6-Step Vocabulary

1. 6-Step Vocabulary AUGUST 7, 2012

2. Today’s objectives • At the end of the day, can you… • Describe characteristics of effective direct vocabulary instruction. • Select Tier 3 vocabulary for direct instruction in their classes. • Explain/implement the 6-Step Process for direct vocabulary instruction.

3. Activate prior knowledge • K-W-L • What do you know about effective vocabulary instruction? • What do you want/need to know?

4. Eight characteristics of effective direct vocabulary instruction • Does not rely on definitions • Students represent their knowledge in both linguistic and nonlinguistic ways • Multiple exposures • Teaches word parts • Different types of words require different types of instruction • Students should discuss the terms they are learning • Students should play with the words • Instruction should focus on terms that have a high probability of academic success • Building Academic Vocabulary, Teacher’s Manual by Robert J Marzano & Debra J. Pickering

5. Monitor and adjust • Turn to a Partner • Discuss effective characteristics that currently can be observed in your classroom. • Discuss characteristics that you are most likely to add. • Can You… • Complete Objective 1 on the ISS sheet

6. Three tiers of vocabulary

7. Three tiers of vocabulary • Hold ‘em Up • I will project a word. • Hold up a 1, 2, or 3 to show to which Tier the word belongs.

8. Maintain

9. Metamorphic

10. See

11. Revolutionary War

12. Benevolent

13. From

14. Pica

15. Flabbergasted

16. Three tiers of vocabulary • YOUR TURN • Make a list of Tier 3 vocabulary words/terms that you are currently teaching or will explicitly teach within the next two weeks. • List them in the “Prove It” box from Objective 2 on your ISS sheet.

17. 6-Step Process for effective vocabulary instruction • Step One – DESCRIBE • Provide students with a description, explanation, or example (NOT a definition) using common language. • Tell a story that integrates the term • Use current events to help make the term applicable to something familiar to them • Describe your own mental pictures of the term • Find or create pictures that exemplify the term

18. 6-Step Process for effective vocabulary instruction • Step Two – RESTATE • Students restate the description, explanation, or example IN THEIR OWN WORDS • These steps may need to be monitored carefully for accuracy. It may take several conversations and some coaching before students are ready to permanently record their descriptions

19. 6-Step Process for effective vocabulary instruction • Step Three – SHOW/REPRESENT/PICTURE • Students represent the term non-linguistically • Ask students to construct a picture, symbol, or graphic representation of the term or phrase • When possible, embed the word within the picture (cartoon bubbles) • Modeling this skill for students is important. Some feel they can’t draw and some want to over-draw. • Allow students to work together – less threatening

20. 6-Step Process for effective vocabulary instruction • Step Four – ENGAGING ACTIVITIES • Engage students periodically in activities that add to their knowledge of the terms. • Examples of Activities (Think Thinking Maps) • Comparing terms • Classifying terms • Solving analogy problems • Creating metaphors

21. 6-Step Process for effective vocabulary instruction • Step Five – DISCUSS • Periodically ask students to discuss terms with each other • Provide a few minutes of think time to allow students, individually, to review their own descriptions and images • Model for students, through think-alouds, how you would like them to be thinking about these terms • After students have had time to think about the terms, organize them into pairs and ask them to discuss their descriptions and images with a partner by comparing/contrasting and identifying areas of argument or in need of clarification • Ask students to share any new findings/clarifications with the whole class

22. 6-Step Process for effective vocabulary instruction • Step Six – GAMES • Play games with the terms • Types of Games • Charades • Word Wall Sorts/Identification • What is the Question? • Word Association

23. MONITOR AND ADJUST • In the “Prove It” Section for Objective 3, list the action steps to the 6-Step Vocabulary Process. • Find a partner and assign a Phineas and a Ferb. • A-B Partner Teach • Rate your partner on his/her ISS Sheet

24. 6-Step Process for effective vocabulary instruction • Describe • Restate • Show • Activities • Discussion • Games

25. 6-Step Process for effective vocabulary instruction • MODEL • Anatomy of a Lesson Vocabulary • Activate Prior Knowledge • Teacher Input • Student Active Participation • Identify Student Success • Monitor and Adjust

26. Simple vocabulary games • Flashcards – Partner Quiz • Flashcards - Hold ‘em Up • Word Wall BINGO • Kinesthetic Vocabulary • What’s the Question? • I’m Thinking of a Word • Talk a Mile a Minute

27. 6-Step Process for effective vocabulary instruction • YOUR TURN • Choose a set of vocabulary from a unit and write a plan to implement the 6-Step Process • Write the plan outline in the “Prove It”/”Ideas…” section of your ISS sheet