Vocabulary AlphaboxVocabulary Alphabox1. Brainstorm a variety of methods for vocabulary

instruction. Write each method in a box on the Alphabox sheet according the beginning letter of the method (i.e., pictures P box.)

2. Circle the three most frequently used methods.

3. Underline the three least frequently used methods.

4. Place a star next the methods that are most effective.

5. Process your findings with a partner.

1. Brainstorm a variety of methods for vocabulary instruction. Write each method in a box on the Alphabox sheet according the beginning letter of the method (i.e., pictures P box.)

2. Circle the three most frequently used methods.

3. Underline the three least frequently used methods.

4. Place a star next the methods that are most effective.

5. Process your findings with a partner.

Comprehension, Comprehension,

Comprehension!Comprehension, Comprehension,

Comprehension!

To seriously influence a student’s reading comprehension, effective vocabulary instruction is essential.

To seriously influence a student’s reading comprehension, effective vocabulary instruction is essential.

Background

Knowledge

Vocabulary

Comprehension

Factors Influencing Vocabulary

Development: Memory

Factors Influencing Vocabulary

Development: Memory

Factors Influencing Vocabulary Development: Retention and the Brain - Changes in Capacity of Working Memory

with Age

Factors Influencing Vocabulary Development: Retention and the Brain - Changes in Capacity of Working Memory

with Age

Approx. Age Range

Minimum of

Memory Items

Maximum of

Memory Items

Average Items

Working Memory

Time

Less than 5 yrs. old

1 3 3Up to 5 mins.

From 5 to 14 yrs. old

3 7 55 to 10 mins.

14 yrs. and older

5 9 710 to 20

mins.

Sousa, David A. How the Brain Learns. 2nd ed. Thousand Oaks: Corwin P, Inc., 2001.

Factors Influencing Vocabulary Development:

K-12 Sensory Preferences

Factors Influencing Vocabulary Development:

K-12 Sensory Preferences

auditory20%

kinesthetic35%

visual45%

Common Underlying Proficiency

(CUP)

BICS-L1

CALP-L1

BICS-L2

CALP-L2

Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

Successful vocabulary development relies on:Successful vocabulary development relies on:

1. Focusing on important words

2. Providing effective instruction

1. Focusing on important words

2. Providing effective instruction

Focusing on Important Words: Choosing Words to

Teach

Focusing on Important Words: Choosing Words to

TeachWords have different levels of utility:

Readily learned

In between

Extremely infrequent

Effective vocabulary instruction focuses on terms that have the highest probability of improving student achievement.

Words have different levels of utility:

Readily learned

In between

Extremely infrequent

Effective vocabulary instruction focuses on terms that have the highest probability of improving student achievement.

Focusing on Important Words: Three Tiers

Focusing on Important Words: Three Tiers

The most basic words

Rarely require instruction in school

Develop through oral language use

Examples: clock, baby, and happy

The most basic words

Rarely require instruction in school

Develop through oral language use

Examples: clock, baby, and happy

Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

Focusing on Important Words: Three Tiers

Focusing on Important Words: Three Tiers

Words whose frequency of use is quite low and often limited to specific domains

Usually best learned when needed in the content area

Examples: isotope, lathe, and peninsula

Words whose frequency of use is quite low and often limited to specific domains

Usually best learned when needed in the content area

Examples: isotope, lathe, and peninsula

Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

Focusing on Important Words: Three Tiers

Focusing on Important Words: Three Tiers

High-utility words for mature language users

Refined labels for concepts children know

Examples: crucial, dynamic, and momentum

Good candidates for direct instruction

High-utility words for mature language users

Refined labels for concepts children know

Examples: crucial, dynamic, and momentum

Good candidates for direct instruction

Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

It Is a CycleIt Is a Cycle

Here is where effective instruction enters the picture!

Here is where effective instruction enters the picture!

Background

Knowledge

Vocabulary

Comprehension

Providing Effective Instruction:

What should it include?

Providing Effective Instruction:

What should it include? Should not be:

Look & remember Rote verbal

rehearsal “Look it up”

Should be: Rich

Details continuously added Frequent

Multiple exposures Meaningful

Association & connections

Systematic

Six-Step Process for Learning New Terms

Six-Step Process for Learning New Terms

Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary. Alexandria: Association for Supervision and Curriculum Development, 2005.

Step 1 Describe/Explain

Step 2 Restate

Step 3 Illustrate

Step 4 Record

Step 5 Discuss

Step 6 Review

Six-Step Process for Learning New Terms: Key Ideas

Six-Step Process for Learning New Terms: Key Ideas

To helps students develop an understanding of vocabulary, these key ideas should be applied:

Make vocabulary meaningful Tap into prior knowledge Provide context Break the vocabulary into chunks Make connections

To helps students develop an understanding of vocabulary, these key ideas should be applied:

Make vocabulary meaningful Tap into prior knowledge Provide context Break the vocabulary into chunks Make connections

Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary. Alexandria: Association for Supervision and Curriculum Development, 2005.

Strategies to Support Vocabulary Development

Where do these fit among the Marzano’s Six Steps?

Strategies to Support Vocabulary Development

Where do these fit among the Marzano’s Six Steps?

Vocabulary S.E.E.D.Vocabulary S.E.E.D.

Science S.E.E.D.Science S.E.E.D.

Concept WheelConcept Wheel

Concept WheelConcept Wheel

Math Concept WheelMath Concept Wheel

AlphaboxAlphabox

Alphabox for Language ArtsAlphabox for Language Arts

Sketch-to-StretchSketch-to-Stretch

1. A student reads a chunk of the text & draws about what happened.

2. Another chunk of text is read & the student is asked to draw again.

3. This pattern is repeated until the story is completely read.

4. The pictures can be used to summarize the text orally or in writing.

1. A student reads a chunk of the text & draws about what happened.

2. Another chunk of text is read & the student is asked to draw again.

3. This pattern is repeated until the story is completely read.

4. The pictures can be used to summarize the text orally or in writing.

VisualsVisuals

Realia

Bilingual Word Cards

Pictures

Vocabulary Picture Cards

Realia

Bilingual Word Cards

Pictures

Vocabulary Picture Cards

Sphere

Additional StrategiesAdditional Strategies

Show and tell Concept attainment Total Physical Response (TPR) Drama use to act out vocabulary Word Splash Word webs Graphic organizers Acrostics Think-pair-share Foldables

Show and tell Concept attainment Total Physical Response (TPR) Drama use to act out vocabulary Word Splash Word webs Graphic organizers Acrostics Think-pair-share Foldables

Your thoughts:

What additional strategies have you

used?

What strategy do you plan to use first with

students?

Your thoughts:

What additional strategies have you

used?

What strategy do you plan to use first with

students?