Aspire Session 2 Vocabulary Professional Learning Outcomes Participants

Aspire Session 2 Vocabulary

Professional Learning Outcomes Participants will Be able to identify which words to choose to teach directly Develop skills in planning and implementing activities that incorporate best instructional practices for vocabulary

Word Knowledge Scales: Dale Stage 1: I’ve never seen the term before Stage 2: I’ve seen it but I don’t know what it means Stage 3: I can use it but not sure I can explain it Stage 4: I can use it and explain it Dale 1965

1: Never seen it Word 4 3 2 2: I’ve seen it but I alluvial don’t know what it means X gyre X 3: I can use it but thermohaline can’t explain it 4: I can use it and order of operations explain it exponent Criterion-referenced 1 X X

Marzano Vocabulary System Pre-Assessment Initial Instructional ◦ Teacher provides description, explanation and/or example (Mon) ◦ Students restate the explanation in their own words (Mon) ◦ Students create a non-linguistic representation of the term (Tues) Deeper Practice ◦ Students engage in activities that help them build understanding of the term (Weds) ◦ Students are asked to discuss the new term(s) with each other (Thurs) ◦ Students are involved in games with the new term(s) (Fri) Post-Assessment Marzano (2010)

1. Teacher provides description, examples, anecdotes, illustrations Example word: exponent Description: symbol that is written above and to the right of a number to show many times the number is to be multiplied by itself Example: 22 = 4 because 2 multiplied twice, 2 x 2, equals 4. Illustrations: Marzano (2010)

2. Students restate the explanation in their own words Now you try to describe alluvial, gyre, thermohaline, order of operations, exponent, criterion-referenced. If that’s too difficult, use it in a sentence. (example) Marzano (2010)

3. Students create a non-linguistic representation of the term Fill out a vocabulary card with one of your words. Marzano (2010)

Vocabulary cards & journals There are many versions of vocabulary cards. All include an illustration. Marzano Frayer Modified Frayer Marzano 2010, Frayer 1969

Working with vocab cards u. Comb bind u. Ring bind u. Zip lock bag u. Word wall or pocket chart ◦ Arrange by definition category, word family, color, size, difficulty, alphabetical, narrative, expository, etc. ◦ Teacher or students determine categories ◦ Why change the word wall frequently?

Pocket Charts & Word Walls u. Emphasize language features: ◦ ◦ Alpha order Rhymes Vowel sounds (cake, grass, halt, etc. ) Content vocabulary u. Rearrange frequently

4. Students periodically do activities that help them add to their knowledge of the term(s) Venn Diagram (Compare/Contrast) ◦ Traditional overlapping circles ◦ 3 -Tab Foldable Double Bubble acting sung opera Libretto/ score play story script Marzano (2010) Spoken words

4. Fit the category? Which Word Doesn’t Fit? ◦ Teacher selects 3 words from a familiar cluster ◦ Choose another word from a different cluster ◦ Students identify which word doesn’t fit and tell why elk weasel dolphin bronco Marzano 2004, 2010 dinner ham sausage poultry

4. Activities: Word Form Chart

4. Cognitive Content Dictionary LDO: Wall version and student/journal version Meaning alluvial When soil spreads out in a fan shape from water flow out of a canyon The alluvial fan spread outward from the canyon. A swirling current in the ocean The Pacific gyre helps keep the West Coast warm in the winter. gyre Sketch Sentence (that Word shows the meaning) Call & response (with movement)after final meaning is set 15

Quizlet Use for vocab teaching & review Download and/or make your own Many avenues to the Holy Grail Samples: https: //quizlet. com/85662660/vocab-training-flash-cards/ https: //quizlet. com/74114876/vocabulary-cartoons-quiz-7 -flash-cards/ https: //quizlet. com/37707587/common-core-8 th-grade-math-vocabulary-flash-cards/

4. Chants Put content to a rhythm or music Popular & easy: ◦ ◦ ◦ ◦ Cadence with call & response We Will Rock You Bugaloo Addams Family Are You Sleeping Row Your Boat Or any tune at all, sing, play, or download karaoke versions Samples: www. psd 1. org/page/253; Give Chants a Chance 17

We Didn’t Start the Gyre We didn't start the gyre It was always spinning Since the world's beginning We didn't start the gyre But if we’re floating in it We’re going with it Water heating, then it’s rising Makes a hill - that’s surprising Coriolis and the wind make the water start to spin Big circles ocean sized Go to Florida, that’s nice! We didn't start the gyre It was always spinning Since the world's beginning We didn't start the gyre But if we’re floating in it We’re going with it Makes a mound, flows down Pretty soon it goes around 18

5. Periodically students are asked to discuss the term(s) with each other Organize students in pairs or threes to discuss word meanings One student presents a word he/she doesn’t know The other one(s) use their resources (journals, cards, etc) to provide the meaning Marzano 2004, 2010

5. Vocabulary Notebooks Pages have enough space for revisions – not just a one-use wonder Have a table of contents for clusters of topics being studied Used for practice in pairs or small groups Marzano (2010)

5. Students exchange word knowledge using journals Give one, Get One ◦ In pairs, students compare vocabulary notebook entries for a word ◦ Copy each other’s definition or example, expanding each one’s knowledge Marzano 2004, 2010

6. Games Constructive “inconsequential” competition Build knowledge, not animosity Change groups often, mixing skill & knowledge levels so all students will be on winning teams Offer small tokens for winners Marzano 2004, 2010

Talk a Mile a Minute ◦ ◦ ◦ Teams are given a list of 8 words from a cluster Each team designates a Talker The Talker tells his/her team the name of the cluster (or topic) Talker tries to get the team to say each of the words by describing them Talker may say anything about the word but may not spell it or use rhymes At the end, all players make additions/corrections to their notebooks Marzano 2004, 2010

BINGO PASSWORD Giving clues: definitions Two teams; one player from each team is up spelling patterns Teams shout clues to their “up” player roots Use Powerpoint version or write words on board behind the players different tense Games are on the LDO site here: http: //www. langdevopps. com/resource/ Click Vocabulary and scroll down

References Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Beck, I. , Mc. Keown, M. , & Kucan, L. (2013) Bringing Words to Life: Robust Vocabulary Instruction. Guilford. Beck, I. , Mc. Keown, M. , & Kucan, L. (2008) Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples. Guilford. Beck, I. L. , Perfetti, C. A. , & Mc. Keown, M. G. (1982) Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension. Journal of Educational Psychology, 74 (4), 506 -521. Calderón, M. & Minaya-Rowe, L. , (2004). Expediting Comprehension for English Language Learners (Ex. C-ELL): Teachers Manual. Baltimore, MD: Center for Data-Driven Reform in Education, Johns Hopkins University. Carlo, M. S. , August, D. , Mc. Laughlin, B. , Snow, C. E. , Dressler, C. , Lippman, D. N. , Lively, T. J. , & White, C. E. (2004). Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms. Reading Research Quarterly, 39(2), 188– 215. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 14(2), 174 -187. Frayer, D. , Frederick, W. C. , and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research. Graves, M. F. (1986) Vocabulary learning and instruction. In E. Z. Rothkopf & L. C. Ehri (Eds. ), Review of research in education (Vol. 13, pp. 49 -89). Washington, DC: American Educational Research Association. Hart, B. & Risley, T. R. , (1995) Meaningful Differences in the Everyday Experience of Young Children. Baltimore, MD: Brookes Publishing. Hirsch, E. D. Jr. (2003). Reading comprehension requires knowledge of words and of the world: Scientific Insights into the Fourth-Grade Slump and Stagnant Reading Comprehension. American Educator, Spring 2003, American Federation of Teachers, www. aft. org. Linan-Thompson, S. & Vaughn, S. (2007) Research-Based Methods of Reading Instruction for English Language Learners Grades K-4. ASCD. Lonigan, C. , & Whitehurst, G. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263– 290.

References Marzano, R. (2004) Building Background Knowledge for Academic Achievement. ASCD. Marzano, R. (2010) Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction. Heinle. Marzano, R. & Pickering, D. (2005) Building Academic Vocabulary: Teacher's Manual. ASCD. Mc. Cardle, P. & Chhandra, V. (2004) The Voice of Evidence in Reading Research. Brookes Publishing. Moats, L. , (2001) Overcoming the language gap. American Educator, 25 (2), 5, 8 -9. Moats, L. , (2005) Module 4 The Mighty Word: Building Vocabulary and Oral Language. LETRS. Sopris West. Nagy, W. E. , Anderson, R. C. , & Herman, P. A. (1987). Learning word meaning from context during normal reading. American Educational Research Journal, 24(2), 237 -270. Nicholson, T. , & Whyte, B. (1992). Matthew effects in learning new words while listening to stories. In C. Kinzer & D. Leu (Eds. ), Literacy research, theory, and practice: Views from many perspectives: Forty-first Yearbook of the National Reading Conference (pp. 499 -503). Chicago, IL: The National Reading Conference. Sénéchal, M. , & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360 -374. Sprenger, M. (2013) Teaching the Critical Vocabulary of the Common Core: 55 Words that Make or Break Student Understanding. ASCD, Alexandria, VA. Stahl, Steven A. , “Three Principles of Effective Vocabulary Instruction, ” Journal of Reading, April 1996, pp. 662– 668. Stahl, K. A. D. & Bravo, M. A. (2011) Classroom Vocabulary Assessment for Content Areas. Downloaded from readingrockets. com 9/25/12. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360 -407. White, T. G. , Slater, W. H. & Graves, M. G. (1990) Growth of Reading Vocabulary in Diverse Elementary Schools: Decoding and word meaning. Journal of Educational Psychology, 82(2), 281 -290.