ESSENTIAL QUESTION In what ways, can a teacher increase student achievement through effective vocabulary instruction?

ADVANCED GRAPHIC ORGANIZER Effective Vocabulary Instruction that Increases Student Achievement What does research tell us about vocabulary development and instruction? What vocabulary strategies should I select for my classroom? How does Marzano’s research impact our vocabulary instruction?

Differentiated Instruction Is a teacher’s response to learners’ needs Guided by general principles of differentiation, such as: Respectful Tasks Ongoing Assessment & Adjustment Flexible Grouping Teachers can differentiate Process Product Content According to students’ Interest Learning Profile Readiness

Through a range of instructional and management strategies, such as: Multiple intelligences Jigsaw activities Taped material Anchor activities Varying organizers Varied texts Varied supplemental materials Literature circles Tiered lessons Tiered centers Tiered products Learning contracts Small group instruction Group investigation orbitals Independent study 4-MAT Varied questioning strategies Interest centers Interest groups Varied homework Compacting Varied journal prompts Complex instruction

Exemplary Schools Students create academic goals Item analysis completed to students’ data Instruction created based on data Students given choice regarding their work Higher level thinking required daily Writing to inform required daily West York Area School District, Opening Day 2009

Exemplary Schools Vocabulary utilized in context daily Incorporate 10-3-7 (use 3 for summarizing) Graphic organizers utilized often Study student work collaboratively and vertically Core question/standard/“big idea” West York Area School District, Opening Day 2009

VOCABULARY INSTRUCTION

GRAFFITI WALL… Think about your current vocabulary instruction…. What are the top two strategies you rely on to teach new vocabulary? How do you know if your students have developed a deep understanding of the words you taught? Use different colors of markers. Will need 20 of two colors of markers

Can You Solve the Vocabulary Puzzle? Marzano provides six steps to effective vocabulary instruction Using the puzzle pieces, place the steps in the correct order.

Six Steps to Effective Vocabulary Instruction Teacher provides a description, explanation, or example of the new term Students restate the description, explanation, or example in their own words Students construct a symbolic representation Class engages in activities that assist them in extending their knowledge about the term in a vocabulary notebook Students discuss terms with one another Class is involved in activities/games that enables them to interact with terms Marzano, 2009

LOOKING INSIDE CLASSROOMS… STEP 1 Teacher provides a description, explanation, or example of the new term

Step 1 Determine what the learner already knows about the term Monitor misconceptions Utilize examples, descriptions, but not definitions Instruct learning of proper noun terms through identifying characteristics of the proper noun http://jc-schools.net

Exhausted Drained of energy

Technology www.visualthesaurus.com

Frayer Model Activating and Previewing – Page 1 VOCABULARY WORD Definition Characteristics VOCABULARY WORD Non-Examples: Examples:

LOOKING INSIDE CLASSROOMS… STEP 2 Students restate the description, explanation, or example in their own words

Step 2 Use own words Monitor students to determine if any confusion exists Provide more descriptions, explanations, or examples if necessary http://jc-schools.net

Vocabulary Cube Place a vocabulary word on each side of a cube Students work in partners or small groups Roll cube Discuss word that is facing up

Vocabulary Cube…A Variation Compile a list of twelve vocabulary words Students work in partners or small groups Each group has two dice Roll dice Discuss word on list that corresponds to number rolled

From Here to There (Linear Array) Extends students vocabulary Capitalizes on the concept of examples / non-examples unimpressive magnificent www.cobbk12.org

LOOKING INSIDE CLASSROOMS… STEP 3 Students construct a symbolic representation

Step 3 Provide learners a nonlinguistic method of vocabulary mastery Share examples of other learners' drawings or allow students to work in teams to help those who complain that they cannot draw Teach the concept of speed drawing for those who labor too long over their work Ask learner to share their work Use graphics from magazines or the Internet Illustrate terms through symbols, drawing the actual term, illustrating with a cartoon, or drawing an example of the term should be encouraged http://jc-schools.net

4 Fold Vocabulary Fold paper into rows of four sections each Number of rows created equal the number of words to be studied Word, Definition, Picture, Sentence Cut apart sections and place in an envelope Reassemble the word row Oven kitchen appliance used for baking or roasting We baked cookies in the oven.

4 Corners Opposite Example Personal Connection Focus word is written in the center of the page Divide paper into fourths Use an illustration, magazine picture, or Internet clipart Opposite Example Personal Connection Draw using the letters in the word…a picture that illustrates the meaning of the word Ellery, 2009

Vocabulary Gallery Walk Assign each student, partner, or small group a vocabulary word Students draw a pictorial representation of the vocabulary word Students may label the drawing (no other words may appear in the drawing) Display posters for a Gallery Walk

LOOKING INSIDE CLASSROOMS… STEP 4 Class engages in activities that assist them in extending their knowledge about the term in a vocabulary notebook

Step 4 Use own words Distribute graphic organizers to assist learners in organizing their vocabulary terms. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, related words for the vocabulary term http://jc-schools.net

Word Pyramid word 2 antonyms 3 synonyms 4 adjectives Summarizing – Pages 4-5 word 2 antonyms 3 synonyms 4 adjectives 1 sentence that accurately uses the word

K. I. M. The key idea may be a new vocabulary word, or a new concept. The information may be a definition or it may be a more technical explanation of the concept. The memory clue is a way for students to fully integrate the meaning of the key idea into their memories. By making a simple sketch that explains the key idea, students synthesize and interpret the new information, making it their own. Then, students can reference their drawings to easily remember new key ideas

Vocabulary Log * Word Critical Attributes Sentence/ Illustration/ Example * Archer, 2009

Vocabulary Log Word Definition Example Sentence Synonym Antonym Picture Selection

Graphic Organizers 4 Square Word Map 3 Word Context Box 3 Word Picture Box Word Map: Synonym and Antonym Word Map: Example and Non-Example Word Chart: Context and Connection www.freereading.net

LOOKING INSIDE CLASSROOMS… STEP 5 Students discuss terms with one another

Step 5 Implement THINK-PAIR-SHARE Monitor as learners help each other Clarify confusions about new terms http://jc-schools.net

Vocabulary Reinforcer Group of words written in a list One word on the list does not belong Word that doesn’t belong is crossed out Choose a “label” to describe each group of words Students must be able to discuss how the words are related Alvermann, Phelps, Ridgeway, 2007

1.________________ 3._______________ acute triangle right trapezoid line rhombus obtuse circle vertex pentagon 2.________________ 4.________________ sphere scalene pyramid diameter polyhedron isosceles cube equilateral parallelogram congruent sides Labels Right Angle Polygons Lines Circles Angles Congruent Triangles 3-Dimensional Figures

Vocabulary Cards Name two antonyms for this word Summarizing – Page 20 Name two antonyms for this word Compare and contrast different definitions of this word If this word was a part of an answer, what would be the question?

Talk As Fast As You Can Partner Activity Partner A – Gives clues Activating and Previewing – Page 45 Partner Activity Partner A – Gives clues Partner B – Identifies vocabulary word Different lists for partners Lists can be differentiated

5 – 3 - 1 Individually, choose five words about concept Activating and Previewing– Pages 25-26 Individually, choose five words about concept Form groups of three and choose three words that capture the concept Group selects one word Share select word and reasons for choosing word

How Can I Describe This Word? Summarizing – Page 21 It’s kind of like a… It looks like a… It’s when you… It’s where you go to… It feels like… It smells like… You use it when you…

Whirl-A-Word Define it Draw it Your Choice Act it out Give a synonym www.freereading.net

Word Sort Select key words in the text. Activating and Previewing– Pages 20-21 Select key words in the text. Copy words on post it notes or have words duplicated on paper. Categorize words into groups. Label each group. Write an explanation for each group of words.

LOOKING INSIDE CLASSROOMS… STEP 6 Class is involved in activities/games that enables them to interact with terms

Step 6 Implement a variety of different activities to provide experiences with vocabulary Differentiate content as needed Attend to learning styles http://jc-schools.net

Word Splash Select words for topic Activating and Previewing– Pages 17-19 Select words for topic Write predictions about how the word might be connected to the topic While reading, confirm predictions made Revise any predictions as needed Work in small groups to create new sentences as needed

Give One! Get One! List related words to the identified concept In Context – Page 26 List related words to the identified concept Give one new word to each individual In pairs, compile lists Divide list into two categories Make a poster to communicate the two categories

Erasing Relay Two columns of words are written on the whiteboard Divide into two teams At a given signal, first student on each team chooses one word and defines it Students on each team continues to choose words and define them until all words in their column are erased www.cobbk12.org

Using Technology to Review http://jc-schools.net/tutorials/PPT-games/ Password Who Wants To Be A Millionaire Hollywood Squares Wheel of Fortune $25,000 pyramid

Word Walls Examine Word Wall Activities

The Most Important Word (Could be connected to Vocabulary Gallery Walk) ___________ is the most important word to understanding the key concepts in our _______ unit. Reason #1 Reason #2 Reason #3 Details * Details * Details *

Technology www.wordle.net

GRAFFITI WALL… Think about your how you will revise your vocabulary instruction…. What are the top two strategies you will rely on to teach new vocabulary? How will you know if your students have developed a deep understanding of the words you taught? Post …. Prior to lunch…. Use a different color of marker…Add to graffiti wall

cartoon

ACTION PLAN Develop at least one vocabulary strategy for an upcoming unit Differentiate the strategy to accommodate the various readiness levels in your class

Time for Reflection How does Marzano’s research reflect your current vocabulary instruction? What will you continue to do? What will you change?

ESSENTIAL QUESTION In what ways, can a teacher increase student achievement through effective vocabulary instruction?

DIFFERENTIATED INSTRUCTION Formative Assessment Flexible Grouping Choice