Vocabulary InstructionIvy Phillips7th-grade English/Language ArtsHutchison School

Outline1. Rationale2. Research3. Common Core 4. Vocabulary in my classroom5. Word Play6. Student Research7. Online tools8. How do you provide effective vocabulary instruction?9. Resources

Rationale1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Science Dailyhttp://www.sciencedaily.com/releases/2013/01/130124134046.htm

Rationale1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Wall Street Journalhttp://online.wsj.com/article/SB10001424127887323316804578163213067015532.html

Research1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

● Gaining access to words is crucial to improve reading comprehension (Baumann & Kame'enui (Eds.), 2003)

● Biemiller (2001) argues for explicit instruction in root words and for instruction in deriving word meanings from affixes and word families. Baumann et al. agree and “recommend that future instructional research in morphemic and contextual analysis (i.e., “ways of inferring word meanings”) ought to be complemented with teaching of high-utility root words (Dale & O’Rourke, 1976) and Latin and Greek cognates, which should expand students’ word-inference skill, perhaps to the point of influencing comprehension.” (Baumann, Edwards, Boland, Olejnik & Kame'enui, 2003).

Common Core

● Students who are college and career ready in reading, writing, speaking, listening and language “...use a wide-ranging vocabulary.”

● “The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases” (Common Core introduction).

1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Common Core – Language Standards

• Language Standard 4: determine meanings – both in context and dictionaryo L.6.4b, L.7.4b and L.8.4b Use common, grade-appropriate

Greek or Latin affixes and roots as clues to the meaning of a word

• Language Standard 5: figurative language, word relationships, and nuances in languageo Relationships between words (synonym, antonym, analogy)

• Language Standard 6: Academic and domain-specific words – vocabulary independenceo Gather vocabulary knowledge when considering a word or

phrase important to comprehension or expression

1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Common Core - 3 Tiers1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Common Core – Effective Instruction1. Rationale

2. Research

3. Common Core - 3 Tiers - Effective Instruction

4. Vocabulary in my classroom

5. Word Games

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

The six-step process includes the following steps:1. The teacher provides a description, explanation, or

example of the term.2. Linguistic definition – students restate the description,

explanation, or example in their own words.3. Nonlinguistic definition – students construct a picture,

pictograph, symbolic representation, or act out the term.

4. The teacher extends and refines understanding of the word by engaging students in activities that help them add to their knowledge of the terms.

5. Periodically ask students to discuss the terms with one another.

6. Involve students in games that enable them to play with the terms and reinforce word knowledge.

Marzano’s 6-Step Vocabulary

Process

http://www.learningunlimitedllc.com/2012/12/12-days-tool-5-marzanos-6-step-vocabulary-process/

Vocabulary in my classroom

1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

What I’ve learned:1. It takes time.2. Even with a small class, it’s hard.3. Multiple exposures - sounds nice, often tricky4. Front loading helps - sometimes. Introducing key

terms before reading a text does help to a certain extent; however, it is not a guarantee for comprehension or retention.

5. Discuss the words for “a-ha” moments. It takes up a lot of class time, but I’ve noticed that when we discuss the words as a class and brainstorm new words from the parts (prefixes, roots, and suffixes) of those words, my students are more likely to remember the word we started with and more likely to connect to new words.

Word Play1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Word Sorts - Resource for word sorts - Gankse - Word Journeys

For a Closed Word Sort, provide students with the categories into which they will sort the vocabulary words. For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.

Cloze Procedure (or something similar to it) - a technique where words are deleted from a passage according to a word-count formula; students insert words as they read; initially a diagnostic for reading assessment

Scrabble - with a vocabulary list or without; with a dictionary or without

Word Play

1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Group Work● Using the lesson 1 or 3 prefixes, roots, and

suffixes handout, come up with 3 to 4 new words.

● When your team decides on a word, use the dictionary to see if it is a real word.

● Write down the word, the part of speech, and the definition.

● Combine two groups - share words.○ Combine three groups - share words. ○ Another option: Combine groups then

share the common words with class.

Word Play “I don’t know this word.”

Rules of Play1. Context Clues: Read the sentences around the word to

see if there are clues to its meaning.2. Word-Part Clues: See if you can break the word into a

root word, prefix, or suffix to help figure out the meaning.● Look for a ROOT WORD● Look for a PREFIX● Look for a SUFFIX● Put the meanings of the ROOT and any PREFIX or

SUFFIX together and see if you can build the meaning of the word.

1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Student Research via Reading (independent or academic)

1. Rationale

2. Research

3. Common Core

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Vocabulary Research Assignment

CHOICE: Students may choose any word from any book.

EXPOSURE: This assignment extends instruction beyond my classroom.

Tier 2 and tier 3 words are more accessible.

Digital Tools1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

http://lingro.com/ → Insert a website into Lingro, and it becomes clickable. Similar to a Kindle, students can click on any word for a definition.

http://visual.merriam-webster.com/ → visual dictionary

http://www.wordnik.com/ → definitions, example sentences, synonyms, picture associations,

http://www.etymonline.com/ → Etymology dictionary. Search the history of a word. This dictionary also breaks it down into prefix, root, and suffix.

http://www.tingoed.com/

How do you teach vocabulary?1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

Resources for you1. Rationale

2. Research

3. Common Core - 3 Tiers

4. Vocabulary in my classroom

5. Word Play

6. Student Research

7. Online tools

8. How do you provide effective vocabulary instruction?

9. Resources

http://www.learningunlimitedllc.com/2012/12/12-tools-tool-10-infographic-effective-vocabulary-instruction/

http://www.learningunlimitedllc.com/2012/12/12-days-tool-5-marzanos-6-step-vocabulary-process/

http://www.learningunlimitedllc.com/teacher-resources/vocabulary/

http://www.learningunlimitedllc.com/wp-content/uploads/2012/09/Save-the-Last-Word-for-Me1.pdf

Presentation Resources

Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame'enui, E. J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494.

Baumann, J.F. & Kame'enui, E.J. (Eds.),Vocabulary Instruction: Research to Practice (Solving Problems in the Teaching of Literacy)New York: The Guilford Press.

Harris, L. A. Institute of Education Sciences, (2007).Adolescent literacy: Word study with middle and high school students. Retrieved from website: http://files.eric.ed.gov/fulltext/EJ967455.pdf