Building Academic Building Academic Vocabulary Vocabulary TeacherTeacher’’s Manuals Manual

Robert J. Marzano & Debra J. PickeringRobert J. Marzano & Debra J. Pickering

The Need for a ProgramThe Need for a Program to to Build Academic VocabularyBuild Academic Vocabulary

Presented By: Amy Presented By: Amy HuetherHuether & Barbara Ice& Barbara Ice

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By the end of this sessionBy the end of this session……

You will understand:You will understand:

Characteristics of effective vocabulary instruction, Characteristics of effective vocabulary instruction, andand

A sixA six--step process for direct instruction in step process for direct instruction in vocabulary.vocabulary.

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When?When?

When all teachers in a school focus on the same When all teachers in a school focus on the same academic vocabulary and teach in the same way, academic vocabulary and teach in the same way, school has a powerful comprehensive approach.school has a powerful comprehensive approach.

When all teachers in a district embrace and use the When all teachers in a district embrace and use the same comprehensive approach, it becomes even same comprehensive approach, it becomes even more powerful.more powerful.

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Impact of Direct Vocabulary Impact of Direct Vocabulary InstructionInstruction

Research shows a student in the Research shows a student in the 50th 50th percentilepercentile in terms of ability to comprehend in terms of ability to comprehend the subject matter taught in school, with no the subject matter taught in school, with no direct vocabulary instruction, scores in the direct vocabulary instruction, scores in the 50th percentile50th percentile ranking. ranking.

The same student, after specific contentThe same student, after specific content--area area terms have been taught in a specific way, terms have been taught in a specific way, raises his/her comprehension ability to the raises his/her comprehension ability to the 83rd percentile83rd percentile. .

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Why?Why?

Why does vocabulary instruction have such Why does vocabulary instruction have such a profound effect on student a profound effect on student

comprehension of academic content?comprehension of academic content?

What do these words have in common: What do these words have in common:

fall line, snow plow, corn snow, fall line, snow plow, corn snow, unweightunweight, , powder, packed powder, green slope, blue powder, packed powder, green slope, blue slope, back slope, mogul, carving, and faceslope, back slope, mogul, carving, and face--plant plant

When would knowing this vocabulary be When would knowing this vocabulary be helpful to you?helpful to you?

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Consider thisConsider this……

Background knowledge is more important to Background knowledge is more important to understanding of reading than IQ.understanding of reading than IQ.

Vocabulary instruction in specific contentVocabulary instruction in specific content--area area terms builds up studentterms builds up student’’s background s background knowledge in content area.knowledge in content area.

Students who understand content for example, Students who understand content for example, in a state mathematics standards document in a state mathematics standards document regarding data analysis and statistics have regarding data analysis and statistics have understanding of terms such as understanding of terms such as mean, median, mean, median, mode, range, standard deviation, mode, range, standard deviation, and and central central tendencytendency..

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Studies showStudies show……4 year olds4 year olds

Social Class Words Heard

Professional Family 45 million

Working Class 26 million

Welfare 13 Million

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Did You Know?Did You Know?

If students do not understand If students do not understand 5% of the words, they will have 5% of the words, they will have difficulty comprehending the difficulty comprehending the text if they comprehend at all.text if they comprehend at all.

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Did You KnowDid You Know……

With the person behind you, decide if With the person behind you, decide if following statements are following statements are truetrue or or falsefalse..

1. Reading 14 minutes a day means reading 1. Reading 14 minutes a day means reading over 1,000,000 words a year.over 1,000,000 words a year.

2. Preschool or children2. Preschool or children’’s books expose you to s books expose you to more challenging vocabulary than do primemore challenging vocabulary than do prime--time adult TV shows.time adult TV shows.

3. Vocabulary can be learned through reading 3. Vocabulary can be learned through reading and talking.and talking.

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Research says...Research says...

Students must encounter words in context 6 Students must encounter words in context 6 --10 10 times for longtimes for long--term retention.term retention.

Students do not learn vocabulary through Students do not learn vocabulary through worksheets such as word searches and or by worksheets such as word searches and or by looking up words in the dictionary.looking up words in the dictionary.

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Research also saysResearch also says……Students develop vocabulary through:

wide reading explicit vocabulary instruction

– reading a lot– reading different

types of texts– helps most with

general vocabulary knowledge

– Read Alouds and SSR

– focusing on specific words and their meanings

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What It Means to UsWhat It Means to Us……

It is not necessary for all vocabulary terms to be It is not necessary for all vocabulary terms to be directly taught.directly taught.

Yet, direct instruction of vocabulary has been Yet, direct instruction of vocabulary has been proven to make an impact.proven to make an impact.

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Creating a List of Academic Creating a List of Academic Vocabulary TermsVocabulary Terms

Building Academic Vocabulary TeacherBuilding Academic Vocabulary Teacher’’s Manuals Manual lists lists 7,9237,923 terms in terms in 1111 subject areas extracted from subject areas extracted from national standards documents, organized into four national standards documents, organized into four gradegrade--level intervals: level intervals:

KK--2, 32, 3--5, 65, 6--8, and 98, and 9--1212..

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Picking Vocabulary WordsPicking Vocabulary Words

Decisions should be made at teacher, school, or Decisions should be made at teacher, school, or district level.district level.

Using Using Building Academic Vocabulary TeacherBuilding Academic Vocabulary Teacher’’s Manual s Manual as a resource, a district, school, or teacher can create as a resource, a district, school, or teacher can create an academic vocabulary word list of a FEW terms an academic vocabulary word list of a FEW terms from specific content areas.from specific content areas.

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Selecting Academic TermsSelecting Academic Terms

Process used by committee Process used by committee

to generate district wide to generate district wide

(or school wide) list of terms is (or school wide) list of terms is divided into five phases.divided into five phases.

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Decision MakingDecision Making

Decide on number of words to be taught at each Decide on number of words to be taught at each grade level and, by grade level and, by

extension, across a extension, across a

gradegrade--level interval (Klevel interval (K--2, 32, 3--5,5,

66--8,or 98,or 9--12) or a multi12) or a multi--grade grade

span (e.g. Kspan (e.g. K--6 or K6 or K--12).12).

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Content Content –– List of TermsList of Terms

For each academic content area in program, create a For each academic content area in program, create a rankrank--ordered list of words important to gradeordered list of words important to grade--level level interval or multiinterval or multi--grade span by selecting words grade span by selecting words from list. from list.

Add words that reflect local standards and Add words that reflect local standards and curriculum materials.curriculum materials.

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How Many Terms?How Many Terms?

Based on length of these lists, determine how many Based on length of these lists, determine how many terms should be taught in each academic area.terms should be taught in each academic area.

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Final ListFinal List

Generate final list of terms for each academic area Generate final list of terms for each academic area by making additions, deletions, or other alterations.by making additions, deletions, or other alterations.

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AssignAssign

Terms to specific grades.Terms to specific grades.

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From the beginningFrom the beginning……

Understand lists are not Understand lists are not ““cast in stonecast in stone””, but rather , but rather additions and deletions may become necessary over additions and deletions may become necessary over time.time.

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Effective Vocabulary InstructionEffective Vocabulary Instruction……

Encourages multiple ways of thinking (visual, Encourages multiple ways of thinking (visual, verbal, written, kinesthetic)verbal, written, kinesthetic)

Uses studentUses student--friendly explanations, not definitionsfriendly explanations, not definitions

Actively involves studentsActively involves students

Facilitates TALK about wordsFacilitates TALK about words

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Effective Vocabulary InstructionEffective Vocabulary Instruction……

Provides multiple exposures to wordsProvides multiple exposures to words

Teaches independent wordTeaches independent word--learning strategieslearning strategies

Makes connections between and among wordsMakes connections between and among words

Focuses on fewer words in more depth (5Focuses on fewer words in more depth (5--10 per 10 per week)week)

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Systematic Instruction in Systematic Instruction in VocabularyVocabulary

Benefits ALL students!Benefits ALL students!

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MarzanoMarzano’’s Sixs Six--Steps for Steps for Teaching New TermsTeaching New Terms

First 3 steps First 3 steps –– introduce and introduce and develop initial understanding.develop initial understanding.

Last 3 steps Last 3 steps –– shape and shape and sharpen understanding.sharpen understanding.

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Step 1Step 1

Provide a description, Provide a description, explanation, or example of explanation, or example of

new term. new term.

Our term for today is: Our term for today is:

““prior knowledgeprior knowledge..””

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Step 2Step 2

Students restate explanation Students restate explanation

of new term in own words.of new term in own words.

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Step 3Step 3

Students Students create a create a nonlinguistic nonlinguistic representation representation of term.of term.

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Step 4Step 4

Students periodically do activities Students periodically do activities that help add to knowledge of that help add to knowledge of vocabulary terms.vocabulary terms.

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Review Activity Review Activity Solving Analogy ProblemsSolving Analogy Problems

One or two terms are missing. Please think One or two terms are missing. Please think about statements below, turn to your elbow about statements below, turn to your elbow partner and provide terms that will partner and provide terms that will complete following analogies.complete following analogies.

BoneBone is tois to skeletonskeleton asas wordword is tois to ______.______.

RhythmRhythm is to is to musicmusic as _____ is to _____.as _____ is to _____.30

Step 5Step 5

Periodically students are asked Periodically students are asked to discuss terms with one to discuss terms with one another.another.

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““Talk a Mile a MinuteTalk a Mile a Minute””ActivityActivity

Teams of 3Teams of 3--44

Designate a Designate a ““talkertalker”” for each round.for each round.

Try to get team to say each word by quickly Try to get team to say each word by quickly describing them.describing them.

May not use words in category title or rhyming May not use words in category title or rhyming words.words.

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Parts of SpeechParts of Speech

NounNoun

VerbVerb

AdjectiveAdjective

PrepositionPreposition

ConjunctionConjunction

AdverbAdverb

Pronoun Pronoun 33

Step 6Step 6

Periodically students are Periodically students are involved in games that allow involved in games that allow them to play with terms.them to play with terms.

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Vocabulary CharadesVocabulary CharadesGame ActivityGame Activity

Please stand. Please stand.

Using your arms, legs, and bodies, show the Using your arms, legs, and bodies, show the meaning of each term below:meaning of each term below: CompromiseCompromise EquatorEquator Supply and DemandSupply and Demand

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More gamesMore games……

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And More GamesAnd More Games……Free AssociationFree Association

Comparing TermsComparing Terms Classifying TermsClassifying Terms

Solving AnalogiesSolving Analogies Creating Metaphors Creating Metaphors

What is the question?What is the question?

Draw MeDraw Me Vocabulary CharadesVocabulary Charades

Name That CategoryName That Category

Talk a Mile a MinuteTalk a Mile a Minute Vocabulary JeopardyVocabulary Jeopardy

Card GamesCard Games Bingo Bingo Web GamesWeb Games37

How do we embed this in to CSCOPE?

Pre-Teach Vocabulary (Targeted Groups) During Tutorials?

Embed within the lesson (SUPPLEMENT DON’T SUPPLANT) Where does this term fit within the 5E Framework?

Interactive Word Walls

Review Assessment Results and Re-Teach

ManagementManagement

1, 2, 3 terms per week for 30 weeks to teach target 1, 2, 3 terms per week for 30 weeks to teach target terms.terms.

Set aside time periodically to engage students in Set aside time periodically to engage students in vocabulary activities, adding to knowledge base.vocabulary activities, adding to knowledge base.

Allow students to discuss terms.Allow students to discuss terms.

Encourage students to add information to Encourage students to add information to notebooks.notebooks.

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Example of Example of Typical TwoTypical Two--Week PeriodWeek Period

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Monday Tuesday Wednesday Thursday Friday Vocabulary

game played right before lunch period. (Step 6)

Comparison Activity (Step 4)

Vocabulary game played at the end of the day. (Step 6)

Monday Tuesday Wednesday Thursday Friday

Vocabulary game played right before lunch. (Step 6)

Think-Pair-Share Activity (Step 5)

Ideas for Grade Level Ideas for Grade Level Collaboration: Collaboration: Student NotebookStudent Notebook

Use notebook from one year to the nextUse notebook from one year to the next

Select terms from 4 or 5 subject areas Select terms from 4 or 5 subject areas

Record subject area in borderRecord subject area in border

ColorColor--code pagescode pages

AlphabetizeAlphabetize

Organize by subject area, unit, theme, or topicOrganize by subject area, unit, theme, or topic

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Final ThoughtsFinal Thoughts

Teachers, schools, and districts that embrace a Teachers, schools, and districts that embrace a comprehensive approach of building academic comprehensive approach of building academic vocabulary will see impressive results in classrooms vocabulary will see impressive results in classrooms and on achievement tests.and on achievement tests.

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Websites for VocabularyWebsites for Vocabulary QUIA QUIA –– Rags to richesRags to riches

www.quia.com/rr/37717.htmlwww.quia.com/rr/37717.html

Learn basic words from 189 topics and play gamesLearn basic words from 189 topics and play games--matching, matching, hangman, quizzes, word searches, crossword puzzleshangman, quizzes, word searches, crossword puzzles http://http://www.vocabulary.co.ilwww.vocabulary.co.il//

ESL vocabulary GamesESL vocabulary Games http://www.eslflow.com/games1.htmlhttp://www.eslflow.com/games1.html

Tier 2 words? Curious, stampede Tier 2 words? Curious, stampede –– Definition givenDefinition given--swing to swing to correct answercorrect answer http://http://www.fekids.com/kln/games/wordjunglewww.fekids.com/kln/games/wordjungle//

PBS site PBS site –– word play word play –– word pronounced and demonstratedword pronounced and demonstrated43

Dictionary Web ResourcesDictionary Web Resources

One Look One Look –– pulls up all onpulls up all on--line dictionary definitionsline dictionary definitions http://http://www.onelook.comwww.onelook.com

Word References, Games and moreWord References, Games and more…… http://http://dictionary.reference.comdictionary.reference.com// www.wordsmith.orgwww.wordsmith.org

The Internet Picture DictionaryThe Internet Picture Dictionary http://http://www.pdictionary.comwww.pdictionary.com//

Merriam Webster SiteMerriam Webster Site http://http://www.wordcentral.comwww.wordcentral.com//

English/Spanish Basic Picture DictionaryEnglish/Spanish Basic Picture Dictionary44

Your Journey Has BegunYour Journey Has Begun

Each fall, monarch butterflies in Maine begin Each fall, monarch butterflies in Maine begin an unbelievable journey to a hilltop in an unbelievable journey to a hilltop in Mexico. Mexico. How do they do it?How do they do it? They focus on They focus on the goal, not the difficulties. Each day they the goal, not the difficulties. Each day they take their bearings and set off, allowing their take their bearings and set off, allowing their instincts and desire to steer them. They instincts and desire to steer them. They accept what comes; some winds blow them accept what comes; some winds blow them off course, others speed them along. They off course, others speed them along. They keep flying until, one day, they arrive.keep flying until, one day, they arrive.

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CSCOPE

Thank you.Thank you.

Your determination makes Your determination makes

the difference.the difference.

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To order notebook materials and free access to a To order notebook materials and free access to a Building an Academic Vocabulary Building an Academic Vocabulary Web site for word Web site for word selection, call 1selection, call 1--800800--933933--2723, Ext. 5634, or visit 2723, Ext. 5634, or visit ASCDASCD’’ss Online Store at http://Online Store at http://shop.ascd.orgshop.ascd.org..

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