1. Marzano, Pickering, Pollock (pp. 123-129)

2. Today’s Objectives Increase Vocabulary Achievement
Gain an understanding of the research related to best teaching practices for vocabulary development.
Examine ways to guide instruction.

3. Vocabulary
Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement

4. Research & Theory
A strong relationship exists between vocabulary and several important factors:
Q #1:
a,b,c
Intelligence
Ability to comprehend new information
Level of income
(Marzano, Classroom, 123)

5. Systematic Vocabulary Instruction
Futile?
Low-yield?
Impractical?
Inadequate, considering quantity of words needed?
Inferior approach, compared to a program of voluminous reading?
(Marzano, Classroom, 124)

6. Systematic Vocabulary Instruction
This approach is rare in the U.S.
—McKeown & Curtis, 1987
The number of words in “printed school English” is about 85,000.
—Nagy, et al., 1984
Typical learning of 400 new words/year is not adequate to cope with the volume of new words needed.
—Stahl & Fairbanks, 1986
(Marzano, Classroom, 124)
Q #3:
False
Q #7:
False

7. Systematic Vocabulary Instruction
Analysis of the research provides a strong case for systematic instruction in vocabulary at virtually every grade level.
Q #4:
False
…one of the most important instructional interventions teachers can use, particularly with low-achieving students.
—Becker et al., 1977
Q #2: a
(Marzano, Classroom, 124)

8. Generalization #1
Students must encounter words in context more than once to learn them.
…students need to be exposed to the word at least six times…to ascertain and remember its meaning.
—Jenkins et al., 1984
Q #5: d
(Marzano, Classroom, )

9. #1: Multiple Encounters
Characteristic
Factor
Chances of Learning New Word
Ability
Low 8%
Medium
12%
High
19%
Level
Grade 4
Grade 11
33%
Density (proportion of new words)
High: 1 of 10 7%
Medium: 1 of 74
14%
Low: 1 of 150
30%
Q #6:
a,b,c
(Marzano, Classroom, 125)

10. Generalization #2
Instruction in new words enhances learning those words in context.
Q #8: d
Students with prior instruction on words were about 33% more likely to understand new words in their reading than students who have no prior instruction.
—Jenkins, et al., 1984
(Marzano, Classroom, 126)

11. #2: Prior Instruction Prior instruction can be minimal—
Q #9: a
Prior instruction can be minimal—
Provide a word list with definitions and example sentences.
Allow about 40 seconds of study time per word.
(Marzano, Classroom, 126)

12. Instructional Techniques:
Identify a limited number of terms and phrases critical to a topic.
Conduct a 5-step process that provides multiple exposures to students in multiple ways.
(Marzano, Classroom, 128)

13. 5 STEP PROCESS
STEP 1 – Present students with a brief explanation or description of the new term or phrase.
STEP 2 – Present students with a nonlinguistic representation of the new term or phrase.
STEP 3 – Ask students to generate their own explanations or descriptions of the term or phrase.
(Marzano, Classroom, )

14. 5 STEP PROCESS
STEP 4 – Ask students to create their own nonlinguistic representation of the term or phrase.
STEP 5 – Periodically ask students to review the accuracy of their explanations and representations.
(Marzano, Classroom, )

15. Generalization #3
One of the best ways to learn a new word is to associate an image with it.
Instructional techniques employing the use of imagery produced achievement gains in word knowledge that were 34 percentile points higher than techniques that did not.
—Powell, 1980
Q #10:
True
(Marzano, Classroom, 126)

16. #3: Use of Imagery Achievement gains with imagery:
37 percentile points higher than having students continually review word definitions
21 percentile points higher than having students generate their own sentences to demonstrate understanding of new words
(Marzano, Classroom, 126)

17. #3: Use of Imagery Some nonlinguistic representations:
making physical models
generating mental pictures
drawing pictures and pictographs
engaging in kinesthetic activity

18. Window Paning Select vocabulary words from social studies.
Conduct a class discussion of the words and their meanings. If there are words the students do not know, dictionaries may be used. List the words and write brief meanings on the back of the page of window panes.
Write each word in the bottom
of a window pane.
Discuss and decide which drawings
will represent the words. Keep the
drawings simple. Use of color is
optional.
Everyone draws the same picture.
Students fill in their window pane
as you complete yours on the overhead.

19. Terquain
Draw a picture about a key word from your word collection or about a key concept in the text.
Follow the steps below to create a three-line poem.
Line #1: the word
Line #2: two or three words about this key word or concept
Line #3: a feeling or synonym related to this word

20. Definition Poem
Choose a key word in the text or an important concept word from your word collection.
Follow this pattern:
Name it.
Describe it, rename it.
Tell where it would be found.
Tell more about it.
Use emotion words to tell how you feel about this.
Explain why you used the emotion words on line 5.

21. Frayer Model
Take a sheet of paper and fold it into four equal sections. (See example.)
Choose a word.
Write the word in the center of the paper.
In the upper left section answer the question, “What is it?” (definition)
In the upper right section
answer the question,
“What is it like?”
(characteristics)
Write examples of the word
in the lower left section.
Write non-examples of the
word in the lower right section.
Finally, based on the
information you recorded, write
a definition of the concept on the back of the paper.
Share with your partner.

22. Visual Vocabulary Quadrant
Select a vocabulary word.
Take a sheet of paper and fold it into four equal sections.
Write the word in the upper left section of the paper.
Write the text definition in the lower left section.
Draw a visual representation of the word in the upper right section.
Make a personal connection, an example, or characteristics in the lower right section.

23. Manifest
Destiny
The belief in the 19th century Slide that the U.S. would, and had the right to, inevitably expand westward all the way to the Pacific Ocean
Destined to get bigger

24. Generalization #4 Direct vocabulary instruction works.
Teaching vocabulary directly increases student comprehension of new material by ? percentile points.
—Stahl & Fairbanks, 1986
(Marzano, Classroom, 127)

25. Gain = 12 percentile points
#4: Direct Instruction
Student A: Receives instruction
Student B: Receives no instruction
When they take a test on the new content and B receives a score at the 50th percentile (= average), how does A’s performance compare?
Q #11: b B A 62
Gain = 12 percentile points 50
(Marzano, Classroom, 127)

26. Generalization #5
Direct instruction on words that are critical to new content produces the most powerful learning.
Q #12: a
Student achievement will increase by ? percentile points when vocabulary instruction focuses on specific words that are important to what students are learning.
—Stahl & Fairbanks, 1986
(Marzano, Classroom, )

27. #5: Relevant Word Selection
Student A: Receives instruction on relevant words
Student B: Receives no systematic instruction
When they take a test on the new content and B receives a score at the 50th percentile (= average), how does A’s performance compare? B A 83
Gain = 33 percentile points 50
(Marzano, Classroom, )