruction
•
•
•
•
•
•
Dr. Janet Allen
Dr. Camille L. Z. Blachowicz
Dr. Mary E. Curtis
Dr. Kathy Ganske
Laurie Kagan & Dr. Spencer Kagan
Dr. Robert Marzano
Dr. Janet Allen
Words, Words, Words…
Renowned expert in vocabulary strategies:
– Activate prior knowledge
– Make learning meaningful and lasting
– Build concept knowledge
– Use structural analysis
– Utilize words in context
Best Practices in Vocabulary Instruction by Dr.
Camille L.Z. Blachowicz
Vocabulary learning takes place when students are:
1. Immersed in words
2. Active in discovering ways in which words are related to
experiences and related to one another
3. Able to personalize word learning
4. Learning vocabulary from multiple sources of
information
5. Able to gain control over their own learning
6. Able to develop independent strategies
Dr. Mary E. Curtis
• Student Achievement in Reading (STAR) for
intermediate adult basic education students
• Reading Is FAME: Diagnosis and remediation
of at-risk students’ reading skills, Boys Town
Reading Center
Dr. Kathy Ganske
(Word Sorts)
• Researcher of word learning and
comprehension, teacher preparation and
effectiveness, and student achievement in
literacy instruction
• Assessment-driven vocabulary instruction
• Author and coauthor of several books
Laurie Kagan & Dr. Spencer Kagan
Researchers of Cooperative Learning
1.
2.
3.
4.
Think-Pair-Share
Four Corners
Post-It Parking Lot
Entry/Exit Ticket
Dr. Robert Marzano
• Best Practices for the K-12
Classroom
• Research supports that knowledge is
stored in two forms: a linguistic
form and an imagery form
• Engage students in the creation
(making connections)
• Routine and structure are important
According to Cook Counseling Center
at Virginia Tech
• K-1 Children know between 5,000 to 10,000
words (depending on the exposure to
language and early literacy)
• By grade 6, that number has doubled to
20,000 to 30,000
• By grade 12, that number has doubled again
to about 60, 000
• The average college sophomore knows about
120,000 words
Explicit Instruction
• Explain what you will be doing and
why you are doing it
• Model it
• Provide multiple opportunities for
guided practice and feedback
• Provide multiple opportunities for
application
• Revisit & reflect often*
Tier 1-2-3 Words
(Averil Coxhead, 2000)
• Tier 1 – Basic Vocabulary
– pencil, map, book, sad, blue
• Tier 2 – High Frequency/Multiple
Meaning Vocabulary
– evaluate, various, compare, estimate
• Tier 3 – Low Frequency, ContentSpecific Vocabulary
– photosynthesis, anarchy, mitosis, veto
Ways to Introduce Vocabulary
Frayer
Model
Word Rating
Chart
Word
Questioning
Chart
Context and
Connection
Chart
Concept
Map
Wordo
Crossword
Puzzles
Spelling
Sudokus
Vocabulary
Ring
Learning
Activities
Graphic
Organizers
Word
Poster or
Picture
Word Sort
Make and Take
• Word Cube
• Flip Book
• Taboo Card
• Exit Ticket
What Does it Mean to
Own a Word?
• Word Schema: A network of knowledge related
to a word.
Connections
to similarmeaning
words
What the
word means
Understanding of the root
word
Own It
Vocabulary Assessment Activities
I have…
Who has…?
Knowledge is gained largely through
words!
E-Resources
Educationoasis.com
Mathwire.com
Kaganonline.com
Ncsall.net (National Center for the Study of Adult Learning and Literacy)
Quizlet.com
Readwritethink.com
ReadingResource.net
Edhelper.com
Ncsall.net
(National Center for the Study of Adult Learning)
Sparklebox.co.uk
Superduperinc.com
Visuword.com
Vocabulary.com
VocabularyCoach.com
Vuw.ac.nz
SuperTeacherWorksheets.com
Allen, J. (1999) Words, words, words: teaching vocabulary in grades 4-12. Portland,
ME: Stenhouse Publishers. www.janetallen.org
Blachowicz, C. L. Best practices in vocabulary instruction. Scott Foresman Publishing.
www.sfreading.com
Coxhead, A. (2000) "A new academic word list." TESOL Quarterly, 34(2), 213-238.
Curtis, M. E. and Longo, A. M. (May 1997) “Reversing reading failure in young
adults.” Focus on Basics Connecting Research and Practice, Volume 1, Issue B.
www.ncsall.net/?id=466
Ganske, J. (2000) Word journeys: assessment-guided phonics, spelling, and
vocabulary instruction. New York, NY: The Guilford Press.
Kagan, S. (1994) Cooperative Learning. SanClemente, CA: Kagan Publishing.
www.KaganOnline.com
Marzano, R. J., Pickering, D. J. (2005). Building academic vocabulary for student
achievement: Teacher’s manual. Alexandria, VA: Association for Supervision and
Curriculum Development. www.MarzanoResearch.com
One forgets words as
one forgets names.
One's vocabulary
needs constant
fertilizing or it will
die.
Evelyn Waugh
• Please complete exit ticket
• You are free to browse our materials
• Please leave your email address to receive our
instructional resource packet
Thanks for playing!