Vocabulary and ContentStrategies for teaching academic

vocabulary

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Past Practice: Dictionary/Glossary“Rote memorization of words and definitions is

the least effective instructional method resulting in little long term effect.”

(Kameenui, Dixon, Carine 1987)

In an age when emphasis is put on critical thinking, we must examine how that impacts our approach to vocabulary.

Past Practice: Assign Reading without frontloadingHere had been overgrazing before the

coming of the settlers and the invasion of barbed wire, but the death knell of the Plains was sounded and the birth of the Great American Desert was inaugurated with the introduction and rapid improvement of power farming. “Dust to Eat, and Dust to Breathe, and Dust to Drink”

Readers must have a rich vocabulary and background knowledge to support understanding.

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Picking Terms to Teach Is term critically important to content I

will be teaching this year? Which terms are necessary to understand

the key points of the chosen resource? Which terms do I want my students to remember and reuse?

Marzano’s Six Steps to Teaching Vocabulary Step 1

The teacher provides

a description, explanation or example of the

new term. 7

Step 2Students restate the

explanation of the new term in their own words.

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Step 3

Students create a nonlinguistic representation of

the term.

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Step 4Students periodically engage in

activities that help themadd to their knowledge of

vocabulary terms.

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Step 5

Frequently have students discuss important terms with one another.

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Studies show that it takes, on average, 28 exposures to a new word before it becomes part of a student’s working vocabulary.

Step 6

Periodically engage students in games that allow them to play

with the terms.

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Games

Tools & StrategiesFor “Digging Deep”

Frayer Model (word web)LINCS Strategy

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Frayer Model Definition

integer

Examples Non-examples

Facts

Word/Concept

Frayer Model Definition

integer

Examples Non-examples

Facts

Word/Concept

- Is a number

- Has no fractional or . decimal part

- May be positive

- May be negative

- May be zero

Frayer Model Definition

integer

Examples Non-examples

Facts

Word/Concept

- Is a number

- Has no fractional or . decimal part

- May be positive

- May be negative

- May be zero

0

-4

781

0.2

-1.3

2/3

An Overview of the LINCS StrategyStep 1: List the parts: word and definition

Step 2: Identify a Reminding Word

(perhaps a word that sounds like the vocabulary word

Step 3: Note a LINCing Sentence that includes the reminding word and part of the definition

Step 4: Create a LINCing Picture about the sentence

Step 5: Self-test!

1. Take an index card and divide it in half by folding the card.

Creating LINCS Study Cards

Creating LINCS Study Cards

dynamic

2. Write the word to be learned on the top half of one side.

Creating LINCS Study Cards

Very active, energetic

dynamic

3. Write the parts of the definition you need to remember on the top of the other side.

Creating LINCS Study Cards

Very active, energetic dynamic

4. Write the Reminding Word on the bottom half of the first side.

dynamite

Creating LINCS Study Cards

The blast of dynamite was like an active volcano, it had energy.

Very active, energetic dynamic

5. Write the LINCing Story on the bottom half of the second side.

dynamite

Creating LINCS Study Cards

dynamic

6. Draw the LINCing Picture on the bottom half of the second side.

dynamite

Very active, energetic

The blast of dynamite was like an active volcano, it had energy.

What about “dictionary” and resource skills?

THINK OUTSIDE OF THE BOX:What skill are we really

emphasizing?

EXAMPLE: an·nu·al [an-yoo-uh l] –adjective 1. of, for, or pertaining to a year; yearly: annual salary. 2. occurring or returning once a year: an annual celebration. 3. living only one season or year, as beans, corn or certain insects. 4. performed or executed during a year: the annual course of the sun.   Match the letter of the definition to the way in which the annual is used in

the sentences below.   _____ I don’t waste my time planting annuals in my flowerbeds, I would rather have flowers that come back each spring. _____ Mrs. O’Connor knew behavior was going to get worse after spring break, it was the annual progression of sixth graders. _____ The annual rainfall was lower than average causing a drought to occur. _____ I am going to run in the annual Race for the Cure so that I can raise money for cancer research.

Questioning VocabularyDo students know what is being asked of them?

Larry Bell, 12 Powerful Words1. Trace: List in steps2. Analyze: Break apart3. Infer: Read between the lines4. Evaluate: Judge5. Formulate: Create6. Describe: Tell all about7. Support: Back up with details8. Explain: Tell how9. Summarize: Give me the short version10. Compare: All the ways they are alike11. Contrast: All the ways they are different12. Predict: What will happen next

Also, think about how you would explain the

term “justify”

Application & PlanningWhat strategies can I use to teach

vocabulary?Select vocabulary from your discipline. Discuss with your group how you will use the

strategies from this session.