Bang for the Buck- Effective Vocabulary Instruction

6th Annual ND
RTI/MTSS Conference
Connie Molony
ELA Specialist, SEEC
[email protected]
Session 33682:
Bang for the Buck:
Effective
Vocabulary
Instruction
Target: I CAN explain the links between
vocabulary knowledge and comprehension
The FACTS:
A large percentage of students are not proficient in
their ability to comprehend grade-level text;
Many high school students with average reading
ability are currently unprepared for the literacy demands of life beyond school;
Formal reading instruction typically decreases as
students move beyond the elementary grades;
Many teachers feel unprepared to help struggling
adolescent students.
Fun with WORDS!
One of the key indicators of students' success
in school, on standardized tests, and indeed,
in life, is their vocabulary.
What works?
What does the research tell us?
The Institute of Education Sciences (IES) What Works
Clearinghouse has published many Practice Guides,
information you need to make informed decisions
about effective practice.
Improving Adolescent Literacy: Effective Classroom
and Intervention Practices presents strategies to help
students at all levels gain more from reading tasks in
your classroom.
There are five evidence-based recommendations
that educators can use to improve literacy levels
among adolescents in upper elementary, middle,
and high schools.
Providing explicit vocabulary instruction tops the list.
Improving Adolescent Literacy: Effective
Classroom and Intervention Practices
NDSS/CCSS….K-12 ELA Anchor Standards
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and
consulting general and specialized reference
materials, as appropriate.
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Acquire and use accurately a range of general
academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening
at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term
important to comprehension or expression.
NDSS/CCSS…. 6-12 Literacy
Determine the meaning of words and phrases as they
are used in a text, including:
(6-8) vocabulary specific to domains related to
history/social studies…
(9-10) vocabulary describing political, social, or
economic aspects of history/social studies…
(11-12) analyzing how an author uses and refines the
meaning of a key term over the course of a text
(e.g., how Madison defines faction in Federalist No. 10).
Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to
grades 6-8, 9-10, 11-12 texts and topics.
The role of background knowledge…
Background knowledge manifests itself as
vocabulary knowledge. Words are labels for
our knowledge packets; the more words we
have, the more packets of knowledge, the
more background knowledge.
Robert Marzano, 2004
The amount of background knowledge our
students have relies a great deal on their
cultural differences and their economic
status.
Tileston & Darling, 2008
What else does the research say?
“Students must have the skills to infer word
meaning information from the contexts they
read.
Struggling readers “do not engage in wide
reading” and are “less able to derive meaningful
information from the context.”
(Beck, McKeown, & Kucan, 2002)
“The chances of learning a word from context
are moderated by a student’s ability level,
grade level, and the density of the text.”
(R. Marzano, 2004)
Good vocabulary instruction…
helps children gain ownership of
words, instead of just learning them
well enough to pass a test.
provides multiple exposures through
rich and varied activities to add
meaningful information about the word
Three Tiers of Vocabulary
(Beck, McKeown, & Kucan, 2002)
Tier 1: the most basic words; approximately
8,000 word families in English; require little
instructional attention (happy, baby, walk, friend)
Tier 2: high frequency; found across a variety of
domains; often have multiple meanings (absurd,
evaluate, fortunate, merchant)
Tier 3: lower frequency; often domain specific
(isotope, refinery, peninsula)
“Brick”
“Mortar”
A closer look at Tier 2…
Occur far more frequently in PRINT than in
speech.
Often represent more precise ways to say
relatively simple things: saunter instead of walk
Usually have multiple meanings
Used in a variety of subject areas
Necessary for reading comprehension
Characteristic of a mature language user
Descriptive words that add detail
Often encountered in complex texts!
Furthermore…
Because Tier 2 words are NOT UNIQUE to a
particular discipline…
They are not the responsibility of any particular
content are teacher…
ALSO, they are not easily defined by
contextual clues where they appear…
And, they are not usually defined explicitly in
the text (Tier 3 words are OFTEN explicitly defined in
the text).
A closer look at Tier 3…
More common in informational text than in literature
Specific to a domain or field of study
Used for brief periods of time while studying
particular content
Central to building knowledge and conceptual
understanding within the domain
Should be integral to instruction of content
Recognized as new and difficult to most readers
Must be explicitly defined, repeatedly used, and
heavily scaffolded.
Examples of Tier 2 and 3 in context…
Volcanoes (grades 4-5 text complexity band)
In early times, no one knew how volcanoes formed or why
they spouted red-hot molten rock. In modern times, scientists
began to study volcanoes. They still don’t know all the
answers, but they know much about how a volcano works.
Our planet is made up of many layers of rock. The top layers
of solid rock are called the crust. Deep beneath the crust is
the mantle, where it is so hot that some rock melts. The
melted, or molten, rock is called magma. Volcanoes are
formed when magma pushes its way up through a crack in
Earth’s crust. This is called a volcanic eruption. When
magma pours forth on the surface, it is called lava.
(Simon, Seymour. Volcanoes. New York: Harper Collins, 2006)
Tier 2 Words…
Volcanoes (grades 4-5 text complexity band)
In early times, no one knew how volcanoes formed or why
they spouted red-hot molten rock. In modern times, scientists
began to study volcanoes. They still don’t know all the
answers, but they know much about how a volcano works.
Our planet is made up of many layers of rock. The top layers
of solid rock are called the crust. Deep beneath the crust is
the mantle, where it is so hot that some rock melts. The
melted, or molten, rock is called magma. Volcanoes are
formed when magma pushes its way up through a crack in
Earth’s crust. This is called a volcanic eruption. When
magma pours forth on the surface, it is called lava.
Tier 2 words…
Likely to reappear in both middle and
high school texts, with literal and figurative
meanings (e.g., this would seem plausible
on the surface… this story has layers of
meaning)
Must be understood in order to VISUALIZE
the structure and action of volcanoes
Must be understood in order to VISUALIZE
the structure of Earth
Tier 3 Words…
Volcanoes (grades 4-5 text complexity band)
In early times, no one knew how volcanoes formed or why
they spouted red-hot molten rock. In modern times,
scientists began to study volcanoes. They still don’t know
all the answers, but they know much about how a volcano
works.
Our planet is made up of many layers of rock. The top
layers of solid rock are called the crust. Deep beneath the
crust is the mantle, where it is so hot that some rock melts.
The melted, or molten, rock is called magma. Volcanoes
are formed when magma pushes its way up through a crack
in Earth’s crust. This is called a volcanic eruption. When
magma pours forth on the surface, it is called lava.
Partners! What do you notice about these words?
Tier 3 words…
Often are repeated
volcanoes,
volcanoes,
volcano,
volcanoes,
volcanic
Supported with meaning, including explicit
definitions:
The melted, or molten, rock is called magma.
Supported with meaning, including repetition
and overlapping sentences:
…called the crust. Deep beneath the crust…
Your Turn…
Find a partner; stare at them so I
know you have one.
The person with the longest hair is
a A, the shorter hair is a B.
A-s explain to B-s the difference
between Tier 2 and Tier 3 words.
Indirect vs. Direct
Vocabulary Instruction
Indirect instruction -sometimes referred to as
implicit instruction -- occurs
as students read widely.
Direct instruction -- often
called explicit instruction -is purposefully providing
practice with vocabulary
words.
“You can’t miss it!”
Dictionary Definitions
(Most) dictionary definitions are not effective for
learning the meanings of words.
Students often take one or two words from a definition
to be a word’s entire meaning.
There are often multiple definitions; which is the most
appropriate?
Plummet - a piece of lead or other weight attached to a line;
something that weighs down or depresses; to plunge
Dictionaries often use the word itself in the definition!
Skeptical - inclined to skepticism
Puzzle - something puzzling; puzzled or perplexed
condition; bewilderment
Take words apart!
Prefixes: un-, dis-, re-, subRoots: act (do), aud (hear), vid (see)
Suffixes: -ion, -est, -ology, -able
unrecognizable
un- = not
recognize = know it when you see it
-able = able to
The Art and Science of Teaching /
Six Steps to Better Vocabulary Instruction
Robert J. Marzano
1. Provide a description, explanation, or example
of the new term.
2. Ask students to restate the description,
explanation, or example in their own words.
3. Ask students to construct a picture,
pictograph, or symbolic representation of
the term.*
*Representing words by using visuals and pictographs – the 3rd
step in Marzano’s 6-Step Vocabulary Process –appears to be the
step that has the most impact on student’s mastery of new words.
http://www.learningunlimitedllc.com/2013/07/5-steps-word-walls/
The Art and Science of Teaching /
Six Steps to Better Vocabulary Instruction
Robert J. Marzano
4. Engage students periodically in activities that
help them add to their knowledge of the terms
in their vocabulary notebooks.
5. Periodically ask students to discuss the terms
with one another.
6. Involve students periodically in games that
enable them to play with terms.
Example: mutualism Step 1:
Provide a description, explanation, or example
of the new term.
The teacher might explain that the crocodile
and a bird called the Egyptian plover have a
relationship that exemplifies mutualism.
The crocodile opens its mouth and invites the
plover to stand inside.
The plover picks things out of the crocodile's
teeth.
Example: mutualism Step 1:
(continued)
Both parties benefit: The plover gets fed; the
croc gets its teeth cleaned.
While explaining this relationship, the teacher
might show students images found on the
Internet.
Example: mutualism Steps 2 & 3:
Ask students to restate the description, explanation, or
example in their own words.
Students devise an explanation or an example from
their own lives (Step 2).
Ask students to construct a picture, pictograph, or
symbolic representation of the term (Step 3).
Next, they draw an image depicting what they think
mutualism means (Step 3).
Example: mutualism Steps 4, 5 & 6:
These last steps do not need to be in sequence!
Engage students periodically in activities that help
them add to their knowledge of the terms in their
vocabulary notebooks.
Students compare the meaning of mutualism
with another previously studied term, such as
symbiosis (Step 4).
Example:
How are these words alike? Different?
Mutualism
Symbiosis
NOUN
(used in biology & sociology)
NOUN
(used in biology & sociology)
a relationship between
two species of organisms
with widely different
living requirements in
which both benefit from
the association.
interdependence
between people or
groups that benefit all.
cooperation
interaction between two
different organisms
living in close physical
association, typically to
the advantage of both.
a mutually beneficial
relationship between
different people or
groups
Example: mutualism Steps 4, 5 & 6:
These last steps do not need to be in sequence!
Periodically ask students to discuss the terms
with one another.
Students might pair up and compare their
entries on the term in their vocabulary
notebooks (Step 5)
Example: mutualism Steps 4, 5 & 6:
These last steps do not need to be in sequence!
Involve students periodically in games that
enable them to play with terms .
Teacher crafts a game that students play
using new words(Step 6).
Graphic
Organizers
The Frayer Model
Graphic
Organizers
Word
Analysis
Graphic Organizers
Concept Map
Graphic
Organizers
Personal
Dictionary
Graphic
Organizers
Compare and
Contrast
Graphic
Organizers
Cube
Template
Multiple Exposures: Activities
Students are engaged in activities that help
them add to their knowledge of the terms.
Structural analysis.
Prefixes/suffixes.
Identify synonyms/antonyms.
Draw additional pictures or graphics.
List related words.
Translate into another language.
Analogies.
Vocabulary
Paint Chips…
Lesson Objective:
Build vocabulary by
examining related words
https://www.teachingchannel.org/videos/build-student-vocabulary
Think-Ink-Link: Choose a question to consider:
A. What scaffolds does Ms. Wessling put into place to get her
students using new vocabulary?
B. Which words are best suited for paint chips?
Discuss:
How could you use paint chips in your classroom?
Multiple Exposures: Activities
Students create picture, symbol, or graphic
representing the term.
Non‐linguistic representation.
Mnemonic device‐‐‐doesn’t have to be perfect.
Picture of actual object
Symbol
Example of term
Graphic
Dramatization of term (cartoon)
Something cut from magazine or internet
Multiple Exposures: Discussion
Students discuss the terms with one another
and share what they are thinking about the
term and what it means to them.
Clarify understanding.
Think‐pair‐share.
Discuss meanings and drawings.
Compare descriptions and drawings.
Share with whole class.
Multiple Exposures: Games
Students are periodically involved in games
that allow them to play with the vocabulary terms.
• Jeopardy
• Charades
• $100,000 Pyramid
• Pictionary
• Concentration
• Password
• Hollywood Squares
• Partner Games
WORD BINGO
This game is played like regular BINGO. Give
students a BINGO Card filled with Word Wall words
(each card should be different).
Call out a word and have students cover it with a cut
paper square.
Make it harder…call out the definition, not the word.
Make it even harder…call out the context in which it
was learned.
The first one to cover a row across, down, or
diagonally, shouts BINGO.
Options: 4 corners, blackout, make-an-X, etc.
Word Sorts
1. Decide on the type of sort.
2. Write 10-15 words, formulas, etc. on index cards.
3. Students sort the words in different piles depending
on the directions you give them.
Sort words by:
Definition
Alike – Different
Alphabetically
Sequentially
All Sorts of Sorts:
Open: Kids determine categories
Closed: Teacher decides categories
Speed: A timed sort activity
Blind: Teacher calls words, Kids point to
category or hold up correct category card
Physical: Kids move word cards
Word Walls…
An approach to meaningful teaching of vocabulary
Emphasis is on student engagement and higher
level thinking skills;
A tool to aid reading comprehension and writing
style;
Reinforces understanding of subject-specific
terminology and key concepts;
Helps students improve spelling;
Provides visual cues for students;
Encourages increased student independence when
reading and writing.
Word Walls…
K-2 Primary
Learning Word Walls Critical Elements:
Where: Where the kids can see it
What: Pictures, phrases, 4x6 index cards, color
code words that share same concept
How: Include essential words
Add no more than 5 words per week
Put words in view of everyone
Make sure spelling is correct
Practice words daily (chanting, writing, and moving)
Word Walls…
K-2 Primary
Guess the Word – Students number papers 1-5. Give
5 clues focusing on one word.
*Each clue narrows
the possible answer.
1st clue: It is a word on the Word Wall.
After each clue have students guess the word from
the word wall.
By the 5th clue students should be able to guess the
word.
Word Walls…
K-2 Primary
Guess the Word Game –
Number your paper from 1-5.
1.
2.
3.
4.
5.
It is a word from the Word Wall.
It has ________ syllables.
It’s used only when ______
It’s part of ____________
It completes this sentence:
_______________
Word Walls… grades 3 - 8
Learning Word Walls Critical Elements:
Where: Easily visible from all student seating areas
What: Essential words/phrases, not every word
How: Large, easy-to-read font
Cardstock & laminated for durability
Make sure spelling is correct!
Mount words in ABC order or by concept.
Plan ways for students to interact with vocabulary.
Word Wall Options… grades 3 - 8
Color code words that share same concept
Students keep a personal word wall in notebook
Best Practice:
delta
Include visuals!
Mathematics
A video…
Word Wall: Secondary Edition
Word walls can work in
secondary classrooms, too.
This lessoncast shows how
to integrate word walls as
an interactive visual
resource to build
conceptual understanding
and reinforce vocabulary at
the secondary level.
HOMEWORK…
Form groups: K-2, 3-5, MS and HS
Talk to others about how you could
apply this in your classroom.
Where could you put a word wall?
Which words could you include that you
are teaching right now?
What do you need to get this done?
You’ll LOVE this!
Academic Word Finder
http://achievethecore.org/academicword-finder/#new
Copy and paste a text of your choice in
the box. There is a 20,000 word limit—
approximately 5 pages.
GO! DO IT!
A Video…
Academic Vocabulary
http://www.lessoncast.com/lesson/comparingacademic-vocabulary/
Assessments:
How are the key vocabulary words similar or
different?
What can you point out about common
characteristics?
Which differences are most important?
www.diffen.com
Word Walls…
Synonym Antonym Pairing
Pair word wall terms with synonyms and antonyms to
turn one new word into three.
Once you have created an extensive collection of
words on the word wall, assign each student one of
the featured terms.
Give the student strips of colored paper, one on
which to write an antonym, and the other a synonym.
Provide students access to a thesaurus, and ask
them to locate words to place on their strips, then
place the strips next to their assigned word.
Word Walls
Word Wall Words in the News
Students keep their eyes peeled for their word wall
words in this ongoing activity.
After you have filled your wall with an array of words,
present your students with a challenge. Tell your
students that they should look for word wall words in
newspapers or magazines.
If they find an article containing one of the words, they
should cut out the article, and highlight the word.
Affix any articles that students bring in off to the side of
the word wall, allowing classmates to see their word
wall words in action.
Word Walls
SAT Words
Use your word wall for SAT practice by filling it with
standard SAT vocabulary. As you learn new SAT
words in class, place them on your wall.
Once you reach the end of your SAT vocabulary unit,
quiz students on the meanings of all of the featured
words. Your students will surely be more prepared for
this all important test after the word wall activity.
Read more: http://www.ehow.com/list_6374923_wordwall-activities-high-school.html#ixzz2g7tI1Enw
Word Wall Review Example…
http://www.teachforever.com/2007/11/projectidea-word-wall-vocabulary.html
ALGEBRA WORD WALL PROJECT
Directions:
Create a crossword puzzle using all of the vocabulary on the Word Wall. The
clues will be definitions or provide an example, graph, or picture to illustrate the
definition.
Day 1: CREATE THE CLUES:
Copy down the list of words.
Look up definitions in the Glossary of the textbook pg S107.
Write definitions or examples IN YOUR OWN WORDS for each vocabulary word.
These will be the clues in your crossword puzzle.
Day 2: CREATE THE PUZZLE: (20 column, 20 row table of .25" by .25" squares)
Create the actual puzzle using grid paper. Write your clues underneath.
Write the answer key on a separate paper.
Answer the Reflection Questions on the back of this paper.
EXAMPLE: These 2 days (Monday 11/19 and Tuesday 11/20) are the only days
we will work on the project in class. If you are not finished you have to do the
rest on your own time.
continued…
PROJECT CHECKLIST:
Make sure you have done all of these before you turn in your project.
At least 20 words from the Word Wall
•Clues (definitions/examples) are in my own words
•All words have clues
•Answer key done
•Complete puzzle
•Reflection Questions answered (on back)
REFLECTION QUESTIONS
This is part of your grade on this project!
Answer these questions and turn these answers in with your puzzle.
1. List the words that you already knew the definition for in your head.
2. Why is it important to write definitions in your own words?
3. Why do we need to know these vocabulary words?
4. Which words do you understand better after doing this project?
5. Which words are you still confused about?
HOMEWORK!
IDEA: Watch a webinar by Robert Marzano and Julia Simms:
http://www.marzanoresearch.com/resources/webinars/voca
bulary-for-the-common-core-and-new-science-standardswebinar-ewp075
SUPPORT: Download the webinar handout:
file:///C:/Users/molonyc/Google%20Drive/VOCABULARY/HA
NDOUT_MR_VocabForCCNewScienceStandards_WEBINAR_9
_9.pdf
USE: Explore/Use the tools referenced in these slides.
PLAN: Plan for explicit academic vocabulary instruction in
the next two weeks.
STEAL: Take photos of students engaging with vocab
study… of teachers’ walls... of Pinterest ideas… ETC!
SHARE with others!
Digital Tools
21 Digital Tools to Build Vocabulary
Learn more!
http://www.learningunlimitedllc.com/
ALSO:
https://www.teachingchannel.org/videos/
reading-teaching-strategy Literacy in
Science: Word Clouds
Digital Tools
Wordle
SUMMARY:
http://www.learningunlimitedllc.com/
http://www.instagrok.com/
InstaGrok is an intelligent
visual search engine and
interactive learning tool that
collects educational content
and displays it in the form of
a cloud of related words.
The tool is very appealing
because it offers a variety of
multimedia features to meet
the unique learning needs of
students. In addition to the
visual map, content is
displayed in the form of text,
images, video and web
links.
An integrated journal and
note-taking feature allows
users to take notes without
leaving the site.
http://flashcardstash.com/
WordStash is a dictionary-based website for helping
students learn vocabulary and more. Teachers can create
and store word lists to support written text.
With the click of a button, users can access definitions,
example sentences from context and pictures to support
the word.
Students practice the words and concepts through a
couple of no-nonsense games and quizzes..
Resources to support CCSS
INSTRUCTION…
Teaching Channel Videos … register for free
www.achievethecore.org … free
www.pta.org/4446.htm ... for parents, free
www.ndseec.com … of course, it’s free!
Choose ND Standards…then Standards… then scroll
down to find lots of resources for instruction
ENJOY!
Connie Molony