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Layers of Meaning: A Vocabulary Toolkit Participant Packet
Layers of Meaning: A Vocabulary Toolkit
Participant Packet
Layers of Meaning: A Vocabulary Toolkit 2
Overview……………………………………………………………………………….3
Participant Goals and Professional Development Outcomes……………….………4
PowerPoint Slides……………………………………………………………………...5
Participant Materials…………………………………………………………….…..15
References……………………..……………………………………………….……..18
Contact Information…………………………………………………………………19
Prepared by
David Irwin
Language Development Opportunities
Vancouver, Washington
Copyright Notice
The materials in this document are designed specifically for use in this training program. Information and
processes developed by authors other than David Irwin are used by permission and credited to those authors.
Except as required for use in this training workshop, duplication of this packet by copier or other electronic
means is prohibited unless specifically permitted in writing by David Irwin.
©2015 Language Development Opportunities
June 2015
Table of Contents
Layers of Meaning: A Vocabulary Toolkit 3
David Irwin
Language Development Opportunities
360-903-0131
6 Contact Hours
Overview
Since the 1995 Hart & Risely study on the effect of poor vocabulary on children living in poverty, there
have been numerous studies and instructional programs devised to head off their bleak prediction that
students who come to school deficient in academic vocabulary stay that way, and in fact fall farther
behind despite best efforts at remediation. A study completed by Dr. Margarita Calderon at Johns
Hopkins University points to the strategies developed by Beck, McKeown and Kucan in their 2002 book,
Bringing Words to Life, as among the most effective. In 2004, Marzano published his 6-step method in
Building Background Knowledge and elaborated on it in Teaching Basic and Advanced Vocabulary in
2010. This workshop focuses on the work of those two authors , and seeks to leave teachers with new
information and skills in the art of building word power in their students.
It is part of a suite of workshops that includes information and practice in these topics:
• English Language Development Standards
• Content and Language Objectives that Work
• Tal**Write**Learn: Infusing Academic Conversation into the Writing Process
• Layers of Meaning: A Toolkit for Vocabulary Development
• Assessment for ELLs
• Implementing Sheltered Instruction: Ideas for Administrators
• Cultural Competence and Language
Through participating in Layers of Meaning: A Vocabulary Toolkit 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
Layers of Meaning: A Vocabulary Toolkit
Layers of Meaning: A Vocabulary Toolkit 4
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PowerPoint Slides
Layers of Meaning: A Vocabulary Toolkit 5
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Layers of Meaning: A Vocabulary Toolkit 6
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Three tiered classification system◦ Tier I: common words
◦ Tier II: academic words that cross domain boundaries
◦ Tier III: domain specific words
Strategies at every grade band◦ Primary: 14 strategies
◦ Intermediate: 10
◦ Middle: 6
◦ High school: 6
Beck, McKeown & Kucan 2002
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Layers of Meaning: A Vocabulary Toolkit 7
Stage 1: Never having seen the term before
Stage 2: Knowing there is such a word, but not knowing what it means
Stage 3: Having context-bound and vague knowledge of the word's meaning
Stage 4: Knowing the word well and remembering it
Dale 1965
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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
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Initial Instructional◦ Teacher provides description, explanation and/or
example◦ Students restate the explanation in their own words◦ Students create a non-linguistic representation of the
term
Deeper Practice◦ Students engage in activities that help them build
understanding of the term◦ Students are asked to discuss the new term(s) with each
other◦ Students are involved in games with the new term(s)
Vocabulary notebooks
Marzano (2010)
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Layers of Meaning: A Vocabulary Toolkit 8
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Now you try to describe (purling)(opera).
If that’s too difficult, use it in a sentence. (example)
Marzano (2010)
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Layers of Meaning: A Vocabulary Toolkit 9
Word
scoliosis
Definition
Curvature of the spine
Sentence Scoliosis can be crippling.
Picture
Frayer 1969
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Comb bind
Ring bind
Zip lock bag
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?
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Layers of Meaning: A Vocabulary Toolkit 10
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Roots & Affixes◦ Knowledge of Greek/Latin word parts & origins
opens up meaning of many words
Purl: 1545–55; origin uncertain; akin to Norwegian purla to bubble up, gush
Opera: 1635–45; < Italian: work, opera < Latin, plural of opus service, work, a work, opus
◦ Lists available online
Marzano (2010)
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Layers of Meaning: A Vocabulary Toolkit 11
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Layers of Meaning: A Vocabulary Toolkit 12
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
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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)
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Layers of Meaning: A Vocabulary Toolkit 13
Talk a Mile a Minute◦ Teams are given a list of 7 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
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Giving clues:
definitions
spelling patterns
roots
different tense
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Two teams; one player from each team is up
Teams shout clues to their “up” player
Use Powerpoint version or write words on board behind the players
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Layers of Meaning: A Vocabulary Toolkit 14
Write each lesson vocab word or phrase on a card. Next to the word, write M for mime, S for speak, D for draw.
Divide the class in two groups. One student from each group comes forward, you show the card and he/she goes quickly back to his/her group to mime, draw or speak and thus try to give the correct information so that the others can guess the word.
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Layers of Meaning: A Vocabulary Toolkit 15
Signal Words
Cause and Effect Problem/Solution
Because
Since Therefore
Consequently In order that
As a consequence As a result
If…then Thus
Due to
Description or List
To illustrate For instance In addition
And Again
Moreover Also Too
Furthermore Another
First of all
Compare
As well as Also Too Like
Much as similarly
Similar too
Contrast
However But
On the other hand While
Although Different from
Less than Though
Yet Whereas
Sequence or Order
First Second Third
In the first place First of all
Then Before After Last
Meanwhile Now
Finally For one thing
Next
Layers of Meaning: A Vocabulary Toolkit 16
Layers of Meaning: A Vocabulary Toolkit 17
Vocabulary Instruction Template
Words:
Step 1: Introduce
Step 2: Students repeat
Step 3: Nonlinguistic representation
Step 4: Activity
Step 5: Journal and students discuss
Step 6: Game
Layers of Meaning: A Vocabulary Toolkit 18
Beck, I., McKeown, M., & Kucan, L. (2013) Bringing Words to Life: Robust Vocabulary Instruction. Guilford.
Beck, I., McKeown, M., & Kucan, L. (2008) Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples. Guilford.
Beck, I.L., Perfetti, C.A., & McKeown, 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 (ExC-ELL): Teachers Manual. Baltimore, MD: Center for Data-Driven Reform in Education, Johns Hopkins University.
Hart, B. & Risley, T. R., (1995) Meaningful Differences in the Everyday Experience of Young Children. Baltimore, MD: Brookes Publishing.
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.
Moats, L., (2005) Module 4 The Mighty Word: Building Vocabulary and Oral Language. LETRS. Sopris West.
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.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.
References
Layers of Meaning: A Vocabulary Toolkit 19
David Irwin
Language Development Opportunities
www.langdevopps.com
360-903-0131
Contact Information
