1. Vocabulary Strategies “Re-treading,” NOT Re-inventing, the Wheel

2. What the Research Says….  “Effective vocabulary instruction begins with explanations NOT definitions.  The critical distinction being that it is not the precise dictionary wording that drives instruction, rather it is assisting students by explaining word meanings using language, examples, metaphors, and images the students already know.” ─ modified from Beck et al. 2002

3. What the Research Says…. “Not all approaches to teaching vocabulary improve comprehension. There are a number of traditional teaching practices related to vocabulary that deserve to be left in the "instructional dustbin.” ─ Marzano et al., 2001

4. “Huddle Up” What are some strategies that we have been using in our classrooms that have rendered themselves ineffective?

5. What doesn’t work  Copying definitions  Memorizing a list of definitions  Showing term in context  Using terms in a sentence What do all of these have in common?

6. A lack of active student involvement in connecting the new concepts / meanings to their existing knowledge base.

7. What works:  Limit target words (PCG) 9 words  Activate prior knowledge  Give direct instruction  Expose frequently  Reinforce vocabulary by providing opportunities for discussion  Check for Understanding

8. What the Research Says…. 1.Teacher explains the word. 2.Students restate or explain the new word in their own words. 3.Students create a non-linguistic representation of the word. 4.Students engage in activities to deepen their knowledge of the word. 5.Students discuss the new word. 6.Students play games to review the word. Robert Marzano, Building Academic Vocabulary, 2005

9. Direct Instruction

10. Although definitions play an important role in most vocabulary instruction, educators tend seriously to underestimate: the difference between knowing a definition and knowing a word the shortcomings of many of the definitions found in glossaries and school dictionaries the difficulty that students have interpreting definitions The Vocabulary Conundrum, Univ. of Illinois

11. Direct Instruction “What can direct instruction in vocabulary look like?”  Use of movie/video clips or images as a stimulus  Introduction of experiences/stories that provide examples and non-examples of the term  Use of current events to help students make a connection  Making your thinking visible to them  Frequent interaction with the term in a variety of settings

12. What the Research Says…. “Vocabulary learning, like most other learning, must be based on the learner's active engagement in constructing understanding, not simply on passive re-presenting of information from a text or lecture.” Marzano et al., 2001

13. Card Sort  6 Steps to Making Words Real Sort It Say It Describe It Read It Check It Expand It Students collaboratively organize and sort vocabulary cards into groupings that make sense.

14. Card Sort  Sort It Create stacks  Say It Take the words and say them out loud  Describe It Take pictures, describe in detail… “In this picture I see…” “This picture matches (word) because…”  Read It Take definition, read it… “This definition matches (word) because…”  Check It Show video with answers “Did you know facts” - good idea to stimulate conversation  Expand It Games, foldable, etc. Vocabulary Magic

15. Video for Card Sort

16. Concept Ladder  A concept ladder helps students to arrange and synthesize their information about a topic into an organized framework List the characteristics of …… Describe what happens when.. Explain how……. Analyze why……. Compare ____ __to ________ Create a representation of ….

17. Word Questioning  A strategy that challenges students to define, analyze, synthesize, and evaluate target words in their reading

18. Cognitive Dictionaries

19. Academic Vocabulary Notebook  Students keep a notebook that contains the terms and phrases that have been taught  Enough space should be provided to record descriptions, explanations, graphic representations, pictures, and examples of the terms  As time goes on, students could write additional comments about the terms

20. Discussion Strategies “ I’ve put up this word wall and students have made the flashcards. Now what?”

21. Why Use Discussion Strategies?  involves students in clarifying definitions  helps them feel more connected to the words as they use them orally with their peers  gives student more time to reflect on word meaning as they try to use it in a relevant context  addresses the needs of students of varying vocabulary levels

22. Discussion Strategies  Consensus  Forced Association  TWEDYAODWTS  No Hesitation

23. Consensus  Have individual students write a definition of the term, and then share with group.  Have groups come to a consensus on the definition and create a 4-square (Frayer model).  Have groups share their explanation of term with the class.  Class comes to a consensus on a formal definition.  Definition is compared to textbook or dictionary definition Students reach a consensus on a concept definition through a systematic process.

24. Forced Association Students work together to identify connections between specified terms and explain their rationale. Variations can include: Students can be in groups of 2, 3, or 4. Can be used before or after reading

25. Forced Association

26. TWEDYAODWTS  Students are shown or read a value statement that references a concept that they have learned.  Students take a stance, stating whether they strongly agree, agree, disagree, or strongly disagree with the statement.  Once students have determined their stance they move to their respective corners and discuss their position.  Students must be able to justify why they chose that position. Students take a stance on a arguable statement referencing a term and discuss their justification.

27. No Hesitation A student chooses a word and has to speak about it without hesitation or pauses for 30 seconds.  Teacher selects a term from the word wall or set of flash cards  Students describe the term, discuss its significance, and make connections with other power terms

28. Checking for Understanding

29. Response Cards

30. Sticky Bars  Develop a short answer or multiple choice question that pushes student thinking beyond factual recall.  Have students record their answers anonymously on Post-it notes.  Collect and sort them into like responses.  Create a bar graph by placing each similar response in the same column.

31. Traffic Light Cups  used during student work time to signal to the teacher when an individual or group might need help or feedback. Colors provide the following information – Red (students cannot go any further without assistance) Yellow (students would like feedback or to ask a question, but are able to continue on) Green (students are proceeding successfully without the need for assistance.)

32. Fist to Five  Use to show students relative agreement or disagreement with particular statements; OR  Use to show individual students level of understanding

33. In Conclusion…… “It is essential to keep in mind that promoting extensive reading, carefully selecting which words to teach quickly or extensively, and choosing strategies that help students make cognitive connections between the new and the known are at the heart of effective vocabulary building.” ─ Stahl, 1999