Building
Social Studies
Vocabulary
Debbie Behling, M.Ed.
Region 4 ESC
TSSSA, March, 2010
Handout Page 1
Today’s Objectives
• Explore research-based strategies in a social
studies context that support academic
vocabulary development.
• Experience hands-on activities and take
classroom-ready applications for immediate
implementation.
Handout Page 1
Activity 1
Think-Pair-Share
How do teachers deliver vocabulary
instruction to their students?
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–
–
–
What strategies do they use?
How effective are these strategies?
How do we know if these strategies are effective?
What part does background knowledge play in
learning new vocabulary?
Consider…
• Teach specific terms in specific ways.
• Select academic vocabulary terms
strategically.
• Build background knowledge where
needed before teaching vocabulary.
Relative Reading Level
Estimated Effect of Academic
Background Knowledge (ABK)
on Reading Levels
Handout Page 2
Without ABK
With ABK
Kinder
Grade 3
Grade 8
Grade 11
Handout Page 2
Assessment Measurement
Results of Direct Vocabulary
Instruction as Measured by
Standardized Tests
90%
80%
83%
70%
60%
50%
40%
50%
30%
20%
10%
0%
No DVI
With DVI
Direct Vocabulary Instruction (DVI)
Crisis of Literacy
• Annual drop-out rate – 3,000
• Plan for prison beds based on 4th grade
reading scores
Literacy and National Reading Statistics, Teaching
Reading. Referenced by Kunjufu, J.
Retrieved April 17, 2006, from Reading scores and
prison growth: http://www.edu-cyberpg.com.
“[It is critical that] students who do not
come from academically advantaged
backgrounds [receive] systematic
instruction in important academic
terms.”
*Marzano, R. & Pickering, D. (2005).
Building Academic Vocabulary: Teacher’s Manual.
ASCD, Alexandria, p. 3
District Vocabulary List
Creating a Vocabulary List
• Choose a list of 10 words you believe are
critical to your content area and course.
• Explore your content and grade level
TEKS.
• Refine your list of 10 words you believe
are critical to your content area and
course.
Handout Page 3
Activity 2
Five Phases:
Creating a List of Academic Terms
• Read the five phases for developing
district-wide vocabulary on page 3.
• Consider your district’s status in this
development process.
• What obstacles have you faced in
accomplishing this task?
Activity 3
Six Steps for Building Vocabulary
• Use the strips to predict the order of
the six steps for building academic
vocabulary.
• Why do you think they go in the order
you chose?
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
Steps 1-3: Introduce new term
Steps 4-6: Provide multiple exposures
Transformation
*Marzano, R. & Pickering, D. (2005).
Building Academic Vocabulary:
Teacher’s Manual. ASCD, Alexandria,
pp. 14-15
Activity 4
Interactive Lecture
• Select a vocabulary word from your
content area.
• Choose one that students must know to
understand a vital concept or skill.
• Use this vocabulary word throughout
the explanation of the six steps.
• Be prepared to share with a partner.
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
1. Provide a description, explanation, or
example of the new term.
•
•
•
•
•
Use multimedia to introduce
Tell a story using the term
Integrate current events
Show a visual of the term
Text Pattern Vocabulary (Activity 5)
*Marzano, R. & Pickering, D. (2005).
Building Academic Vocabulary:
Teacher’s Manual. ASCD, Alexandria,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
1. Provide a description, explanation, or
example of the new term.
Monarch - One who reigns over a state
or territory, usually for life and by
hereditary right, often with unlimited
power; one example is a king.
*Marzano, R. & Pickering, D. (2005).
Building Academic Vocabulary:
Teacher’s Manual. ASCD, Alexandria,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
2. Ask students to restate the
description, explanation, or example in
their own words.
Monarch – Someone who is in
charge of a country
*Marzano, R. & Pickering, D. (2005).
Building Academic Vocabulary:
Teacher’s Manual. ASCD, Alexandria,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
2. Ask students to restate the
description, explanation, or example in
their own words.
• Use an analogy:
A monarch is to a country as
a boss is to a business.
*Marzano, R. & Pickering, D. (2005).
Building Academic Vocabulary:
Teacher’s Manual. ASCD, Alexandria,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
3. Ask students to construct a picture,
symbol, or graphic representing the
term or phrase.
Monarch - Crown
*Building Academic Vocabulary:
Teacher’s Manual, Robert J. Marzano
and Debra J. Pickering, ASCD, 2005,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
Challenges:
• Can’t draw
• “Overdraw”
• Want to copy
• Trouble depicting
*Building Academic Vocabulary:
Teacher’s Manual, Robert J. Marzano
and Debra J. Pickering, ASCD, 2005,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
4. Engage students periodically in
activities that help them add to their
knowledge of the terms in their
notebooks or journals.
*Building Academic Vocabulary:
Teacher’s Manual, Robert J. Marzano
and Debra J. Pickering, ASCD, 2005,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
4. Engage students periodically in
activities that help them add to their
knowledge of the terms in their
notebooks.
•
•
•
Write a sentence using monarch.
Write examples of monarchs in this unit.
Identify synonyms and antonyms.
*Building Academic Vocabulary:
Teacher’s Manual, Robert J. Marzano
and Debra J. Pickering, ASCD, 2005,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
5. Periodically ask students to discuss
the terms with one another.
•
•
•
Turn to your partner and ask him/her to explain
what he/she thinks monarch means.
Compare what you have learned about the word
monarch to what your partner has learned.
Write a question you still have about this term.
*Building Academic Vocabulary:
Teacher’s Manual, Robert J. Marzano
and Debra J. Pickering, ASCD, 2005,
pp. 14-15
Handout Page 3
Six-Step Process For
Teaching Academic Vocabulary*
6. Involve students periodically in games
that allow them to play with the terms.
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•
•
•
•
Jeopardy!
Memory Matching Cards
Vocabulary Charades
Picture Notes/Pictionary
Scategories
*Building Academic Vocabulary:
Teacher’s Manual, Robert J. Marzano
and Debra J. Pickering, ASCD, 2005,
pp. 14-15
Handout Page 3
Step Six
Games
• What Is the Question? (Jeopardy!)
• Vocabulary Charades
• Name That Category (Pyramid)
• Draw Me
(Pictionary/Win, Lose, or Draw)
• Talk a Mile a Minute
(Taboo, Catch Phrase)
Step Six
Activity 6: Additional Games
• Conga Line Vocabulary
• Semantic Feature Analysis
• Pyramid
Next Steps
• Resources:
Reading to Learn in Social Studies
– Grades 6-8
– Grades 9-12
• Email me: dbehling@esc4.net