Facilitator: Diana DeVito
Senior Achievement Facilitator
ddevito@schools.nyc.gov
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Data Review
Target Population and goal setting
Language Standards
Direct Instruction of Vocabulary (3 A’s protocol)
Three Tiers of Vocabulary
Instructional Shift 6
Non-linguistic representations (3 Levels of Text
protocol)
Word Box & Root Word Chart Application
Review Activities and Games
Lesson Planning and Look Fors
Gra
de
Year
6
#
Teste
d
Mean
SS
L1#
L1%
L2#
L2%
L3&4
#
L3&4
%
2011 32
642
18
56
9
28
5
16
7
2011 94
647
26
28
61
65
7
7
8
2011 79
639
16
20
57
72
6
8
All
Grad
es
2011 205
643
60
29
72
62
18
9
Please review this data table for your grade and identify any
trends that you see. Create a chart or table on the chart
paper and be ready to share grade wide trends with the
school.
In each class:
1. Highlight the three highest level one students in yellow and
indicate the number of raw score points the students need in order
to get a level 2.
2. Highlight the three highest level two students in green and indicate
the number of points the students need in order to get a level three.
In order to make AYP (safe harbor) the school
needs to move:
35 level one students to level two
and
39 level two students to level three.
There are 17 classes of students. If we
multiply 17 X 3 we get 51 targeted students.
For each of the targeted students indicate the number of raw score
points the student needs to move to the next level.
A grade 6 student receives a scale score of
655. We look at the column labeled grade 5
(as the student in grade 6 now took the grade
5 test last year).
We go down the column labeled scale score
until we find score 655. Score 655 converts
to 38 raw score points. The chart tells us
that the student needed 46 raw score points
and missed the cut by about 8 raw score
points. This gives us a general idea as to
how far from the cut the students are.





Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
There are 6 language standards in the CCSS.
Standards 4,5 & 6 relate to vocabulary.
Please read through the standards
appropriate for your grade and highlight.
Discussion Questions:
1. How do we currently teach vocabulary?
2. How do you think the new CCSS will impact
the way we teach vocabulary?

Zlxfoevm – an underwater picture window
Blepning – use of energy underwater
Bltkelgx – residue on a person after living in
space
Spatflog – moon mining tool
Residue on a person after living in space is
called ____________.
A Moon mining tool is called a _______.
A ________ is an underwater picture window.
Residue on a person after living in space is
called __________.

When explorers from Portugal arrived in Brazil in
1500, as many as 5 million Native Americans lived
there. During the 1500’s, the Portuguese
established large sugarcane plantations in
northeastern Brazil. At first, they enslaved Native
Americans to work on the plantations. Soon,
however, many Native Americans died of disease.
The plantation owners then turned to Africa for
labor. Eventually, Brazil brought over more
enslaved Africans than any other North or
South American country.”





Learning words in rich contexts
Skill in morphological analysis
Ability to use context clues
Repetition and multiple exposure
Ability to associate images with words
There are two types of vocabulary; oral and print.

A reader that encounters a strange word in print can
decode the word to speech, and if it is in the reader’s oral
vocabulary, the reader will be able to understand it.

If not other strategies are needed to understand meaning.
Two ways of acquisition: Direct vs. Indirect
Marzano & Pickering Building Academic Vocabulary
Read Chapter 1: The Need for a Program to Build
Academic Vocabulary.
What Assumptions does the author of the
text hold?
2. What do you Agree with in the text?
3. What do you want to Argue with in the text?
Be prepared to share with your table partners.
1.




The more words a child knows, the more complex
text that child will be able to read.
The more complex texts a child can read, the more
words they will learn.
The reverse is also true.
Thus, the “rich get richer and the poor get poorer.”

Vocabulary instruction can lead to gains in
comprehension
◦ Vocabulary should be taught both directly and
indirectly
◦ Repetition and multiple exposures to vocabulary
items are important
◦ Learning in rich contexts improves vocabulary
◦ Incidental learning
◦ Computer technology





Repeated, multiple exposures
Rich contexts (add activities to extend use of
learned words beyond the classroom and highfrequency encounters with words)
Pre-Instruction of Vocabulary Words improves both
word knowledge and comprehension
Peer interaction
Students with reading difficulties do better with
emphasis on direct instruction in vocabulary
meaning
1)
2)
3)
4)
5)
6)
Provide a description, explanation, or example
of the new term.
Ask students to restate the description,
explanation, or example in their own words.
Ask students to construct a picture, symbol,
or graphic representing the term.
Engage students periodically in activities that
help them add to their knowledge of the terms
in their notebooks
Periodically ask students to discuss the terms
with one another.
Involve students periodically in games that
allow them to play with terms.





Produces deep understanding of the various forms,
definitions and connotations of words
Wide reading – to practice strategies learned by
introducing students to rich and varied uses of
known and unknown words
Helps see authentic uses of words
Entails working with smaller groups of words and
derivations on a regular basis
Goes beyond the dictionary definition







Describe words
Support words with visual aids
Connect words to students’ lives
Illustrate words with anecdotes
Make associations
Give definitions
Compare and contrast words, their roots and
definition






Question word meanings in context
Chart word characteristics
Rephrase sentences
Analyze sentence and word structures
Provide tactile examples
Give examples of correct and incorrect usage.
1.
2.

Teach words that are essential for understanding.
Teach words that are common or
generally useful for students to know.

Read through the Handout entitled “Three
tiers of Vocabulary and Education” by T.
Hutton, M.S.
Have a discussion with your table mates about
where the focus on vocabulary instruction
has been up to now.
Tier I -- the most basic words (e.g., talk, play,
sad)
>
Rarely require instruction in meanings in
school, except for English learners
Second Tier: High-frequency words for mature
literate individuals; found across a great
range of domains (e.g., vocabulary, ability,
suggestion, transform)
>
Teach explicitly because these words
tremendously expand student
vocabulary/comprehension capabilities
Third Tier: Low frequency words; frequently
limited to specific domains (e.g., genotype,
rectilinear, isotope)
>
Usually need to be pre-taught in order to
help students to understand the selection





Provide opportunities for extensive reading
Teach words in related clusters
Provide multiple opportunities for active
student involvement with new words
Provide opportunities for students to use
words in a meaningful way
Use of concrete contexts to illustrate
denotation




Provide opportunities for students to connect
new words/concepts to those already known
Explicit concept instruction (shown in DVD)
Allow students to choose words too
Reserve time for vocabulary building (3 x
week for 10-15 minutes)(Laura Robb, 1999: Easy MiniLessons for Building Vocabulary)




Tier 2 words are cross curricular.
Tier 3 words are subject specific.
Students in middle school travel from teacher
to teacher.
In your grade teams please choose five Tier 2
vocabulary words that you will require all
students in the grade to know by the end of
next week. All subject teachers will include
these words in their vocabulary instruction.
Find the Tier 3 words that align with your unit
of study for next week.
Pick two of the tier 3 words that you think are
most important for your students to know.
These are the words you are going to teach in
your subject class, in addition to the Tier 2
words.
Shift 6 Academic Vocabulary
Students constantly build the vocabulary they
need to access grade level complex texts. By
focusing strategically on comprehension of
pivotal and commonly found words (such as
“discourse,” “generation,” “theory,” and
“principled”) and less on
esoteric terms (such as “onomatopoeia” or
“homonym”), teachers constantly build students’
ability to access more complex texts across the
content
areas.
Standard 4 of the Language Standards states
that students will
“Determine the meaning of unknown and
multiple meaning words and phrases based
on a grade x reading and content, choosing
flexibly from a range of strategies.”
Read the chapter entitled Nonlinguistic Representations
from Marzano’s book entitled, Classroom Instruction
that Works.
Highlight any area that may have an implication for
your work around developing vocabulary.
Each person will have two minutes to :
1.
Share with their table what they highlighted.
2.
Tell what she/he thinks about the passage
(interpretation, connection to past experiences, etc.)
3.
Say what she/he sees as the implications for his/her
work.
• The group responds (for a TOTAL of up to 2 minutes)
to what has been said
1.
2.
3.
4.
5.
6.
Provide a description, explanation, or example
of the new term.
Ask students to restate the description,
explanation, or example in their own words.
Ask students to construct a picture, symbol,
or graphic representing the term.
Have the student state examples of the word.
Have the student record what the word is related
to.
Have students engage in review activities and
games.


Prefixes and roots account for a large portion
of the growth of word meaning between
grades 3 and 5.
Teaching word parts can dramatically
increase children’s word knowledge
Example:
Vapor means steam or gas
For each word:
1. Write the word
2. Write what it means
3. Draw a picture to go with it.
4. Answer the question.

On chart paper create a Word Box and Chart
the Root Word for the following words.
Freezing
Precipitation

Summarize
1.
2.
3.
4.
In a group students can record as many words as they
can think of when given a vocabulary word. For
example if the teacher says the word fraction students
can write decimal, thirds, etc. until the teacher says
stop.
Students can use a Venn diagram or a double bubble
to compare terms.
Students are given a group of words to classify ( i.e.,
urban, fraction, rhythm, cardiac, supply, demand,
mammal, equation, mutualism). Teachers can create
categories and ask students to find terms that fit into
those categories.
Students can use a bridge map to solve analogy
problems.




Jeopardy
Vocabulary Charades
Name that Category (modeled after the game
show The $100,000 Pyramid). A triangular
playing board is filled with concepts. One is
exposed at a time. One player is a clue giver and
names things in the category. Players have to
guess the category.
Draw Me This game is modeled after the game
Pictionary. Players draw pictures as clues to help
team mates identify a particular item.
Example:
Which of these things shows evaporation?
1) A pot of boiling water or an ice cube?
2) Part of the water cycle or part of a bicycle?
Group 1 – Make word boxes for the words
Monarchy & Dictatorship
Group 2 – Make a chart using the root word
“dict” & Make a separate chart using the root
word “arch”
Group 3 – Make a double bubble map for
Monarchy & Dictatorship
All groups make exit tickets for the two words.