Sessions 3 (&4?)
Surprise: You’re a Vocabulary
Teacher
Lots to do; getting
started quickly
Non-sequitur : Effective Teaching,
Sort Cards, Signal Cards
• May be helpful in your lessons
• Time to play!
Who is Danielson?
Why is she important?
This is how you will now be
evaluated:
Domain 1: Planning &
Preparation
• “off-stage”
•Pre-observation
•Not just content: creating, sequencing and
designing activities, lessons & exercises that are
accessible to students
•Learning activities, materials and strategies
•Consider assessments
•Document progress during and at the end of each
teaching episode
Domain 2: The Classroom
Environment
• “on-stage”
• a learning environment is created by
o Positive interpersonal interactions
o Efficient routines and procedures
o Clear & consistent standards of conduct
o Safe physical environment
Students:
• Take pride in their work
• Assume responsibility for their learning
• Comfortable, respectful, caring environment
Domain 3: Instruction
• “on-stage”
• engagement of students in learning
•Students are participants in a community of
learners
•Teachers are fluid and flexible
•Multiple approaches
•Incorporate ideas from other parts of the
curriculum
•Probe student thinking; extend understanding
•Differentiation
•Promote self-directed learners
Domain 4: Professional
Responsibilities
• “off-stage”
• Not usually observed by students, parents, or
community
•Maintaining records
•Communicating with parents
•Self-reflection & professional growth
•Contributions to the profession
•Interactions with the families of students
•Contacts with the larger community
•Advocacy for students
•Professional support for peers
They may not remember what you
taught them, but they will always
remember how you treated them.
The Effective Teacher
The 21st Century Learner
How do we accommodate different
learning styles, abilities, and interests in
the classroom?
How do we create an environment in
which all students are treated with
dignity and respect?
Know Thyself
•
We tend to teach to our dominant learning
style. Being aware of what our style is
enables us to teach compensatory strategies
and to target the other styles of learning in
our lesson and activity plans.
Creating an Inviting School Climate
• Always remember the adage, “Students
do not care how much you know until
they know how much you care.”
We earn respect only by showing respect;
we gain trust by trusting. Develop a
student-centered rather than subjectcentered classroom.
• Make a conscious effort to get to know
the good things about your students.
Publicly and privately acknowledge their
achievements outside of your class.
Creating an Inviting School Climate
• Treat all students fairly. While it is natural
for teachers to enjoy teaching some
students more than others, overt
favoritism can create a resentful and
divisive climate.
• Strive to be consistent in your
enforcement of rules, grading, and
treatment of students. While we all have
our good and bad days, students’ inability
to predict a teacher’s expectations and
mood can cause apprehension and
anxiety about going to class.
From Classroom Teacher’s Survival Guide 13-16
Each Child is Unique and Special
Please remember that any given
strategy won’t work with every
child. Each child has individual
needs, both academically and
emotionally. It is our job and duty
to create a challenging yet safe
environment to nurture their
growth.
•
•
•
•
•
•
Every child deserves a safe environment,
even if they do not have an IEP.
Some quick tips…
DON’T WRITE OR TYPE IN ALL
CAPITALS.
Give shy or weaker students a heads-up
before calling on them in class or during
reviews.
Preferential Seating doesn’t necessarily
mean the front center of the room.
NEVER use sarcasm.
Bio cards & assignments that are passed
up are viewed by their classmates.
Use individual white boards if possible.
Signal Cards
Allows for Whole Class Answers & Checking
for Understanding
• Students can signal:
– “Stop, I’m lost!” “Slow down; I’m
getting confused” or “I get it!”
– A, B, C, D (multiple choice review)
– True / False
– Gerund, Participle, Preposition
– Complete, Run-on, Fragments
– Simile, Metaphor, Personification
– Democracy, Oligarchy, Totalitarianism
• Let’s play!
Teaching Vocabulary
The Research (Marzano)
1. Students must encounter words in context
more than once to learn them.
- Research has demonstrated that
students need to be exposed to a new
word at least 6 times before they have
had enough experience with the word to
ascertain & remember its meaning.
- Therefore, wide reading alone is not
sufficient to enhance vocabulary.
2. Instruction in new words enhances learning
those words in context.
- Even superficial instruction on words
greatly enhances the chance that students
will learn the words from context when they
encounter them in their reading.
- When students have instruction, their
ability to comprehend these new words
increases by about 1/3.
- These instruction can be as basic as
provided students with a list of definitions
& model sentences.
3. One of the best ways to learn a new word is to
associate an image with it (nonlinguistic).
4. Direct vocabulary instruction works.
5. Direct instruction on words that are critical to
new content produces the most powerful
learning.
6. Students should say the words aloud in
class.
Marzano: The 6-Step Process
1. EXPLAIN: Give a studentfriendly, relevant, and perhaps
humorous, description,
explanation, or example of a
new term.
Enhance this with pictures,
computer images, mental
images, and stories.
Marzano: The 6-Step Process
2. RESTATE: Have students
generate their own definition
and consider how the term
relates to their own life
experiences.
Share definitions with learning
partner; keep a vocabulary
notebook.
Marzano: The 6-Step Process
3. SHOW. Students generate a
visual to capture the essence of
their current understanding of
the term (picture, symbol,
graphic organizer, clip art or
drawn, etc).
These 3 steps should be completed
when a term is first introduced.
Marzano: The 6-Step Process
4. DISCUSS. Students revisit
terms previously studied. Spiral
the study of terms throughout
the year. Keep in mind that 75%
of our learners are talk
processors – having them use
and discuss these terms over
time promotes their learning.
Marzano: The 6-Step Process
5.REFINE AND REFLECT:
If students are expected to
repeatedly use the terms in
complete sentences and use
them to frame questions about
their learning, their ownership
of the terms increases
significantly.
Marzano: The 6-Step Process
6.ENGAGE IN LEARNING GAMES
This final step is designed to
have students “play” with
vocabulary. These games are
limitless. We will be playing a
few tonight 
Vocabulary Instruction:
In Practice
• Identify critical terms & phrases (limit the
number for any given topic).
• A process for teaching new terms &
phrases.
– Step One: Present students with a brief
explanation or description of the new term or
phrase.
• Step Two: Present students with a
nonlinguistic representation of the new
word or phrase.
• Step Three: Ask students to generate
their own explanations or descriptions of
the term or phrase.
• Step Four: Ask students to create their
own nonlinguistic representation of the
term or phrase.
• Step Five: Periodically ask students to
review the accuracy of their explanations
& representations.
Practice Activity: Sort Cards
Rutherford ( 93-94)
• To review some of the concepts of effective
teaching, each of you will take a set of concept cards
(if you use this activity in class, you might have them
work in groups or even have students write their own
concepts / terms / vocabulary words on index cards.
• Sort the concepts on the cards into categories
(you will decide what these categories are and how
many they are)
•Then partner with two other people and discuss your
category / sorting choices, explaining your reasoning.
Sort Cards
Rutherford ( 93-94)
– Seating Charts
– Socratic Seminars
– Anticipatory Sets
– Differentiation
– APPR
– Respect
– Expectations
– Dress for Success
– Closure
– Essential
– IEP
Questions
– Classroom Rules
– SLOs
– Professional Dev’t
– Assessments
– Bloom’s Taxonomy
– Discipline
– Mentoring
– Learning Styles
– Megacognition
Other Uses for Sort Cards
• Vocabulary Flashcards
• “I Know” “I Sort-of-Know” “I
haven’t got a clue” piles
• Back-to-Back
• Matching / Concentration Games
• Word Splash
• Tic-Tac-Toe (explained later)
*** Learning Styles: Foldables
Expose Students to Vocabulary:
WORD SPLASH
• Coined by Dorsey Hammond
• Purpose: students look at words
familiar to them and decide how they
might be related to one another
• Not a strategy to use with new words,
but rather with words being used in a
different context or with different
meaning.
Other Tools / Game for
Vocabulary Development
• Word Splash (Rutherford 124 & 125; Saphier)
– A word splash is a collection of key terms or
concepts from a reading.
– The terms should be familiar to the students.
– Students should brainstorm and generate
complete sentences to predict the
relationships.
– If words are taken from a passage, students
can try to “predict” what the passage will say.
– After the learning experience, they review their
predictions and make corrections.
Expose Students to Vocabulary:
WORD SPLASH
Three-fourths
American eagle
cycle
environment
Ecology
6.2 billion
Expose Students to Vocabulary:
WORD WALLS
• High Frequency Words:
– Taught across all subjects
– Students should translate the words into their
own vernacular
• Content Vocabulary
• “Wow” / Embellishment Words
– Best taught through a specific unit of study
– e.g., adjectives that maybe helpful in a unit to
describe the content (ex. In a unit on tyrants
or absolute monarchs, teach “omnipotent”)
Example:
8th Grade Unit on World War 2
High
Frequency
•
•
•
•
Infer
Interpret
Posit
Analyze
Content
•
•
•
•
Fascism
Truce
Platoon
Totalitarian
WOW!
•
•
•
•
Formidable
Contentious
Preventable
Strategic
NOW YOU: meet with contentdiscipline partners
High
Frequency
Content
WOW!
Other Tools / Games for
Vocabulary Development
• The Frayer Model
Visual organizer
– Helps learners separate critical
attributes from interesting
information about a concept
– Recommended approach for new
words for new concepts
Other Tools / Games for
Vocabulary Development
• The Frayer Model
Essential
Attributes
“All have…”
“These
are…”
Examples;
nonlinguistic
Nonessential
Characteristics
“Some have,
some do not
Concept/
have…”
Vocabulary
Word
“There are
not…”
Nonexamples;
opposites
• The Frayer Model : Mathematical example
Definition:
Characteristics
A mathematical
shape that is a
closed plane
figure bounded
by 3 or more line
segments.
POLYGON
Examples
•Pentagon
•Closed
•Plane figure
•More than 2 straight sides
•2-dimensional
•Made of line segments
Non-examples
•Circle
•Hexagon
•Cone
•Square
•Arrow
•Trapezoid
•Rhombus
•Cylinder
• The Frayer Model : NOW YOU!
Definition:
Examples
Characteristics
Non-examples
Other Tools / Games for
Vocabulary Development
• 3-Column Chart:
– A good strategy for helping students identify their
own level of use and expertise with words
– Use the headings:
• I Know and Use It in My Speech and in My Writing
• I Recognize It and Understand It When I Hear /
Read It
• I Am Not Sure of the Meaning
• Also:
Word Grid (class activity)
– Now you (group work)
Other Tools / Games for
Vocabulary Development
• LINGO!
• I-Search :
– “I Have….I Am Searching For….”
– Let’s play.
• Back-to-Back
– Use two sets of flashcards with definitions on one
side
– Students are put in triads or class is divided into 2
– Vocab word up/ definition down;
– Identify word in set time or point goes to caller
Other Tools / Games for
Vocabulary Development
• Tic-Tac-Toe
Purpose:
– To have students go beyond memorizing definitions to
look for patterns and connections embedding in the
vocabulary words and concepts being studied.
– To promote dialogue and debate.
Other Tools / Games for
Vocabulary Development
• Tic-Tac-Toe
Place, or have students place, vocabulary
words or concepts on index cards.
– Give each student or group a set of cards.
– Have students shuffle cards & deal out nine cards in a
3x3 format.
– Ask students to form eight sentences each, including
the three words straight across in a row, straight down
in a column, or on the diagonals.
– Have the students or groups share the sentences that
capture important connections, or “misconnections”
between words & concepts being studied.
Other Tools / Games for
Vocabulary Development
• Walk-Around (Cake Walk)
– Cards containing incomplete sentences are placed
around room; if possible, they have a nonlinguistic
representation.
– Students move around room in small teams.
– They have x number of seconds to figure out the
missing word or concept.
– Answers are recorded on a sheet of paper to be
submitted and/or reviewed.
– Let’s Play! (but we are using vocabulary from my
9th grade class!)
Other Tools / Games for
Vocabulary Development
• Sort Cards
• Can be used for term & definition matching
– Sequencing historical events or scientific
processes
– Categorizing
– “I Know” “I sort of know” “No Clue” piles
– Tic-Tac-Toe
– Remember to have students ARTICULATE their
decisions (preferentially to another student) - this
makes the activity accessible to V-A-K learners
Other Tools / Games for
Vocabulary Development
•
I Spy: A Word Scavenger Hunt
•
•
Students are given a list of words and must find
examples of the word somewhere.
Steps:
1. Create a list of words that are specific to the text or unit of
study.
2. Give students the list of words and explain that they are
looking for examples of the word, not the actual word.
Bonus: finding the actual word; but purpose is to find word
in action
3. Students work in groups and document where they
discovered the word
4. If possible, they bring an artifact to show the word in a new
context.
5. Individually, students write what connection the target
word in a new context has to what they are studying
6. If you have a word wall, artifacts can be displayed under
each of the target words as a visual reminder.
Other Tools / Games for
Vocabulary Development
I Spy: A Word Scavenger Hunt
Word/
Concept
Where
Discovered
Word
Artifact
Definition/
Connection to
unit of study
Revolution
Traitor
Infiltrate
Independence
From Allen, Janet. Inside Words: Tools for Teaching
Academic Vocabulary Grades 4-12
Other Tools / Games for
Vocabulary Development
I Spy: A Word Scavenger Hunt
• Connections to Word Grid template
• Helps students see connections to words
with multiple meanings (standardized
tests)
• Princeton Pursuit
Quick Write
On a sheet of looseleaf, put name, content
area at top.
• Then:
– Reflect on the vocabulary building activities
and strategies reviewed tonight. Discuss what
you have learned, what you possibly have
witnessed in classes you have observed (or
participated in), and questions you have.
– Select TWO strategies you are excited to use.
Explain why and how you hope to use them.
– Select ONE that you feel less comfortable with
or feel will not work for your teaching style or
content area.
A lot to digest!
A few more vocabulary strategies will be
shared next week.
Before leaving:
**If you select to do your quick write at
home, please put that on a sheet of paper
and tell me when I should expect it.
* We will review deadlines
* If you have questions on assignments,
please stay. We’ll talk.
*Quick Write