VOCABULARY INSTRUCTION

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What are the CODE vocabulary principles?

What are Marzano’s six steps to effective vocabulary instruction?

How do the CODE and Marzano steps help struggling students add to their word knowledge?

How can I implement both the CODE principles and Marzano process into daily intervention instruction?

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I can explain the CODE Vocabulary Principles and Marzano’s Six-step Vocabulary Instruction.

I can implement CODE and Marzano into daily classroom planning and instruction. 3

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“Acquiring the vocabulary we use for thinking and communicating is a linguistic achievement of nearly incomprehensible importance and complexity.”

--Phythian-Sence and Wagner (2007)“The limits of my language are the limits of my mind. All I know is what I have words for.”

–Ludwig Wittgenstein (1953)

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Statement Agree Disagree

Vocabulary knowledge is the single most important factor in reading comprehension.

Explanation:

Socioeconomic status can drastically affect vocabulary development in children.

Explanation:

Students must have multiple exposures to a word and its meaning to deeply process it.

Explanation:

Vocabulary has to be taught through direct and indirect means.

Explanation:

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1,000,000 words

100,000 words

But HOW you teachvocabulary makes all thedifference in a student’s

actual word acquisition.

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“It is imperative to be mindful of

the serious limitations inherent in

the three most common vocabulary

teaching practices in K-12 classrooms.” Kevin Feldman & Kate Kinsella

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Active and positive student participation(Carr & Wixson, 1986)

Personal engagement with a new word (Dole, Sloan &Trathen, 1995)

Opportunities for students to discuss new words

Teaching vocabulary before reading(National Reading Panel 2000)

Learning in rich contexts, incidental learning, and the use of computer technologyNational Reading Panel 2000)

Providing multiple exposures to a word (Marzano., 2003)

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

No Vocabulary Instruction Direct VocabularyInstruction

Direct VocabularyInstruction on Words

Related to Content

18–Building Academic Vocabulary, 2

C O D E

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Students remembervocabulary when the word is

strongly Connected to what

they already know and haveexperienced.

Silver and Strong 2001

Students remember moreinformation when it is

clearly Organized.

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Students remember

vocabulary when it is Deeply

processed through visual,auditory, physical, oremotional experiences.

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Students remembervocabulary when they aregiven the opportunity to

Explore or think about it in a

variety of ways.

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Marzano’s Six-Step Approach

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The teacher provides a description, explanation or example of the new term.

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Students restate the explanation of the new term

in their own words.

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Students create a nonlinguistic representation

of the term.

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Students periodically engage in

activities that help themadd to their knowledge of

vocabulary terms.

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Frequently have students discuss important terms with one another.

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Periodically engage students in games that allow them to play

with the terms.

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Games

Without using your notes, think back to the discussion of the CODE vocabulary principles. On a piece of scrap paper, jot down what you remember.

Turn to a partner and see if you can fill in any gaps.

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Marzano CODETeacher provides description, explanation, or

example of new term.

Students restate explanation of the term in their own words.

Students create nonlinguistic representation of term.

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

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

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

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Statement Agree Disagree

Vocabulary knowledge is the single most important factor in reading comprehension.

Explanation:

Socioeconomic status can drastically affect vocabulary development in children.

Explanation:

Students must have multiple exposures to a word and its meaning to deeply process it.

Explanation:

Vocabulary has to be taught through direct and indirect means.

Explanation:

“Many teachers see vocabulary as

necessary for better reading. Few, however, realize its long-term effect on learning, achievement, thinking, & communication.”

--Bromley, 2002; Watts, 1995

Learning Targets I can explain the CODE principles of vocabulary

instruction and Marzano’s six steps. I can implement CODE and Marzano into my daily

classroom planning and instruction. 34

Wagner, Richard, Andrea E. Muse and Kendra R. Tannenbaum. Vocabulary Acquisition: Implications for Reading Comprehension. Guilford Press: New York, 2007.

Wittgenstein, Ludwig. Philosophical Investigations, 1953. Hart, Betty & Risley, Todd R. Meaningful Differences in the Everyday Experience of

Young American Children. Paul H. Brookes Publishing: Baltimore, 1995.Nagy, W., & Anderson, R. C. (1984). “How many words are there in printed school

English?” Reading Research Quarterly, 19, 304-330.Feldman, Kevin & Kate Kinsella. “Narrowing the Language Gap: The Case for Explicit

Vocabulary Instruction”. Scholastic, 2005.Dole, Slone, and Trathen. “The Cornerstones of Reading Comprehension: Teaching

for Vocabulary and Text Understanding.” (2002) Retrieved from the World Wide Web http://www.designedinstruction.com/learningleads/reading-vocabulary-text.pdf (June, 2010).

Marzano, Robert. Building Backgraound Knowledge for Academic Achievement. ASCD: 2003.

Carr, E., & Wixson, K.K. (1986). Guidelines for evaluating vocabulary instruction. Journal of Reading, 29, 588–595.

National Reading Panel. Put Reading First. National Institute for Literacy, 2001.Silver, H., Strong, R., Perini, M. (2007). The Hidden Skills of Academic Literacy. Alexandria.: Thoughtful Education Press.Bromley, K. (2004). Rethinking vocabulary instruction. The Language and Literacy Spectrum, 14(Spring), 3-12.