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

2. 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?

3. 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

4. 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

5. 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

6. Exemplary Schools Vocabulary utilized in context daily
Incorporate (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

7. VOCABULARY
INSTRUCTION

8. 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

9. 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.

10. 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

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

12. 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

13. Exhausted
Drained of energy

14. Technology

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

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

17. Step 2
Use own words
Monitor students to determine if any confusion exists
Provide more descriptions, explanations, or examples if necessary

18. 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

19. 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

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

21. LOOKING INSIDE CLASSROOMS…
STEP 3
Students construct a symbolic representation

22. 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

23. 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.

24. 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

25. 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

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

27. 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

28. 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

29. 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

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

31. Vocabulary Log Word Definition Example Sentence Synonym Antonym
Picture
Selection

32. 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

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

34. Step 5 Implement THINK-PAIR-SHARE Monitor as learners help each other
Clarify confusions about new terms

35. 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

36. 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

37. 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?

38. 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

39. 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

40. 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…

41. Whirl-A-Word Define it Draw it Your Choice Act it out Give a synonym

42. 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.

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

44. Step 6
Implement a variety of different activities to provide experiences with vocabulary
Differentiate content as needed
Attend to learning styles

45. 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

46. 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

47. 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

48. Using Technology to Review
Password
Who Wants To Be A Millionaire
Hollywood Squares
Wheel of Fortune
$25,000 pyramid

49. Word Walls
Examine Word Wall Activities

50. 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 *

51. Technology

52. 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

53. cartoon

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

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

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

57. DIFFERENTIATED INSTRUCTION
Formative Assessment
Flexible Grouping
Choice