The Research Behind The Research Behind Vocabulary Instruction Vocabulary Instruction Background knowledge and academic vocabulary are strong indicators of how students learn subject area content. Student must encounter words in context more than once to learn them (an average of 6 times). One of the best ways to learn a new term is to associate an image with it. Direct vocabulary instruction enhances students’ ability to read and learn subject matter content. Rote memorization of definitions is ineffective. --------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------- Research supports the following process to teach new vocabulary: Teacher describes the new term Students explain the new term in their own words Students draw a picture to represent the new term, engaging the non-linguistic learning styles Students use the words in other contexts Students discuss the terms with peers Students participate in vocabulary games INTERACTIVE WORD WALLS support the latest research in effective vocabulary instruction. INTERACTIVE WORD WALLS support the latest research in effective vocabulary instruction. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement Marzano, Pickering, and Pollock A Six-Step Process to Teaching Vocabulary ascd.org
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The Research Behind The Research Behind Vocabulary InstructionVocabulary Instruction
Background knowledge and academic vocabulary are strong indicators of how students learn subject area content.
Student must encounter words in context more than once to learn them (an average of 6 times).
One of the best ways to learn a new term is to associate an image with it.
Direct vocabulary instruction enhances students’ ability to read and learn subject matter content.
Rote memorization of definitions is ineffective.-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Research supports the following process to teach new vocabulary: Teacher describes the new termStudents explain the new term in their own wordsStudents draw a picture to represent the new term, engaging the non-linguistic learning stylesStudents use the words in other contextsStudents discuss the terms with peersStudents participate in vocabulary games
INTERACTIVE WORD WALLS support the latest research in effective vocabulary instruction.INTERACTIVE WORD WALLS support the latest research in effective vocabulary instruction.
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement Marzano, Pickering, and Pollock A Six-Step Process to Teaching Vocabulary ascd.org
Traditional vs. Interactive Word Walls
INTERACTIVE•An organized display of words
•Effectively supports vocabulary, spelling, and other academic standards
•Enhances learning
•Activities allow multiple encounters with words
•Non-evaluative opportunities to practice using the words
•Words are added to the word wall gradually
•Words are removed from the word wall when students know them.
TRADITIONAL
•A random display of words
•Words are added all year
•No words are ever removed
•Words are placed on the word wall before students are exposed to the words through teaching
•Both types provide a visual to aid in vocabulary
retention
Three Types of Word WallsThematic Word Wall
All words are related to a specific theme or unit of study
Alphabetic Word Wall Words from various topics are arranged
alphabetically
Review Word Wall Includes words that were removed from a thematic
word wall but require further review
A Thematic Word Wall
Be selective when choosing words to add to your word wall.
Thematic Word Walls
A Thematic Word Wall
Display words on a bulletin board.
Add definitions and pictures to make your word wall more attractive.
Use the Door
Placing the words on your door will remind you to review before your students leave the classroom.
Alphabetic Word Wall
Alphabetizing the words on your word wall will keep them organized.
If space is an issue, use a display board with word pockets.
DEVICESIN POETRY AND PROSEAlphabetic WORD WALL
AAlliteration
Assonance
B CConsonance
DDialogue
E
FFirst PersonPoint of View
G HHyperbole
IImagery
J
K L MMetaphor
Mood
N OOnomatopoeia
PPersonification
Poetry
Prose
Q RRepetition
Rhyme
Rhyme Scheme
SSimile
Stanza
Symbol
TTheme
Third Person Point of View
U V W X-Y Z
Review Word Walls
This is a caterpillar
If space is an issue, use magnets to add the words to your ceiling!
When students have control of the words, this teacher adds them to a caterpillar for constant review.
• Give your students another opportunity to review the words by placing them on a wall in the hallway .
Be creative!
A visually attractive word wall will catch your students’ attention.
Student-Developed Word Walls
Students take ownership of their learning environment when they are allowed to help you create word walls. Also, this is a great way to add a touch of creativity.
Creating an Interactive Word Wall
Use an area in the classroom that is visible to all students:
Bulletin BoardCabinet DoorClassroom DoorProject BoardWhite BoardCeiling (check with your
Index CardsLarge Post-It NotesSentence StripsConstruction PaperCard StockWindow Markers
•Add words gradually, only when you encounter the words in your teaching
•Be selective when adding the words. What is essential to your learning objectives?
•Remove the words from the word wall when your students have “control” over the words
Color-code the words, either using colored markers for lettering or colored paper. Consider using a different color for parts of speech, frequently
misspelled words, subjects, topics discussed during different class periods, etc.
Laminate the words on your word wall.
Use a word processing program instead of writing the words on cards or post-it notes. The variations above are optional. Hand-written word walls are very successful!
8 Keys to a Successful Word Wall1. Make it interactive.
How can students use words in a variety of activities?2. Be selective.
How much space do you really have?3. Review words regularly.
What motivational games and instructional strategies could you link to word review?
4. Avoid commercially prepared word walls. Will your students enjoy contributing to their learning environment?
5. Take advantage of teaching moments. What words are essential in learning the standards or new concept?
6. Remove the words! Do your students already have “control” over these words? Has your
purpose changed?7. Consider the content of your classroom.
What is essential to your learning objectives (standards, themes, etc.)?8. Model the use of the word wall during writing.
How could you demonstrate the use of academic words in reading response?
