FACETS OF PURPOSEFUL VOCABULARY INSTRUCTION

1. FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION • Provide rich and varied language experiences • discussion, focused attention on words, being read to, wide and frequent reading • Teach word-learning strategies • Using context, using morphology (word parts), using a dictionary • Foster word consciousness • Awareness, interest in words and their meanings, understanding of communicative power of language • Teach individual words (Graves, 2006)

2. Purpose for Teaching • To understand a specific text better • To learn a specific concept and its label • To improve comprehension of texts in general • To increase one’s understanding of some aspect of generative word knowledge • To improve writing Nagy & Heibert, 2007, presentation

3. Word Hierarchy (Beck, McKeown, 1985)

4. Criteria for Word Selection • Word Knowledge • prior knowledge • necessary understanding • Frequency & Distribution • rate of occurrence in English text • Importance • reading comprehension (particular selection, general comprehension) • content-specific achievement • Utility • outside of particular school context • instructional potential • generativity • morphology (word parts) • semantic-relatedness (categories of meaning) • Conceptual difficulty

5. Conceptual Difficulty • Known concept that can be expressed with a one-word synonym or familiar phrase • Often found in narrative text • Often can be learned from context or understand essential meaning of text without deep word knowledge • altercation (fight) • apologize (to say you’re sorry) • Unknown concept that can be learned from available experiences & information (background knowledge) • naive • independence • embarrassment • nostalgia • elation (Nagy, Anderson, & Herman, 1987 adapted from Hiebert, 2008, presentation)

6. Conceptual Difficulty • Unknown concept requiring learning of new factual information or related system of concepts • Less likely to be learned from context • Understanding meaning often necessary for comprehension of academic text • Often more abstract • Often polysemus (having multiple meanings) • divide (as boundary between drainage basins) • democracy • periodic sentence (Nagy, Anderson, & Herman, 1987 in Hiebert, 2008, presentation)

7. How would you teach these words? (1) synonym, phrase, or picture (2) prior experiences (3) providing new information staccato constellation puzzled revolution cheesecake am

8. Morphological Families • Morpheme – smallest unit of meaning • bases, roots • prefixes • suffixes "Morphological knowledge is a wonderful dimension of the child's uncovering of "what's in a word," and one of the least exploited aids to fluent comprehension" (Wolf, 2007, p. 130). (http://www.wordworkskingston.com/)

9. Questions Worth Asking • Is this word unknown? • Is this word critical to understanding (the particular text, the particular subject matter)? • Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)? • Is this word conceptually difficult (abstract, new concept, multiple meanings)? • Does this word have high instructional potential (morphology, connections to other words, word learning)?

10. CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION(MARZANO, 2004) • Effective vocabulary instruction does not rely on definitions. • Students must represent their knowledge of words in linguistic and nonlinguistic ways. • Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. • Teaching word parts enhances students’ understanding of terms.

11. CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION(MARZANO, 2004) • Different types of words require different types of instruction. • Students should discuss the terms they are learning. • Students should play with words. • Instruction should focus on terms that have a high probability of enhancing academic success.

12. Rate Your Practice • Rate your current vocabulary instruction according to the characteristics of effective vocabulary instruction.

13. Quick Introduction • Learning new words for known concepts in text • During read-aloud • Before students read text • Read-aloud • Provide known synonym/descriptive phrase after the word (without disrupting the narration) • Prior to student reading • Display or quick note with target word and known synonym/descriptive phrase • Preview descriptions provided in textbooks (supplement as necessary)

14. Context-Relationship • Learning new words representing known concepts • Create a brief paragraph that gives the meaning of the word. • Follow the paragraph with a multiple-choice item that checks students’ understanding of the word.   • Show the paragraph, read it aloud, and read the multiple-choice options. • Pause to give students a moment to answer the item, provide the correct answer, and discuss the word and any questions they have.

15. WORD INTRODUCTIONCommon Components from Experts • Student Friendly Explanations • Characterize word and typical use • Explain meaning in everyday language • Teacher-Created Contexts • Develop instructional contexts that provide strong clues to meaning • Examples, Non-examples • Active Engagement with Words • Short, playful, lively opportunities for students to interact with words and meanings right away

16. BUILDING ACADEMIC VOCABULARY: THE SIX-STEP METHOD Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD. Marzano, R. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD.

17. BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS Massed Practice initial word learning Distributive Practice periodically all previous words • Introduce word • Student friendly descriptions, examples, explanations, images, etc. • Must connect to students’ prior knowledge • Students generalize meaning • Students create nonlinguistic representation Engage students in word activities Discuss words Engage student “play” with words

18. STUDENT FRIENDLY EXPLANATIONS RESOURCES • Oxford Dictionary of American English • Longman Dictionary of Contemporary English • The Free Dictionary.com • The Collins English Cobuild Dictionary

19. Active Engagement with Words • Considercuriosity • Questions • Why would a person have a curiosity for hiking in a jungle? • Example or Non-example? • Which do you think people might have a curiosity about? • Hiking in a jungle or hiking in a desert? • Riding on a cruise ship or riding in a row boat? • Finish the idea • After watching the movie advertisement, they had a curiosity to see the movie because _____. • Have you ever…? • Have you ever had a curiosity to learn something new? • Choices • If what I saymight be something people have a curiosity for, say curiosity”… • Reading an adventure book • Trying a new candy • Picking out white socks at the store

20. Student ResponsesAnita Archer What good instructional practices did you observe?

21. April’s Video - 2 Groups A’s – Observe the steps from vocabulary planning guide that are used B’s – Observe the response techniques that are used

22. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed… # of studies (Pickering, 2007, ASCD presentation)

23. Distributed Practice Massed Practice MASSED VS. DISTRIBUTED PRACTICE • 24 focused practices to achieve 80% competency (Marzano, Pickering, & Pollock, 2001, p. 67)

24. Week 1 Week 2 Week 3 Week 4 Week 5 MASSED & DISTRIBUTED PRACTICE Important Assumption: “Learning” implies that students can recall, understand, and use information for the long term.

25. FREQUENT STUDENT SELF-ASSESSMENT • Students self-rate level of word knowledge. • Encourages student reflection, discussion

26. STUDENT-CREATED DICTIONARIES • Students maintain a collection of words and elaborative information that is periodically reviewed, expanded, and shared. • Synonyms, antonyms, semantically-related words, pictures, authentic text, etc. • Various forms • Teacher-created template, note cards, matrix, using table of contents, electronic database • Teacher-generated lists, student-generated lists

27. ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved • September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e

28. WINK Books Words I Need to Know

30. Vocabulary Matrix < , >, ≤

31. Vocabulary Rings

32. Provoke/Vocabogram

33. Word Storm

34. Inside-Outside Circle • Pass out cards to every student. (Duplicate cards can be used.) • Number off students by 1 (outside) and 2 (inside) • Match up so that each person is facing a partner. • Outside circle shares their word or definition; inside circle provides answer • SWITCH CARDS, outside circle rotate left

35. Word WallActivities Exit Slip / Admit Slip Word Hunt Mr. & Mrs. Picky Synonym or Antonym

36. I Have… Who Has…? • Students practice pronouncing words, speaking clearly, and reinforcing definitions. • Pass out cards randomly. • Ex. I have a right triangle who has an angle that is less than 90 degrees. Who has…? • Students respond as prompted.

37. Pyramid Game 200 points 100 points 100 points 50 points 50 points 50 points

38. Pyramid Game Unit Theme? journey 200 points cargo harbor 100 points 100 points trolley motor rail 50 points 50 points 50 points

39. Interview a Word Select key words important to understanding a concept or story. Divide your class into teams. Give each team a word and a list of questions. Have students “become” the word and answer the questions. In front of the group, one person on the team asks the questions. The team takes turns answering while everyone else listens. After listening, the class tries to guess the word.

40. Vocabulary Continuum • Encourage student discussion and elaborative processing of meaning among synonyms or related words.

41. Vocabulary Continuum • mistake • error • blunder • hate • dislike • loathe • abhor • adore • cherish • blunder • Encourage student discussion!

42. Classifying • Provide students with vocabulary cards • Have students place cards into categories • label the categories • see how other groups classified their cards or regroup cards using a different criteria

43. VOCABULARY – ALIVE WRITING • Provide a list of terms for students to use in a single related piece of writing. • For Example: • Use 15 of the 20 terms listed above in a meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.

44. intercept slope decreasing parallel constant intersection increasing quadrant perpendicular Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.

45. Name that Concept! • Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes. • definitions, examples, descriptions, contexts • Partner B: Name the concept or component or say “pass” to move on to the next item. Goal: Successfully communicate all items in one minute.

46. Encourage Word Consciousness & Excitement

47. Word of the Day What is the purpose???

48. GAMES Apples to Apples Balderdash Boggle Charades Listen Up! Mad Gab Outburst • Oodles • Password • Scattegories • Scrabble • Taboo • Upwords • Win, Lose, or Draw

49. IDIOMS & METAPHORIC EXPRESSIONS Colors Dogs Cats Body Parts Farm Animals Baseball • Football • Space • Sky • Numbers • Food • Insects