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 1.Does not rely on definitions 2.Students represent their knowledge in both linguistic and nonlinguistic ways 3.Multiple exposures 4.Teaches word parts 5.Different types of words require different types of instruction 6.Students should discuss the terms they are learning 7.Students should play with the words 8.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 TIER 1 Every day words TIER 2 Words for sophistication TIER 3 Words specific to each content area

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 1.Describe 2.Restate 3.Show 4.Activities 5.Discussion 6.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