1. The Systematic Vocabulary Instruction Project Based on Marzano’s Classroom Instruction That Works

2. Research Base Some researchers expound having students learn new words while reading text. Their basic premise is that students must be exposed to and use a word six times before the student can learn and recall the word. Because of the large number of works students need to learn, they have suggested wide-reading as the way to accomplish this. However, other researchers have stated that lower performing students will actually learn only 8% of the words in this format while only 16% of higher performing students will learn vocabulary this way. An analysis of the research provides a strong case for systematic instruction of vocabulary at every grade level.

3. According to the research, the most powerful way to teach new terms and phrases is to use an instructional sequence that allows for multiple exposures in multiple ways. Unfortunately, the research shows this type of instruction is rare. The Marzano Five Step Strategy is a powerful tool for teaching new terms and phrases.

4. Marzano’s Five Step Vocabulary Strategy Present students with a brief explanation of the new term or phrase. Present students with a nonlinguistic representation of the new term or phrase. Ask the students to generate their own explanations or descriptions of the new term or phrase. Ask the students to create their own nonlinguistic representation of the term or phrase. Periodically ask students to review the accuracy of their explanations or terms.

5. Correlations The strong correlation between crystallized intelligence and achievement goes a long way in explaining the strong relationship between prior knowledge and achievement. The most direct way of enhancing student background knowledge is to increase their access to a wide variety of experiences such as cultural field trips, prolonged contact with families who have a wide variety of resources, and the like.

6. Programs like this, although they have great potential, require extraordinary resources in terms of time, energy, and finances. Fortunately, an indirect way of enhancing the general knowledge of students is through direct instruction of vocabulary.

7. Correlations between vocabulary knowledge and intelligence….. As early as 1941, researchers estimated that for students in grades 4-12, there was about a 6,000 word gap between students at the 25 th and 50 th percentile. In 1984, Nagy and Herman estimated the difference to be anywhere between 4500 and 5400 for low-achieving versus high-achieving students. In 1984, Nagy and Herman estimated the difference to be anywhere between 4500 and 5400 for low-achieving versus high-achieving students.

8. Instruction in Content Specific Words Distinct difference between effect of instruction in words from generalized vocabulary list and words that are specific to a given topic. High-frequency word lists do not focus on the written material students encounter in school.

9. Research Findings Students who receive instruction in general words – like those in high-frequency word lists- increased their ability to understand new content by 12 percentage points. –Example: Student A is in a program that teaches about 10-12 words a week from one of the high- frequency word lists. Student B does not receive this instruction. –If Students A and B take a test on the new content and Student B receives a score at the 50 th percentile, Student A will receive a score at 62 percentile, if all other factors are the same.

10. Additional Findings The effects of direct vocabulary instruction are even more powerful when the words taught are those that students will most likely encounter in the new content they are learning. –In this case, if Student B receives a score at the 50 percentile, Student A, who has received instruction on words that have specifically selected because they are important to the new content, will obtain a score at the 83 rd percentile.

11. Vocabulary Words Leon County’s List Researchers at McRel have identified 6,700 terms that are critical to the understanding of 14 different subject areas. If students were to receive instruction in about 18 words a week from K-12, they would be exposed to all 6,700 words.

12. Training The Vocabulary Mentors will be trained by Diane Paynter, one of the original McRel researchers, on June 14, 15, and 16, 2005. Administrators are welcome to participate. During this training a common vocabulary list will be compiled which will become the core vocabulary for all participating schools. The Vocabulary Mentors will train the teachers at participating schools. This training will be comprised of initial training and subsequent training in school-based Learning Communities.

13. Participant Expectations

14. Administrators Support and encourage the use of the Five Step Strategy Complete a Classroom Walk Through for each participating teacher. Review the end of year analysis.

15. Vocabulary Mentor Participate in the June training Compete survey of knowledge and attitude Develop a grade/subject specific vocabulary list based on: –Vocabulary Project –Diane Paynter/McRel –Other word identified by teachers

16. Yes, there is more…. Facilitate initial training Facilitate Learning Community Follow-up Sessions Implement the strategy in your own students Facilitate the teachers’ analysis of impact Complete the credit packet

17. Teachers Attend the initial training Participate in a Learning Community Contribute to the word list Implement the strategy with fidelity Collect student data Complete the portfolio

18. Expected Outcomes There will be an increased understanding of the importance of using a systematic, explicit and direct approach to teaching vocabulary. A positive change in the school culture will occur as a result of using Marzano’s Five Step Strategy to teach vocabulary. Overall academic achievement will improve in reading, math, and science.

19. Resources Training by Vocabulary Mentor Word Lists Appropriate Materials Inservice Credit will be awarded upon completion of project. (20-25 hours) No cost to the school.

20. Further Information If you are interested in participating, in this project, please join us on Thursday, April 28th at 4:00 PM. We will meet in the Staff Development Conference Room and answer any questions you have regarding this endeavor.