Vocabulary Unplugged
Words to Know…What Strategies
Would You Use?
The following words are important for our
learning today:
• Bifurcate
• Antediluvian
• Foulard
• Lugubrious
Turn and Talk…
In order to learn these new words for our
training today…
– What resources do you need?
– What strategies would you use?
– What would be your process?
Discuss these questions with your table partners
and be ready to share out.
Bifurcate
Antediluvian
Foulard
Lugubrious
Bifurcate
Antediluvian
Foulard
Lugubrious
When I appear, it is time for reflection.
Our reflective process involves the
following three stages:
1. Individual reflection in handout
2. Share and reflect in table groups
3. Whole group share
Your Turn
Inherent Difficulties in
Vocabulary Instruction
What are some of those difficulties?
• Definitions can still be unclear: i.e. illustrator –
one who illustrates
• Copy definitions and write sentences…do
students really conceptually understand the
meaning?
• Time…is there time for copying definitions?
TTWWADI
How does this relate to vocabulary
instruction?
Building the EAR
“It must be with words as it is with music. Music heard early in
life lays down a rich bed of memories against which you evaluate
and absorb music encountered later. Each layer adds to the
richness of your musical experience; it ingrains expectations
that will govern your taste for future music and perhaps change
your feelings about music you already know. Certain harmonic
patterns embed themselves in your consciousness and
create yearnings for repetition, so that you can relive that
pleasurable disturbance of the soul. Gradually, your
head becomes an unimaginably large juke box, with
instantaneous recall and cross -referencing, far more
sophisticated than anything man-made.”
Robert MacNeil, Wordstruck
Exposure
Analysis
Rehearsal
Exposure
Did you know?
You have to
be exposed
to words 27
times for
words to
stick!
What was found?
Analysis
Vocabulary is more
than just simple
definitions.
Students must be
able to understand
that words carry
layers of meaning.
Rehearsal/Review
Turn and Talk
How does the Kinestetic Vocabulary
icebreaker reflect building the “EAR”?
Memory System Notes
Semantic
What is it?
Episodic
What is it?
Procedural
What is it?
So what…
So what…
So what…
Stick factor?
Stick factor?
Stick factor?
Episodic
Memory based on where you are, who you are with, and
what is said or experienced during the encoding
process.
Semantic information cannot be encoded without
attention. This is why active engagement is a crucial
aspect of learning
Procedural
Memory based on repetition of procedures. Once a
skill, process, or fact becomes procedural,
retrieval from memory is no longer required.
Practice does not make perfect;
Practice makes permanent!
Teacher
describes
new word
Context
building
activities
Student
explains
in own
words
Students
discuss the
words
Student
creates
image or
action
Vocab/
Word
play
Context Clues
Four types of Context Clues
writers may use:
• Definition
• Description or explanation
• Synonym/antonym
• Example
Definition
The definition is
provided by the
Example
author
in close
proximity to the
complex word.
“That was exhausting,” Violet
said, sitting down on the
bottom step and passing
around the bottle of water.
“Exhausting and fruitless.”
“Grape,” Sunny said.
“No, no, Sunny,” Violet
said. “I didn’t mean we didn’t
have any fruit. I just meant we
didn’t learn anything. Do you
think we missed a door?”
-from A Series of Unfortunate Events: The
Ersatz Elevator by Lemony Snicket
Social Studies: Definition Example
•Entrepreneurs are people who organize and
run businesses.
•Horse-drawn carts and wagons were the main
forms of transportation, the moving of people
and goods from place to place.
from Horizons Social Studies
Description
or explanation
A description or
an explanation of
theExample
word is
provided by the
author.
And Yelena the Fair consented to become
his bride. So she did marry the Tsar after
all. And as for the baby Tsar, he was given a
new name and raised as their own child.
-from The Golden Mare,
the Firebird, and the Magic Ring by Ruth
Sanderson
I picked an overgrown rhubarb leaf to serve
as a plate for the doughnuts. It was a
precarious arrangement. One sudden
tremble of a wrist and the whole thing
would come tumbling down. I held it out to
Willie.
-from Snap by Alison McGhee
Social Studies: Description Example
• Joseph Glidden invented barbed wire so
farmers and ranchers could more easily
fence their land. Barbed wire was a
twisted wire with sharp points called
barbs.
from Horizons Social Studies
Synonym or
Antonym
“Oh, really,” said Roscuro, “this
is too extraordinary. This is
too wonderful. I must tell
Botticelli that he was wrong.
Suffering is not the answer.
Light is the answer.”
A synonym/
antonym of the
Example
word
is used by
the author in close
proximity to the -from Tale of Despereaux by Kate DiCamillo
complex word.
Social Studies: Synonym Example
• New products that could be made from
petroleum, or oil, were developed.
from Horizons Social Studies
Example
The author
provides
an
Example
example of the
complex word
used in the text.
Stanley’s father was smart and
had a lot of perseverance.
Once he started a project he
would work on it for years,
often going days without sleep.
-from Holes by Louis Sachar
Social Studies: Example Example
• Cowboys had to make sure the cattle did
not stampede. Any loud, sudden sound
could cause a herd to run away wildly.
from Horizons Social Studies
Now you
become the
detective!
Definition
Antonym/ Synonym
Description
Example
In addition
to reflecting
Begin with the
End
in Mind
Strategies
Explored
about the EAR, Memory
Units where
Systems,
Withand
whatMarzano,
What would
activities
please words
use the
chart in
would
youthe
change
could yield
use this
before
back you
of your
booklet
to using
the highest
activity?
this activity?
gainsreflect on where and how
this strategy could be used
during the year.
Concept Circles
said
suggested
answered replied
Explain the relationship
between the ideas in
the circle.
You Try!
Explain the relationship
between the ideas in
the circle.
Can these be graded?
Topic:
6 - 100
5 - 90
4 - 80
3 - 70
2 - 60
Student writes
2 or more
sentences
accurately
demonstrating
how all four
words are
connected.
Sentences
reflect a deep
understanding
of the
concepts.
Student writes
2 or more
sentences
that
accurately
explain how
the concepts
are
connected.
Sentences
reflect a
proficient
understanding
of the
concepts.
Student writes
2 or more
sentences
that connect 3
or fewer
concepts.
Sentences
reflect a deep
understanding
of the
concepts.
Student writes
2 or more
sentences
that partially
explain all
four concepts.
Sentences
reflect a
minimal
understanding
of the
concepts.
Student writes
2 or more
sentences
that connect 3
or fewer
concepts.
Sentences
reflect
minimal
understanding
of the
concepts.
1 -50
Student writes
only 1
sentence.
Sentence
reflects partial
understanding
of the
concepts.
3rd Grade: Economics Examples
Begin with the End in Mind
Strategies
Explored
Units where
activities
could yield
the highest
gains
With what
words would
you use this
activity?
What would
you change
before using
this activity?
Homophones
Homonym
Homographs
Begin with the End in Mind
Strategies
Explored
Units where
activities
could yield
the highest
gains
With what
words would
you use this
activity?
What would
you change
before using
this activity?
Exclusion Brainstorming
Based on the book Mosquito Bite, which words would
you predict are in the story.
DISEASE
CHRYSALIS
PUPA
SWELLS
SALIVA
WIGGLING
STAGNANT
GALAXY
SWARM
BACTERIA
CULEX
VESSEL
VICTIM
TIRE
NIGHT
1. Select text, at or above grade level that is
connected to unit of study.
2. Choosing words:
a. Pull out academic language that is connected to the
objective and/or unit of study. (Choose no more then
10 academic language words)
b. Add 3-4 words that could be in text but are not
3. Do not tell students how many words will be
found in text!
Begin with the End in Mind
Strategies
Explored
Units where
activities
could yield
the highest
gains
With what
words would
you use this
activity?
What would
you change
before using
this activity?
Begin with the End in Mind
Strategies
Explored
Units where
activities
could yield
the highest
gains
With what
words would
you use this
activity?
What would
you change
before using
this activity?
Word Games
2 words with
_____
3 syllables
______
3 words with
_____
2 syllables
______
Oral Version
1. Roll the blend dice
2. Going back and forth saying words that contain the rolled
blend.
3. No proper nouns
No repeating of words
No foreign words
Word variations allowed
4. Last student to provide a word wins the the game
Written Version
1. Roll the blend dice
2. Students write one word per card during a set period of
time.
3. One student starts by saying a word, then lays that card
down in the middle of the table. If the other student(s)
has that same word, their card is discarded.
4. Play goes back and forth until one person has the last
word.
5. Same rules apply as in oral version.
Begin with the End in Mind
Strategies
Explored
Units where
activities
could yield
the highest
gains
With what
words would
you use this
activity?
What would
you change
before using
this activity?
Putting It All Together