1. Building Academic Vocabulary Facilitated by Lisa Reinhiller Region 1 ESA Lisa.Reinhiller@k12.sd.us

2. Learning Targets (Outcomes) Describe the importance of background knowledge (BK) Become familiar with the research regarding academic vocabulary Identify and implement the 6 steps to effective vocabulary instruction Teach effective academic vocabulary using Marzano’s 6-step process

3. Books information taken from

4. Why is teaching academic vocabulary important for helping students comprehend content-area materials? How do you choose the words you directly teach your students in content areas? Is this an individual decision, or is it schoolwide or districtwide? What strategies do you use to teach these words? Are they effective? Why or why not?

5. What is Background Knowledge Background Knowledge is what a person already knows about a topic. ACADEMIC Background Knowledge is what students already know about academic content.

6. Importance of Academic Background Knowledge 1.What students already know about academic content is one of the strongest indicators of how well they will learn new information relative to that content. In other words, there is a strong relationship between background knowledge and achievement. 2.Academic background knowledge affects not only “school learning,” but occupation and status in life. 3.Success in school has a strong bearing on students’ earning potential. (Marzano, 2004, p. 1-4)

7. Acquisition of Academic Background Knowledge: Interaction of 2 Factors Number and Frequency of ACADEMICALLY ORIENTED EXPERIENCES FLUID INTELLIGENCE: Our Innate Ability to Process and Store Information

8. Acquisition of Academic Background Knowledge There is a direct relationship between academic background knowledge and family income level. The average number of families living at or below the poverty line is disproportionately spread among ethnic groups in the U.S. (Marzano, 2004, p.8)

9. Fact Sheet Activity (lime green) Read the fact sheet related to poverty. Mark facts the “jump out” at you. Discuss with others at your table. Think about implications for the student population you serve in your school. Reporter will share discussion with the large group.

10. YOU CAN MAKE A DIFFERENCE! Although a certain level of innate intelligence is important to academic success, learned intelligence is the stronger correlate of success in school. (Marzano, 2004, p. 13) Number and Frequency of ACADEMICALLY ORIENTED EXPERIENCES FLUID INTELLIGENCE: Our Innate Ability to Process and Store Information Two ways we can enhance academic background knowledge: 1.Direct Approaches 2.Indirect Approaches

11. Direct Approaches What does it mean? Directly providing a variety of academically enriching experiences, particularly for students whose home environments do not do so naturally, outside of regular school day activities. Examples of direct experiences: – Field trips to museums, art galleries, etc. – School-sponsored travel and exchange programs – Mentoring programs with members of the community – Service Learning

12. Indirect Approaches What does it mean? Experiences that can be fostered on-site without the time and resource commitment needed for direct approaches Examples: – Reading, talking/listening to others, or watching educational television to gain experiences related to Africa without physically traveling to Africa.

13. Small Group Brainstorm How do/could we support both direct and indirect approaches to building background knowledge in school/afterschool? Do SupportCould Do

14. Key Ideas for Building Indirect Approaches The more times we engage information in working memory, the higher the probability that it will be embedded in permanent memory. Even surface-level background knowledge is useful. Virtual experiences (e.g., reading, language interaction, educational television) can enhance background knowledge. Background knowledge manifests itself as vocabulary knowledge; therefore, teaching vocabulary is synonymous with teaching background knowledge. (Marzano, 2004)

15. What is Academic Background Knowledge? And why should it be a focus of instruction?

16. 16 Building Background Knowledge Why direct vocabulary instruction of academic terms? “Estimates of the impact of reading on vocabulary development do not take into account the research indicating how difficult it is for students to learn words through context alone.” Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. ASCD: Alexandria, VA.

17. 17 Impact of Direct Vocabulary Instruction

18. Six Principles for Building Background Knowledge based on Marzano’s book

19. Principle #1 Background Knowledge is stored in bimodal packets (memory records) A. linguistic presentation – description or narrative B. Nonlinguistic presentation – images to include sounds, smells, sensations of touch or movement, or emotions

20. Principle #2 Process of storing experiences in permanent memory may be enhanced Permanent Memory All we know and understand stored here Working Memory Processing here – sends to permanent memory Sensory Memory Temporary data from senses

21. How may storing of experiences in permanent memory be enhanced? Information must be processed multiple times Detail must be added Associations made with other information

22. Principle #3 Background knowledge is multidimensional and its value is contextual Enhancement must be done subject by subject No general set of background knowledge helps one learn in every situation Everyone has background knowledge just not always relevant to academic success

23. Principle #4 Even surface-level background knowledge is useful Deep conceptual understanding is costly and time consuming When we retrieve a packet of information for use in working memory, we initially access its surface-level characteristics only

24. Principle #5 Background knowledge manifests itself as vocabulary knowledge Factors related to both BK and VK Family income or SES, academic achievement, and intelligence Background Knowledge (BK) Vocabulary Knowledge (VK)

25. Principle #6 Virtual experiences can enhance background knowledge Virtual experiences can be as powerful as direct experiences in enhancing background knowledge Examples: reading (SSR), language interaction (talking and listening to others), and educational visual media

26. Goals of Building Academic Vocabulary Get BK into permanent memory Multiple exposures to facilitate getting into permanent memory Surface-level BK across broad spectrum of subjects Focus on linguistic & nonlinguistic BK Develop labels for packets of knowledge Use virtual experiences in working memory

27. Research based characteristics of effective vocabulary instruction Does NOT rely solely on definitions Knowledge of words – linguistic & nonlinguistic Multiple exposures to word meanings Different words = different types of instruction Teach word parts – enhances understanding Words should be discussed with others Words should be played using games Focus on vocabulary relevant to subject matter

28. How do you determine appropriate vocabulary? Talk today, talk to your colleagues. School teachers determine vocabulary terms related to the content students are currently learning Use pre-made vocabulary lists Building Academic Vocabulary: Teacher’s Manual (Marzano & Pickering) McREL’S Compendium – http://www.mcrel.org/standards-benchmarks/

29. 1. Identify essential academic terms and phrases. 2. Use a research-based process for teaching new terms and phrases.

30. 1. Identify essential academic terms and phrases. Instruction should focus on terms that have a high probability of enhancing academic success.

31. 1.Select a grade level and content area. 2.Identify “topics” that are included for the content at that grade level. Identify any terms that you think should be on the final “essential” list. 1. Identify essential academic terms and phrases.

32. 2. Use a research-based process for teaching new terms and phrases. Effective vocabulary instruction does not rely on definitions. Students must represent their knowledge of words in linguistic and nonlinguistic ways

33. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers Nonlinguistic Representations

34. Research on Imagery as Elaboration 6 37 percentile pts. higher than… …students who kept repeating definitions. 4 21 percentile pts. higher than… …students who were using the terms in a sentence. Students who used imagery to learn vocabulary, on average, performed # of studies

35. 2. Use a research-based process for teaching new terms and phrases. Students should discuss the terms they are learning. Students should play with words. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. Effective vocabulary instruction does not rely on definitions. Students must represent their knowledge of words in linguistic and nonlinguistic ways.

36. The Process

37. Six Misconceptions about the Six Steps 1.You “do” the six steps, then teach the curriculum 2.The six steps are “added on” to regular teaching 3.You don't get into the content of what students need to learn until after the six steps 4.Teaching vocabulary using the six steps is low level thinking, i.e., recall 5.The six steps are just for intervention 6.The six steps are rigid

38. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms

39. Six Steps to Effective Vocabulary Instruction Note: STEPS 1-3 should be done every time a term is studied. However, steps 4-6 only need to be done periodically.

40. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Help students develop sufficient initial understanding so that they can describe the terms and represent the terms nonlinguistically Provide multiple opportunities for students to revisit and revise descriptions and nonlinguistic representations.

41. September 2007 Copyright © 2007 Mississippi Department of Education 41 Step 1 The teacher provides a description, explanation, or example of the new term. – Elementary: The discovery of the meaning of a new word is tied to three important aspects of learning: It is associated with specific types of people. It is associated with a specific process or actions. It is associated with specific causes and consequences.

42. Tips for STEP 1 1.Teach the agreed-upon academic vocabulary using the 6 steps. 2.Provide student friendly descriptions or explanations 3.Use KWL, questions, and other activities to link with student prior knowledge or interests. 4.Employ strategies that activate the senses 5.Record term in the vocabulary notebook.

43. September 2007 Copyright © 2007 Mississippi Department of Education 43 Step 2 Students restate the explanation of the new term/vocabulary in their own words. – Middle school: Teacher introduces new term. Student has opportunity to react to new term in his/her academic notebook. Student uses another experience to connect the teacher’s explanation to his/her understanding.

44. Tips for STEP 2 1.Students use their own words in descriptions or explanations 2.The steps are seen as a means of checking for learning. If students aren’t sure of a description, more “Step 1” teaching occurs. 3.Dictionaries are not in use at this time. 4.Questions and prompts promote student thinking without providing the “answer” 5.Vocabulary notebooks are used to record the students work 6.Ideas and resources are shared among staff

45. September 2007 Copyright © 2007 Mississippi Department of Education 45 Step 3 Students create a non-linguistic representation of the term. – High school: Teacher introduces the terms Iliad and Odyssey. Student produces graphic organizer that captures what these terms mean to him/her.

46. Tips STEP 3 Students draw descriptions or explanations for word Questions and prompts promote student thinking without providing the “answer” Teacher circulates to assess understanding Vocabulary notebooks are used for student work Ideas and resources are shared among staff Steps 2 and 3 are understood as fluid. Pictures can be used prior to students writing their descriptions Steps 2 and 3 are “diagnostic” steps for encoding

47. Extenuating Circumstance: Reasons which make you feel that it is reasonable for someone to break the rules

49. Revolve: When something moves around something else, like the earth revolves around the sun. sun earth

50. Income tax is the money we pay to the government that they use to provide things we all need, like roads. The money is taken out of our paychecks. Pay day!!

51. A fraction tells you how many parts a whole thing is divided into and then how many of those parts you are thinking about. Example: 3/10 looks like this.

52. Dynamic character: It’s when a character in a story changes; usually changes a lot.

54. Czar: A ruler in ancient times. They were sort of like kings.

55. Addition: When you start with a certain number of things and then get a certain number more

56. Subtraction: When you start with a certain number of things and then a certain number are taken away.

57. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. A Six-Step Process for Teaching New Terms Caution These steps need to be monitored carefully for accuracy. It may take several sessions before students are ready to create permanent record.

58. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. A Six-Step Process for Teaching New Terms Help students develop sufficient initial understanding so that they can describe the terms and represent the terms nonlinguistically Establish a record-keeping system: Separate Notebook Section in Content Area Notebook Technology IMPORTANT

59. Science Math Social Studies Language Arts

60. diameter circumference Math

61. Essential Vocabulary Spiral Notebook Math

62. Essential Vocabulary Assignment Notebook

63. September 2007 Copyright © 2007 Mississippi Department of Education 63 Step 4 Students participate in activities that help them add to their knowledge of vocabulary. – Elementary: Teacher reviews terms about every two weeks. – Activities may include review of affixes and use of affixes to manipulate the newly learned vocabulary to create new words. – Student may learn the word discover and add “y” for discovery or “re” for rediscover.

64. Tips STEP 4 1.Students work together to make connections, e.g., comparison, metaphors, etc., and share their insights and applications. Only one of the terms from the list needs to be used 2.Questions and prompts promote student thinking without providing the “answer” 3.Vocabulary notebooks are used to record any changes to the student’s work, improved or more sophisticated descriptions, increased self- rating, etc. 4.Ideas and resources are shared

65. September 2007 Copyright © 2007 Mississippi Department of Education 65 Step 5 Students are asked to discuss terms with one another. – Middle school: Teacher groups students and asks students within each group to isolate terms that are causing them difficulty. Students share these words and add new comments and thoughts to their academic notebooks. Discussion can be student-led but may also involve more teacher explanation if requested.

66. Tips STEP 5 1.There is balanced interaction, e.g., everyone participates and students support each other’s learning during cooperative learning activities 2.Teacher circulating among students 3.Questions and prompts promote student thinking without providing the “answer”, and think time is honored (as in Think, Pair, Share) 4.Vocabulary notebooks are used to record any changes to the student’s work, improved or more sophisticated descriptions, increased self- rating, etc.

67. September 2007 Copyright © 2007 Mississippi Department of Education 67 Step 6 Students are involved in games that allow them to “play” with new terms. – High school: Teacher divides class into two teams. Teacher calls one representative from each group to the front of the room and gives each five index cards that target new vocabulary. Students have two minutes to give their groups clues about the new vocabulary. Score is kept for the number of words the groups are successful in identifying in five two-minute rounds.

68. Tips STEP 6 1.Students are having some fun and “practicing their words in a variety of ways that extend beyond traditional tests and activities 2.Students are using their academic language in ways that demonstrate they know the words and can explain the words in practical ways, and are making connections with their learning. 3.Vocabulary notebooks are used to record any changes to the student’s work, e.g., descriptions, self-rating, etc. 4.Classroom management supports productivity

69. 69 Eight Characteristics of Effective Direct Vocabulary Instruction

70. 70 Eight Characteristics of Effective Direct Vocabulary Instruction 1.Effective vocabulary instruction does not rely on definitions. …therefore, Steps 1 and 2.

71. 71 Eight Characteristics of Effective Direct Vocabulary Instruction 2.Students must represent their knowledge of words in linguistic and non-linguistic ways. …therefore, Step 3.

72. 72 Eight Characteristics of Effective Direct Vocabulary Instruction 3.Involves the gradual shaping of word meanings through multiple exposures. …therefore, Step 4.

73. 73 Eight Characteristics of Effective Direct Vocabulary Instruction 4.Teaching word parts enhances students’ understanding of terms. …also related to Step 4.

74. 74 Eight Characteristics of Effective Direct Vocabulary Instruction 5. Different types of words require different types of instruction.

75. 75 Eight Characteristics of Effective Direct Vocabulary Instruction 6.Students should discuss the terms they are learning. …therefore, Step 5.

76. 76 Eight Characteristics of Effective Direct Vocabulary Instruction 7.Students should play with words. …therefore, Step 6.

77. 77 Eight Characteristics of Effective Direct Vocabulary Instruction 8.Instruction should focus on terms that have a high probability of enhancing academic success. …therefore, OCPS Vocabulary Lists!

78. Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

79. 79 Reflection The vocabulary information recently presented is common sense, but not necessarily common practice. List one or two goals for helping students in your program build academic background knowledge… List and explain strategies that you can use to accomplish your goals.