Instructional Routines for Introducing and Teaching Vocabulary

1. Instructional Routines for Introducing and TeachingVocabulary Richmond Public Schools

2. Concept Sort Directions Read all of the words in your bag. In your table group, sort all of the words into meaningful categories. The meaningful categories are defined by your table group. Prepare to share with the whole group.

3. Support the implementation of the 2010 English Standards of Learning with emphasis on the increased rigor in instruction and assessment. • Implement vocabulary/word study instruction during the reading/English block by providing professional development and classroom coaching. • Increase focus on oral communication skills: organizing and processing thoughts. • Utilize student engagement strategies during whole and small group instruction and as an efficient formative assessment. • Continue to develop and strengthen an efficient school-based literacy leadership team.

4. Foundation – Engagement of all Students • Variety of responses • Say answer • As a group • To a partner • To a partner and then as an individual • To cooperative team • As an individual

5. Foundation – Engagement of all Students • Variety of responses • Write answers • Write on paper, post-its, journals • Response slates, white boards • Display response cards • Utilize appropriate hand signals

6. Attributes of Effective Vocabulary Instruction Companion 4 com pan ion • Promote word learning strategies • Select words that enhance academic success • Content vocabulary – background knowledge • Academic vocabulary – generalize across domains • Group words semantically • Provide student-friendly explanations • Teach parts of words

7. Attributes of Effective Vocabulary Instruction Provide multiple exposures to terms and meanings Expand instruction to “word relatives” Have students maintain a log of vocabulary terms Display vocabulary words in class Provide judicious review (sufficient, distributed over time, cumulative, varied)

8. Instructional Routine for Introducing Words- Anita Archer • Before Reading . . . Step 1. Introduce the word. - Write the word on the board, chart, etc. • Read the word and have students repeat the word. If the word is difficult to pronounce or unfamiliar, have the students repeat the word a number of times. The word is authority. What word?

9. Instructional Routine for Introducing Words- Anita Archer Step 2. Introduce the meaning of the word. (Option 1) • Present a student friendly explanation • Tell students the explanation or have them read the explanation with you. When you have authority, you have the power to tell other people what they must do. So, if you have the power to tell other people what they must do, you have _______________.

10. Instructional Routine for Introducing Words- Anita Archer Step 2. Introduce the meaning of the word. (Option 2) • Have students locate the definition in the glossary or text. • Break the definition into the critical elements. Glossary entry – Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water as it evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water • Evaporation, condensation, & precipitation of water • Part of a cycle (happens over and over again) • How water is distributed on the earth • Comes from bodies of water (lakes, river, ocean)

11. Instructional Routine for Introducing Words- Anita Archer Step 2. Introduce meaning of word (Option 3) • Introduce the word using morphographs (meaning chunks) in the word. - autobiography - auto = self - bio = life - graph = letter, words, or pictures

12. Word Origins Authority early 13c., autorite"book or quotation that settles an argument," from O.Fr. auctorité(12c.;Mod.Fr.autorité), from L. auctoritatem (nom. auctoritas) "invention, advice, opinion, influence, command," from auctor"master, leader, author"

13. authority from auctoropinion, decision, power prefix/suffix - you could “argue” that the prefix is /author-/ since it is used to form authority, authoritative The morpheme / -or / generally indicates " a person who does something" - creator, author, translator, etc. -ity- a suffix usedtoformabstract nouns expressing state or condition

14. Instructional Routine for Introducing Words- Anita Archer Step 3. Illustrate the word with examples. • Concrete examples • Visual examples • Verbal examples • Also discuss when the term might be used and who might use the term. A police officer can pull over a speeding car. The police officer has _______________. Congress can make laws. Congress has the _____. In the middle ages, the kings and queens ruled the peasants. The kings and nobles had ____________.

15. Instructional Routine for Introducing Words- Anita Archer Step 4. Check student’s understanding. (Option 1) • Ask deep processing questions • What are some different ways that authority may be gained?

16. Instructional Routine for Introducing Words- Anita Archer Step 4. Check student’s understanding. (Option 2) • Have students discern between examples and non-examples. *Who has the authority to change the school schedule, the principal or the students? *Who has the authority to set wages on a job, the employees or the boss? *Who had authority to regulate the use of land in the middle ages, the serfs or the king?

17. Instructional Routine for Introducing Words- Anita Archer Step 4. Check student’s understanding. (Option 3) • Have students generate their own examples. Make a chart. Label the first column, authority. In the first column, list who has the authority and in the second column, who that person would have authority over. For example: boss and employees, principal and students, king and serfs, etc.

18. Vocabulary Log • Have students maintain a vocabulary log. The log can be used for: • Scheduled vocabulary reviews with the class • Study with a partner or team • Self-study • Reference when writing about the topic

20. Interactive Notebook

21. Vocabulary Instruction Expansions Introduce the vocabulary term in relationship to other terms using a graphic organizer. Introduce the part of speech. Introduce synonyms, antonyms, homographs (multiple meaning words). Tell students when and where the word is often used. When appropriate, introduce the etymology (history/origin) of the word. Introduce other words in the same family (derivatives).

23. Overall Instructional Routine Can create a routine that allows students to practice using the vocabulary throughout the week or unit of study Use the same activities Allows for practice and repetition with the words

24. Overall Instructional RoutineMarzano’s 6 Step Process • Provide a description, explanation or example • Students restate the description, explanation or example • Students construct a picture, symbol or graphic • Engage students in activities to help them add to the knowledge of the terms in notebooks • Students discuss terms with peers • Students participate in games that allow them to play with the terms

25. Activity • In your table group, discuss the picture you received. • Determine if this picture represents authority. • Why or why not? • How does it represent authority? • Is there a particular audience this picture may speak to?

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36. Connecting Vocabulary to Text • Use news websites to find articles that includes the words in context • Tween Tribune • CNN • MSNBC • Time for Kids • Scholastic News Online

37. Let’s Look Up Articles • Underestimate • Immoral • Empower • Devalue • Benefit • Transaction • Universal • Contentment • Uniform • Kilometer • Verify • Dormitory • Destruction • Solar • Transmit • Minimize

38. “Without knowing the force of words, it is impossible to know more.” ― Confucius