Vocabulary Alphabox 1.Brainstorm a variety of methods for vocabulary instruction. Write each method in a box on the Alphabox sheet according the beginning letter of the method (i.e., pictures P box.) 2.Circle the three most frequently used methods. 3.Underline the three least frequently used methods. 4.Place a star next the methods that are most effective. 5.Process your findings with a partner. 1.Brainstorm a variety of methods for vocabulary instruction. Write each method in a box on the Alphabox sheet according the beginning letter of the method (i.e., pictures P box.) 2.Circle the three most frequently used methods. 3.Underline the three least frequently used methods. 4.Place a star next the methods that are most effective. 5.Process your findings with a partner.

Comprehension, Comprehension, Comprehension! To seriously influence a student’s reading comprehension, effective vocabulary instruction is essential. Background Knowledge Vocabulary Comprehension

Factors Influencing Vocabulary Development: Memory

Factors Influencing Vocabulary Development: Retention and the Brain - Changes in Capacity of Working Memory with Age Approx. Age Range Minimum of Memory Items Maximum of Memory Items Average Items Working Memory Time Less than 5 yrs. old 133 Up to 5 mins. From 5 to 14 yrs. old to 10 mins. 14 yrs. and older to 20 mins. Sousa, David A. How the Brain Learns. 2nd ed. Thousand Oaks: Corwin P, Inc., 2001.

Factors Influencing Vocabulary Development: K-12 Sensory Preferences

Common Underlying Proficiency (CUP) BICS-L1 CALP-L1 BICS-L2 CALP-L2 Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

Successful vocabulary development relies on: 1.Focusing on important words 2.Providing effective instruction 1.Focusing on important words 2.Providing effective instruction

Focusing on Important Words: Choosing Words to Teach Words have different levels of utility:  Readily learned  In between  Extremely infrequent Effective vocabulary instruction focuses on terms that have the highest probability of improving student achievement. Words have different levels of utility:  Readily learned  In between  Extremely infrequent Effective vocabulary instruction focuses on terms that have the highest probability of improving student achievement.

Focusing on Important Words: Three Tiers  The most basic words  Rarely require instruction in school  Develop through oral language use  Examples: clock, baby, and happy  The most basic words  Rarely require instruction in school  Develop through oral language use  Examples: clock, baby, and happy Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

Focusing on Important Words: Three Tiers  Words whose frequency of use is quite low and often limited to specific domains  Usually best learned when needed in the content area  Examples: isotope, lathe, and peninsula  Words whose frequency of use is quite low and often limited to specific domains  Usually best learned when needed in the content area  Examples: isotope, lathe, and peninsula Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

Focusing on Important Words: Three Tiers  High-utility words for mature language users  Refined labels for concepts children know  Examples: crucial, dynamic, and momentum  Good candidates for direct instruction  High-utility words for mature language users  Refined labels for concepts children know  Examples: crucial, dynamic, and momentum  Good candidates for direct instruction Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

It Is a Cycle Here is where effective instruction enters the picture! Here is where effective instruction enters the picture! Background Knowledge Vocabulary Comprehension

Providing Effective Instruction: What should it include?  Should not be:  Look & remember  Rote verbal rehearsal  “Look it up”  Should be:  Rich  Details continuously added  Frequent  Multiple exposures  Meaningful  Association & connections  Systematic

Six-Step Process for Learning New Terms Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary. Alexandria: Association for Supervision and Curriculum Development, Step 1 Describe/Explain Step 2 Restate Step 3 Illustrate Step 4 Record Step 5 Discuss Step 6 Review

Six-Step Process for Learning New Terms: Key Ideas To helps students develop an understanding of vocabulary, these key ideas should be applied:  Make vocabulary meaningful  Tap into prior knowledge  Provide context  Break the vocabulary into chunks  Make connections To helps students develop an understanding of vocabulary, these key ideas should be applied:  Make vocabulary meaningful  Tap into prior knowledge  Provide context  Break the vocabulary into chunks  Make connections Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary. Alexandria: Association for Supervision and Curriculum Development, 2005.

Strategies to Support Vocabulary Development Where do these fit among the Marzano’s Six Steps?

Vocabulary S.E.E.D.

Science S.E.E.D.

Concept Wheel

Math Concept Wheel

Alphabox

Alphabox for Language Arts

Sketch-to-Stretch 1.A student reads a chunk of the text & draws about what happened. 2.Another chunk of text is read & the student is asked to draw again. 3.This pattern is repeated until the story is completely read. 4.The pictures can be used to summarize the text orally or in writing. 1.A student reads a chunk of the text & draws about what happened. 2.Another chunk of text is read & the student is asked to draw again. 3.This pattern is repeated until the story is completely read. 4.The pictures can be used to summarize the text orally or in writing.

Visuals  Realia  Bilingual Word Cards  Pictures  Vocabulary Picture Cards  Realia  Bilingual Word Cards  Pictures  Vocabulary Picture Cards Sphere

Additional Strategies  Show and tell  Concept attainment  Total Physical Response (TPR)  Drama use to act out vocabulary  Word Splash  Word webs  Graphic organizers  Acrostics  Think-pair-share  Foldables  Show and tell  Concept attainment  Total Physical Response (TPR)  Drama use to act out vocabulary  Word Splash  Word webs  Graphic organizers  Acrostics  Think-pair-share  Foldables

Your thoughts: What additional strategies have you used? What strategy do you plan to use first with students?