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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?