Welcome!Welcome! Professor Kate Ellis Niagara University

TODAY’S FOCUS: EFFECTIVE VOCABULARY INSTRUCTION

What Do Readers Do When They Encounter an Unknown Word? Skip it and read on Re-read Sound it out to see if it is a word they know Think about what they are reading Use contextual clues to try to decipher meaning Look at the headings and subheadings of the text Associate the parts of the word (prefixes, root words, suffixes) with words they may know

What We Know About Vocabulary Instruction Vocabulary acquisition occurs in stages.Vocabulary acquisition occurs in stages. Students can learn vocabulary through experience, in context, and through direct instruction.Students can learn vocabulary through experience, in context, and through direct instruction. Direct instruction on words that are critical to new content produces the most powerful learning.Direct instruction on words that are critical to new content produces the most powerful learning. Creating visual images for vocabulary words is THE BEST way to enhance mastery of the word.Creating visual images for vocabulary words is THE BEST way to enhance mastery of the word. Debra Pickering, 2005

What about Learning Definitions? Definitions, as an instructional device, have substantial weaknesses and limitations. Definitions do not teach students how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook? …Thus, knowing a word cannot be equated with knowing a definition. Nagy & Scott, 2000

RESEARCH SAYS: Studies of vocabulary growth where students are asked to look up a dictionary definition and use the word in a sentence have found…

63% of the students’ sentences were judged to be “odd” (Miller & Gildea, 1985) 60% of students’ responses were unacceptable (McKeown, 1991, 1993) Students frequently interpreted one or two words from a definition as the entire meaning (Scott & Nagy, 1989)

Three Tiers: Three Types of Instruction TIER 1 WORDS: Basic words that rarely require instruction in school. Examples: book, shoe, child, car TIER 3 WORDS: Low frequency, domain-specific words. Examples: isotope, lathe, HTML, iambic pentameter

TIER 2 WORDS High frequency High probability of impacting academic success High probability of association with life skills High probability of appearing on assessments

SELF-ASSESSMENT: How might I approach vocabulary instruction?

You Should: identify the essential terms for each unit of study in your course identify Tier 2 words relevant to your curriculum and hold students responsible for those as well hold students accountable for generating their own non-linguistic representations for key terms and phrases collect evidence (data) about your students’ proficiency with terms and phrases use word walls in your classroom

8 Research-Based Characteristics of Effective Vocabulary Instruction 1.Effective vocab. instruction does not rely on definitions. 2.Students must represent their knowledge in linguistic and non-linguistic ways. 3.Effective vocab. instruction involves the gradual shaping of word meanings through multiple exposures. 4.Teaching word parts enhances students’ understandings of words. 5.Different types of words require different types of instruction. 6.Students should discuss the terms they are learning. 7.Students should play with words. 8.Instruction should focus on terms that have a high probability of enhancing student success. Marzano and Associates, 2007

Students Who Use Non-Linguistic Representation Performed: Number of StudiesPercentile GainAs Compared To 637 Percentile Points Higher Students who kept repeating definitions 421 Percentile Points Higher Students who were using the terms in a sentence Marzano and Associates, 2007

Generalization Map The Frayer Model Word Map

Descriptive Pattern Concept Pattern

Vocabulary Option Projects Vocabulary Option Projects Utilizing Inspiration software, create a word web for each vocabulary word in the unit Your web must include a visual from clipart or your own personal photo collection After viewing the original Quack video in class, you may choose to create one of your own Prepare a dramatic example of each vocabulary word Using Windows Movie Maker or a similar software program, create a vocabulary movie that offers viewers a visual representation of each vocabulary word for the unit Word Web Vocab Video

Vocab Gallery Vocab PPT Vocab Gallery Vocab PPT Label a large piece of poster board with the unit title Locate an appropriate image that reflects the essential meaning of each vocab word Place the image on the poster board and label it using the vocab word Leave enough space to include all vocab words from the unit Use the back if necessary Create a title slide that identifies the unit title from which the vocab words originate, your name, and class period Locate an appropriate image that reflects the essential meaning of each vocab word Place the image on a PowerPoint slide and label it using the vocab word Create a new slide for each vocab word

WHAT IS CULTURE?

Vocabulary Videos Vocab Video Example 1 Vocab Video Example 2

Malevolent spiteful, ill will, or evil intentions

Dictum an authoritative statement

Stealthy acting in a secret and sneaky way

Sample Assessment Of Mice and Men Vocab Quiz

YOUR TASKS: decide which words will be explicitly taught in your unit and for which students will be accountable design vocab activities and assessments for your unit plan