1. Effective Vocabulary Instruction and Assessment
Angela Stockman
Erie 1 BOCES

2. Who is an “expert” in YOUR field?
Doctors need to be experts about the human body. Lawyers need to be experts about the law. Car mechanics need to be experts about how engines work. Pilots need to be experts about aerodynamics, and EDUCATORS need to be EXPERTS about learning.
HOW DOES THAT HAPPEN?

3. Coming to the Table: Assumptions for Our Work Together
The Learning Curve in Education? It’s a J Curve.
Assumption 1: We see the need to learn more.
Assumption 2: We WANT to learn more
Assumption 3: WE control the extent to which
we learn
Our Teaching Expands to Reflect the Continuous Flow of New Research on Learning
Assumption 1: We become comfortable with ambiguity.
Assumption 2: We think critically—PROBLEM RESOLVERS
Assumption 3: We become reflective—we marry best PAST with best NEW practices.
COPYRIGHT 1993 B. MCGARVEY

4. Foundational Principles for All Learning
Students learn in different ways.
Students learn in different time frames.

5. How Do I Currently Approach Vocabulary Instruction?
Self-Assessment

6. Teaching Vocabulary is Synonymous With Teaching Background Knowledge

7. Vocabulary Instruction Across the Content Areas
How do words work across the content areas?
ELA
Social Studies
Science
Foreign Language
Math

8. What We Know About Vocabulary Instruction
Vocabulary acquisition occurs in stages.
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.
Creating visual images for vocabulary words is THE BEST way to enhance mastery of the word.
Debra Pickering, 2005

9. Chances of Learning New Words When Presented in Context Only
Learning Word
Ability Low 8%
Average 12%
High 19%
Grade Level Grade %
Grade %
Text Density 1 new word per 10 words 7%
1 new word per 74 words 14%
1 new word per 150 words 30%
Pickering, 2005

10. Non-Linguistic Representations
Dual Coding Theory:
knowledge is stored in two forms—linguistically and with imagery
Linguistic Form:
Semantic in nature. Actual statements held in long-term memory.
Imagery Form (Non-linguistic Representation):
Mental pictures or physical sensations.

11. Marzano, Pickering, Pollack, 2001
“The more learners use both systems of representation, the better they will be able to think about and recall knowledge.”
Marzano, Pickering, Pollack, 2001

12. Use of Nonlinguistic Representation:
A Variety of Activities Produce Nonlinguistic Representation:
graphic representations, physical models, mental pictures, drawings, kinesthetic activities
Nonlinguistic Representations Should Elaborate on Knowledge
Marzano, Pickering, Pollock, 2005

13. 8 Research-Based Characteristics of Effective Vocabulary Instruction
Effective vocab. Instruction does not rely on definitions.
Students must represent their knowledge in linguistic and nonlinguistic ways.
Effective vocab. Instruction involves the gradual shaping of word meanings through multiple exposures.
Teaching word parts enhances students’ understandings of words.
Different types of words require different types of instruction.
Students should discuss the terms they are learning.
Students should play with words.
Instruction should focus on terms that have a high probability of enhancing student success.
Marzano and Associates, 2007

14. Students Who Use Non-Linguistic Representation Performed….
Number of Studies
Percentile Gain
As Compared To 6
37 Percentile Points Higher
Students who kept repeating definitions 4
21 Percentile Points Higher
Students who were using the terms in a sentence
Marzano and Associates, 2007

15. Where To Begin? Identify essential academic terms and phrases.
Use a research-based process for teaching and assessing new terms and phrases.

16. Understanding Word Tiers
Which Words?
Understanding Word Tiers

17. 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

18. Tier 2 Words High frequency
High probability of impacting academic success
High probability of association with life skills
High probability of appearing on assessments

19. Best Practices for Vocabulary Instruction
A Six Step Method for Vocab. Instruction that Works
Teacher Description
Student Description
Non-linguistic Representation
Adding to the Knowledge
Student Discussions of Learning
Having Fun With Words
Marzano and Associates, 2007

20. Formative Assessment and Vocabulary Growth
How can teachers use assessment to improve vocabulary instruction?

21. References Today’s Presentation Was Based Upon the Work of:
Robert Marzano
Debra Pickering
Bea McGarvey
Janet Allen
The Thoughtful Education Press