Aspire Session 2
Vocabulary
Professional Learning Outcomes
Participants will
Be able to identify which words to choose to teach directly
Develop skills in planning and implementing activities that incorporate best instructional
practices for vocabulary
Word Knowledge Scales: Dale
Stage 1: I’ve never seen the term before
Stage 2: I’ve seen it but I don’t know what it means
Stage 3: I can use it but not sure I can explain it
Stage 4: I can use it and explain it
Dale 1965
1: Never seen it
Word
4
3
2
2: I’ve seen it but I alluvial
don’t know what it
means
3: I can use it but
can’t explain it
4: I can use it and
explain it
1
X
gyre
X
thermohaline
X
order of operations
exponent
Criterion-referenced
X
X
X
Marzano Vocabulary System
Pre-Assessment
Initial Instructional
◦ Teacher provides description, explanation and/or example (Mon)
◦ Students restate the explanation in their own words (Mon)
◦ Students create a non-linguistic representation of the term (Tues)
Deeper Practice
◦ Students engage in activities that help them build understanding of the term (Weds)
◦ Students are asked to discuss the new term(s) with each other (Thurs)
◦ Students are involved in games with the new term(s) (Fri)
Post-Assessment
Marzano (2010)
1. Teacher provides description,
examples, anecdotes, illustrations
Example word: exponent
Description: symbol that is written above and
to the right of a number to show how many times the number is
to be multiplied by itself
Example: 22 = 4 because 2 multiplied twice, 2 x 2, equals 4.
Illustrations:
Marzano (2010)
2. Students restate the
explanation in their own words
Now you try to describe alluvial, gyre, thermohaline, order of operations,
exponent, criterion-referenced.
If that’s too difficult, use it in a sentence. (example)
Marzano (2010)
3. Students create a non-linguistic
representation of the term
Fill out a vocabulary card with one of your words.
Marzano (2010)
Vocabulary cards & journals
There are many versions of vocabulary cards. All include an illustration.
Marzano
Frayer
Modified Frayer
Marzano 2010, Frayer 1969
Working with vocab cards
Comb bind
Ring bind
Zip lock bag
Word wall or pocket chart
◦ Arrange by definition category, word family, color, size,
difficulty, alphabetical, narrative, expository, etc.
◦ Teacher or students determine categories
◦ Why change the word wall frequently?
Pocket Charts & Word Walls
Emphasize language features:
◦
◦
◦
◦
Alpha order
Rhymes
Vowel sounds (cake, grass, halt, etc.)
Content vocabulary
Rearrange frequently
4. Students periodically do activities that help them add to their
knowledge of the term(s)
Venn Diagram (Compare/Contrast)
◦ Traditional overlapping circles
◦ 3-Tab Foldable
Double Bubble
acting
sung
opera
Libretto/
score
play
story
script
Marzano (2010)
Spoken
words
4. Fit the category?
Which Word Doesn’t Fit?
◦ Teacher selects 3 words from a familiar cluster
◦ Choose another word from a different cluster
◦ Students identify which word doesn’t fit and tell why
elk
weasel
dolphin
bronco
Marzano 2004, 2010
dinner
ham
sausage
poultry
4. Activities: Word Form Chart
4. Cognitive Content Dictionary
LDO: Wall version and student/journal version
Meaning
alluvial
When soil spreads
out in a fan shape
from water flow
out of a canyon
The alluvial fan spread
outward from the
canyon.
A swirling current
in the ocean
The Pacific gyre
helps keep the
West Coast warm
in the winter.
gyre
Sketch
Sentence (that
Word
shows the meaning)
Call & response (with movement)after final meaning is set
15
Quizlet
Use for vocab teaching & review
Download and/or make your own
Many avenues to the Holy Grail
Samples:
https://quizlet.com/85662660/vocab-training-flash-cards/
https://quizlet.com/74114876/vocabulary-cartoons-quiz-7-flash-cards/
https://quizlet.com/37707587/common-core-8th-grade-math-vocabulary-flash-cards/
4. Chants
Put content to a rhythm or music
Popular & easy:
◦
◦
◦
◦
◦
◦
◦
Cadence with call & response
We Will Rock You
Bugaloo
Addams Family
Are You Sleeping
Row Your Boat
Or any tune at all, sing, play, or download karaoke versions
Samples: www.psd1.org/page/253; Give Chants a Chance
17
We Didn’t Start the Gyre
We didn't start the gyre
It was always spinning
Since the world's beginning
We didn't start the gyre
But if we’re floating in it
We’re going with it
Water heating, then it’s rising
Makes a hill - that’s surprising
Coriolis and the wind
make the water start to spin
Big circles ocean sized
Go to Florida, that’s nice!
We didn't start the gyre
It was always spinning
Since the world's beginning
We didn't start the gyre
But if we’re floating in it
We’re going with it
Makes a mound, flows down
Pretty soon it goes around
18
5. Periodically students are asked to discuss the
term(s) with each other
Organize students in pairs or threes to discuss word meanings
One student presents a word he/she doesn’t know
The other one(s) use their resources (journals, cards, etc) to provide the
meaning
Marzano 2004, 2010
5. Vocabulary Notebooks
Pages have enough space for revisions – not just a one-use wonder
Have a table of contents for clusters of topics being studied
Used for practice in pairs or small groups
Marzano (2010)
5. Students exchange word knowledge using
journals
Give one, Get One
◦ In pairs, students compare vocabulary notebook entries for a word
◦ Copy each other’s definition or example, expanding each one’s knowledge
Marzano 2004, 2010
6. Games
Constructive “inconsequential” competition
Build knowledge, not animosity
Change groups often, mixing skill & knowledge levels so all students will be on
winning teams
Offer small tokens for winners
Marzano 2004, 2010
Talk a Mile a Minute
Talk a Mile a Minute
◦
◦
◦
◦
◦
◦
Teams are given a list of 8 words from a cluster
Each team designates a Talker
The Talker tells his/her team the name of the cluster (or topic)
Talker tries to get the team to say each of the words by describing them
Talker may say anything about the word but may not spell it or use rhymes
At the end, all players make additions/corrections to their notebooks
Marzano 2004, 2010
BINGO
PASSWORD
Giving clues:
definitions
Two teams; one player from each team is up
spelling patterns
Teams shout clues to their “up” player
roots
Use Powerpoint version or write words on board behind the players
different tense
Games are on the LDO site here: http://www.langdevopps.com/resource/
Click Vocabulary and scroll down
References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Beck, I., McKeown, M., & Kucan, L. (2013) Bringing Words to Life: Robust Vocabulary Instruction. Guilford.
Beck, I., McKeown, M., & Kucan, L. (2008) Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples. Guilford.
Beck, I.L., Perfetti, C.A., & McKeown, M.G. (1982) Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension.
Journal of Educational Psychology, 74 (4), 506-521.
Calderón, M. & Minaya-Rowe, L., (2004). Expediting Comprehension for English Language Learners (ExC-ELL): Teachers Manual. Baltimore, MD:
Center for Data-Driven Reform in Education, Johns Hopkins University.
Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the Gap: Addressing the
Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms. Reading Research Quarterly, 39(2), 188–215.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 14(2), 174-187.
Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for
Education Research.
Graves, M.F. (1986) Vocabulary learning and instruction. In E. Z. Rothkopf & L. C. Ehri (Eds.), Review of research in education (Vol. 13, pp. 49-89).
Washington, DC: American Educational Research Association.
Hart, B. & Risley, T. R., (1995) Meaningful Differences in the Everyday Experience of Young Children. Baltimore, MD: Brookes Publishing.
Hirsch, E. D. Jr. (2003). Reading comprehension requires knowledge of words and of the world: Scientific Insights into the Fourth-Grade Slump
and Stagnant Reading Comprehension. American Educator, Spring 2003, American Federation of Teachers, www.aft.org.
Linan-Thompson, S. & Vaughn, S. (2007) Research-Based Methods of Reading Instruction for English Language Learners Grades K-4. ASCD.
Lonigan, C., & Whitehurst, G. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children
from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290.
References
Marzano, R. (2004) Building Background Knowledge for Academic Achievement. ASCD.
Marzano, R. (2010) Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction. Heinle.
Marzano, R. & Pickering, D. (2005) Building Academic Vocabulary: Teacher's Manual. ASCD.
McCardle, P. & Chhandra, V. (2004) The Voice of Evidence in Reading Research. Brookes Publishing.
Moats, L., (2001) Overcoming the language gap. American Educator, 25 (2), 5, 8-9.
Moats, L., (2005) Module 4 The Mighty Word: Building Vocabulary and Oral Language. LETRS. Sopris West.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meaning from context during normal reading. American Educational
Research Journal, 24(2), 237-270.
Nicholson, T., & Whyte, B. (1992). Matthew effects in learning new words while listening to stories. In C. Kinzer & D. Leu (Eds.), Literacy research,
theory, and practice: Views from many perspectives: Forty-first Yearbook of the National Reading Conference (pp. 499-503). Chicago, IL: The
National Reading Conference.
Sénéchal, M., & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-374.
Sprenger, M. (2013) Teaching the Critical Vocabulary of the Common Core: 55 Words that Make or Break Student Understanding. ASCD,
Alexandria, VA.
Stahl, Steven A., “Three Principles of Effective Vocabulary Instruction,” Journal of Reading, April 1996, pp. 662–668.
Stahl, K. A. D. & Bravo, M. A. (2011) Classroom Vocabulary Assessment for Content Areas. Downloaded from readingrockets.com 9/25/12.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research
Quarterly, 22, 360-407.
White, T.G., Slater, W.H. & Graves, M.G. (1990) Growth of Reading Vocabulary in Diverse Elementary Schools: Decoding and word meaning.
Journal of Educational Psychology, 82(2), 281-290.