vocabworkshophandouts (2)

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CONTENTS:

Academic vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Marzano six-step process for vocabulary instruction . . . . . . . . . . . . . . . . . . . . . 2

Deepening Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

An example of vocabulary strategies for Social Studies . . . . . . . . . . . . . . . . . . . . . . .4

Forms that students can use to record their vocabulary words. . . . . . . . . . . . . . . . .5-12

including one rubric for knowledge level

Carousel Brainstorming, an example of an activity/game (one of the six steps) . . . . 13

Common Sense, a word game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Latin Roots and Greek Stems, ideas for using . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16

Common Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18

Vocabulary Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Kangaroo Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Chart showing the Average Retention Rate after 24 hours . . . . . . . . . . . . . . . . . . . . 21

Lists of words by content area and grade levels (from other states) . . . . . . . . . . 22-25

Language Arts. . . . . . . . . . . . . . . . . . . 22

Math . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Science . . . . . . . . . . . . . . . . . . . . . . . . 24

Social Studies . . . . . . . . . . . . . . . . . . . 25

Academic Vocabulary Resources (sites, books, etc. for activities/games). . . . . . 25-26


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1

ACADEMIC VOCABULARY

What is Academic Vocabulary?

It is the vocabulary critical to understanding the concepts of the content taught in schools. In identifying

academic vocabulary for instruction, teachers must remember that not all terms are of equal importance.

Some terms are critically important.

Some are useful but not critical.

Some are interesting but not useful.

Staff of U-46 developed a draft list of academic vocabulary words that students are expected to

understand and use at each grade level. You can find the list on the U-46 web site (www.u-

46.org/roadmap).Why teach Academic Vocabulary?

According to Marzano (2005) the strongest action a teacher can take to ensure that students have the

academic background knowledge to understand the content they will encounter is providing them with

direct instruction in these terms. When students understand these terms, it is easier for them to

understand the information they will read and hear in class.

Factoids

* Vocabulary assessed in first grade predicted over 30% of reading comprehension variance in 11th

grade (Cunningham and Stanovich, 1977).

* While four encounters with a word did not reliably improve reading comprehension, 12

encounters did (McKeown, Beck, Omanson, and Pople, 1985).

* One of the most critical services a teacher can provide, particularly for students who do not come

from academically advantaged backgrounds, is systematic instruction in important academic

terms (Marzano and Pickering, 2005).

* The same student placing at the 50th percentile in reading comprehension, with no direct

vocabulary instruction, placed at the 83rd percentile when provided specific instruction in

academic vocabulary (Stahl and Fairbanks, 1986).

ELL Students and Academic Vocabulary

Marzano and Pickering (2005), emphasize, the importance of teaching ELL academic

vocabulary in a systematic approach. They suggest that vocabulary programs that

emphasize high-frequency terms fail to provide the background knowledge needed for

student success in the content areas. Students learn high-frequency words through widereading of fiction and information text.

References

Cunningham, A. and Stanovich, K (1977). Earl reading acquisition and its relation to reading experience and ability

10 years later. Developmental Psychology, 33, 934-945.

Marzano, R., and Pickering, D. (2005). Building academic vocabulary: Teachers manual. Alexandria, VA: ASCD.

McKeown, M., Beck, I, Onanson, R., and Pople, M. (1985). Some effects of the nature and frequency of vocabulary

instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.
http://www.u-46.org/roadmaphttp://www.u-46.org/roadmaphttp://www.u-46.org/roadmaphttp://www.u-46.org/roadmap


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Stahl, S. and Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review

of Educational Research, 56, 72-110.

MARZANO SIX-STEP PROCESS FOR VOCABULARY INSTRUCTION 2

Step 1: DESCRIBE Provide students with a description, explanation or example (not a

dictionary definition) using common language.

Determine prior knowledge

What do they think they know about this term?

Use imagery.

Step 2: RESTATE Students restate the description in their own words. Results are not as strong if

they copy the teachers or a classmates description.Discuss with a partner.

Students record it on a form teacher provides.

Step 3: PICTURE Students represent the term nonlinguistically.

This is a critical step in learning new vocabulary. DO NOT SKIP THIS.

Graphic representation illustrating process

Draw the thing.

Draw a symbol.

Dramatize the term.

Students record the picture on the form teacher provides.

Step 4: ACTIVITIES Engage students periodically in activities that add to their

knowledge of the terms.

Identify synonyms or antonyms.

List related words.

Write reminders of common confusions.

Draw an additional graphic.

Write metaphors and analogies.

Compare terms.

Classify terms.

Discuss similarities and differences of two terms.Students record this on paper and put in their vocabulary folder.

Step 5: DISCUSS Ask students to discuss terms with each other (or whole group)

Think-pair-share about targeted terms.

Add any pertinent info to the vocabulary folder.

Discuss terms that come up while reading in class.

Step 6: GAMES Play games with your terms.


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Crossword puzzles

Concentration

See vocabulary packet from Peggy Jackson.

See Resource page in vocabulary packet from Peggy Jackson.

DEEPENING ACADEMIC VOCABULARY 3

(Steps 4-5-6 in Marzanos Six-step Process)

Periodically review the terms and phrases; provide students with activities that add to their

knowledge base.

If students experience a new term or phrase only once, they will be left with their initial partial

understanding of the term or phrase. To develop deep understanding of the terms and phrases in their

academic vocabulary notebooks, students must be engaged in review activities.

Once a week or perhaps more frequently students might be offered activities that add to their knowledge

base about the terms and phrases in their notebooks. For example, they might make comparisons

between selected terms in a given subject area or between subject areas. They might create analogies or

metaphors for selected terms. They could simply compare their entries with those of other students.

Finally, they could be engaged in games that use the terms and phrases from their academic vocabulary

notebooks.

After each of these activities students should be asked to make corrections, additions, and changes to theentries in their notebooks. In this way, students knowledge of the academic terms and phrases will

deepen and become a sound foundation on which to understand the academic content presented in class.


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CAROUSEL BRAINSTORMING 13.

Post newsprint or poster board showing questions, quotes, or

concepts related to the weeks learning.

Divide students into groups of 4-6.

Place each group with a poster.

Each group adds its ideas about the topic. They might listattributes, an opinion, or compare one thing to another.

Groups are timed. They travel from one poster to the next

until all posters have been visited.

Groups visit their original poster, read the comments, andwrite a short summary.


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COMMON SENSE 14.

This is a card game for use in a small group of students or with the entire class

divided into teams. The game allows students practice with word associationsand main idea. Given four words (from your content area) that have

something in common, the students must determine what the commonality is.

If a correct answer is given, the student or team keeps the card. If an incorrect

answer is given, the card is returned to the bottom of the pile. The winner is

decided by the student or team who has the most points.

DIRECTIONS

Prepare cards from poster board or card stock. Clip off one corner. This

allows for easy sorting.

With permanent marker write the four common words on the front of the card.

Remember to make one card for the title of the game. Some prefer to use a

database and label making software for this entire step. The finished cards

look professionally made.

With the marker, write the answer on the back of the card. Laminate the cards

for durability if you choose.


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LATIN ROOTS/GREEK STEM 15.

Knowing some Latin and Greek will help any student with vocabulary.

I do this activity in two segments: a unit for the Latin roots and a unit for the Greek stems.

1. First I present the list of roots or stems and their meanings by using an overhead projector.

2. Next I assign each student one of the roots or stems. He/she is to research words containing this root

or stem and make a list of as many words as possible, noting the words definition and how the roots

meaning pertains to it.

3. I then ask each student to select ten words from his/her list with which everyone should become

familiar. They write these words on an index card, along with their definitions and turn them into me.

4. I compile these words into a master list from which I select 20-25 per week as a combined

spelling/vocabulary list. I have enough words to make lists for an entire grading period.

5. Finally, I have my students create a visual display of all the words they have found for their root or

stem: a tree for the Latin roots and a flower for the Greek stems. I supply the colored construction

paper; the students supply their imaginations.

* They cut out a tree trunk from black paper and write the Latin root with

white crayon.

From green or autumn-colored paper, they cut leaves on which they write with marker all

the words they have found for that root, using one leaf per word. Have them glue the leaves to the trunk and display the trees on a bulletin board.

For the Greek stems, have them cut a flower stem from green paper on which they write

the Greek stem with black marker.

From brightly colored paper, they are to cut flower petals on which they write all the

words they have found for their stem.

Attach the petals to the stem and display their completed flower on a bulletin board.


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From the Teachers Desk 16

LATIN ROOTS GREEK STEMS

Aqua (water) astro (star)

Audi (hear) auto (self)

Cent (hundred) bio (life)

Creat (make) geo (earth)

Equ (same, even) gram (something written)

Fract (break) graph (something that writes)

Gress (step, go) meter (measure)

Ject (throw) micro (small)

Liber (free) mono (single, one)

Loc (place) ology (study of)

Manu (make) phone (sound)

Mem (keep in mind) photo (light)

Mare (sea) tele (far away)

Miss/mit (go, send) phobia (fear)

Oct (eight)

Ped (foot)

Port (carry)

Scrib (write)


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Script (write

Uni (one, single)

Vis (see) From The Teachers Desk

COMMON WORDS 17

This is a card game designed for an individual student to give him/her practice with synonyms for

common words.

DIRECTIONS:

1. On index cards, write the words from the first column of the table below. These

are the common words.

2. On smaller cards made from poster board, oak tag, or card stock, write the words

from the second column of the table below. These are the synonyms to the

common words.

3. On the back of the smaller cards, write the common word. Thus the activity can be

self-checking.

4. A database and label making software to print the words on removable labels can

be used. These get affixed to the cards. Then laminate. The final product looks

professionally made.

5. The cards are ready to use

6. Store in Ziploc bags or mailing envelopes on which the games name is written.

TO PLAY:

Spread the common words on a table or desk so all can be seen easily.


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Shuffle the smaller cards.

Match the words on the smaller cards to the common word for which they are a synonym.

When all the smaller cards have been matched, turn them over to check the answers.

COMMON WORDS SYNONYMS 18

LAUGH chortle, chuckle, grin, guffaw, crow, titter, cackle,hoot, giggle, snicker

CRY whimper, wail, blubber, howl, weep, moan, whine, bawl, sob, sniffle

HAPPY tickled, elated, thrilled, lighthearted, delighted,

ecstatic, blissful, jovial, overjoyed, jubilant

SAD pitiable, downhearted, woebegone, forlorn, dispirited, miserable, wretched,

dejected, disheartened, depressed

WALK swagger, trek, saunter, shuffle, plod, meander,

amble, trudge, step, stroll

RUN dash, speed, dart, race, scramble, chase, scamper, bolt, trot, scoot


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www.teachersdesk.org/vocabcommon.html

VOCABULARY SORT 19

Vocabulary sort is an activity designed to get students actively involved with nonfiction or

fiction genres prior to reading a selection. It engages the students in group activity thatrequires them to utilize prior knowledge, dictionary skills, and prediction.

DIRECTIONS:

1. Identify eight to ten words from your students upcoming reading selection that will

provide a clue as to what the selection is about. More can be utilized once your

students are familiar with the procedure.

2. Write or print the words on a sheet of unlined paper. Divide your students

into groups of three or four. Make enough copies of the words for each group.

3. Distribute the word lists and have your students cut them apart. Tell them to glue

the words in any order they choose on another sheet of paper. They must have a

reason for their choices. Write the reason on the back of the paper.

4. Next they are to write the definition next to each word.

5. At the bottom of the paper they are to write what they think the selection will be

about based on the vocabulary words. They are also required to tell why they think

this prediction is so.

6. Allow the groups to share their definitions, order of words, and predictions.
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Points are awarded for the quality of work and how well the students worked as a group.

The work is saved to refer to them after reading the selection to see how accurate the

predictions were.

www.teachersdesk.org/vocabsort.html

KANGAROO WORD 20.

This is a fun, challenging way to practice working with synonyms. It can be played by individual

students, small groups, or the whole class.

Directions:

1. From heavy card stock, oak tag, or poster board, make a set of flashcards,

approximately 2x4.

2. On one side of the card write the starting word, the longer word of the pair.

3. Place an asterisk in front of this word indicating that it is the starting word.

4. On the back of the card, write the kangaroo word, the shorter of the pair.

To play:

Read the first word. Find a synonym for it by using some of the letters in the first word.

Start with the first letter, and like a kangaroo, hop over letters that you dont need.

Possible word pairs:

Starting Word Kangaroo Word Starting Word Kangaroo

slithered slid joviality joy

perimeter rim container can


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indolent idle rampage rage

prattle prate curtail cut

evacuate vacate matches mate

encourage urge regulates rules

prosecute sue splotches spots

calumnies lies diversified diverse

rapscallion rascal respite rest

perambulate amble pinioned pinned

www.teachersdesk.org/vocabroo.html

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LANGUAGE ARTS VOCABULARY 22

6th grade 7th grade 8th grade

employ interaction w/texts allusion

foreign phrases paraphrase antecedent

genre etymology bias

hyperbole semantic change clincher sentence

imagery connotation coherent order

inference denotation composition

mnemonic devices stress cross-reference

writing modes pitch debate

multiple meanings juncture derivation

personification onomatopoeia dramatizationrhyme accent elaboration

rhythm repetition facilitator (role

point of view foreign phrases identification/groups)

propaganda internal rhyme gerund

relevant irony inferring

relevancy mood jargon

sequential order foreshadowing inductive reasoning

sidebars flashback deductive reasoning

simile tone inflection

symbolism inferences enunciation

text features viewpoint rate

thesis statement epilogue pitch

stressed assonance participles

unstressed consonance persuasive writing

syllables nuance preface

clauses climax reliability

double-negative sensory detail

shades of meaning

tension

thesis statement

mood/toneacronyms

sidebars

footnotes

endnotes

www.jc-schools.net/tutorials/vocab/index.html

from Jefferson County Schools in Tennessee
http://www.jc-schools.net/tutorials/vocab/index.htmlhttp://www.jc-schools.net/tutorials/vocab/index.html


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MATH VOCABULARY 23

6th grade 7th grade 8th grade

base (of exponent) absolute value angles:

Cartesian coordinate system additive inverses - adjacent

Circumference box & whisker plot - alternate exterior

compound event coefficient - alternate interior

degree (angles) cube root - complementary

dependent events function - corresponding

dilation function notation D=RT (distance =

equiangular greatest common rate X time)

equilateral divisor function families

experimental probability greatest common hypotenuse

inequality theorem factor infinite

integers histograms legs of interior/exterior angles intercepts triangle

isosceles interquartile range line of best fit

negative least common multiple (conceptual)

odds linear equation monomial

percent negative exponents nonlinear equation

pi perfect square perfect square

poll property Pythagorean theorem

power proportional relationships quadratic equations

prime factorization quartile sequence

protractor scatter plots slope intercept form

pyramid scientific notation supplementary angles

qualitative graph slope transversal

random square root vertical angles

unit rates vertical line test

rate

ratio

repeating decimal

sample bias

sample space

sample, sample data

scalenesimilarity

simple event

simulation

theoretical probability

triangle

www.jc-schools.net/tutorials/vocab/index.html
http://www.jc-schools.net/tutorials/http://www.jc-schools.net/tutorials/


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tissue variation

SOCIAL STUDIES VOCABULARY 25

6th gr. 7th gr. 8th gr.

Ancient colonization altruism

Civilizations demographics antebellum

Irrigation urbanization absolute

Middle Ages impact exchange

Monarchy prime meridian commerce

Nomadic International Date Line congressional

Technological time zone civic efficacy

Empire GPS/GIS constitutional

Epics capitalism contract

Feudalism communism consumptionRenaissance socialism autocracy

Anthropology free enterprise oligarchy

Republic tributary dictatorship

Caste topography diplomacy

cultural diffusion physical processes domestic

archaeologists spatial doctrine

theocracy federalism

philosophy holocaust

geologist human impact

polytheism infrastructure

cuneiform insurrection

globalization interdependence

interdependence international

class map projections

dynasty nationalism

hieroglyphics Magna Carta

Dark Ages recession

Classical relative

Cartouche Republicanism

Plague social norms

Mythology totalitarianMedieval vernacular

From Jefferson County Schools in Tennessee

(www.jc-schools.net/tutorials/vocab/index.html )
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ACADEMIC VOCABULARY RESOURCES

Books

Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKewon & Kucan; The

Guilford Press, 2002, ISBN: 978-1572307537

Rational for teaching vocabulary, how to choose words for RTI (response to intervention), how to

teach vocabulary

Building Academic Vocabulary: Teachers Manualby Marzano & Pickering; Association for

Supervision and Curriculum Development, 2005, ISBN: 978-1-4166-0234-7

How to create a list of academic vocabulary, how to teach vocabulary, word lists for content areas

Building Background Knowledge for Academic Achievement: Research onWhat Works in Schools

by Robert J. Marzano, Association for Supervision and Curriculum Development, 2004, ISBN

978-0-87120-972-6

Rationale for building background knowledge, how to build background knowledge, word lists for

content areas

Research-Based Methods of Reading Instruction for English LanguageLearners, Grades K-4 by

Linan-Thompson & Vaughn; Association for Supervision and Curriculum Development, 2007,

ISBN: 978-1-4166-0577-5 Field-tested

classroom lessons for ensuring English fluency, chapter on vocabulary

Teaching Basic and Advance Vocabulary, A Framework for DirectInstruction by Robert J.Marzano, Heinle Cengage Learning, 2010, ISBN: 978-1-4240-6713-8

Framework for direct instruction in basic terms, those words critical to understanding and using

the English language

Words, Words, Words, Teaching Vocabulary in Grades 4-12 by Janet Allen, Stenhouse Publishers,

1999, ISBN: 978-1571100856

How to develop effective practices in vocabulary instruction, graphic organizers to use

Vocabulary Websites

www.u-46.org/roadmap/dyncat.cfm?catid+246

Examples for all grade levels in English and Spanish

Literacytoolbelt.tripod.com/The%20FAB%20Five/The%20Fab%20Five%20Power

%20Points.htm Links

www.teachersdesk.org/spell_plans.html

spelling and vocabulary games

www.jc-schools.net/tutorials/vocab/TN.html
http://www.u-46.org/roadmap/dyncat.cfm?catid+246http://www.teachersdesk.org/spell_plans.htmlhttp://www.jc-schools.net/tutorials/vocab/TN.htmlhttp://www.u-46.org/roadmap/dyncat.cfm?catid+246http://www.teachersdesk.org/spell_plans.htmlhttp://www.jc-schools.net/tutorials/vocab/TN.html


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Tenn. Academic vocabulary games K-8, high school

Note: use the links in the left margin to access games.

www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language

%20Arts/support_for_academic_vocabulary.htm

Support links, game templates, concept maps, etc.

www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/Notes from Marzano presentation at OK State Dept. of Education July 2007

www.jc-schools.net/tutorials/vocab/strategies.html

strategies outline

Academic Vocabulary Games/Activities Websites

www.teachersdesk.org/spell_plans.html

spelling and vocabulary games

www.readwritethink.org/student_mat/index.asp

International Reading Association and NCTE site, collection of online student materials for K-12,

interactive literacy tools incorporating technologywww.jc-schools.nettutorials/vocab/wordo.html

Wordo template

www.jc-schools.net/tutorials/vocab/wordgames-vocab.html

PowerPoint template and 2-fold game board template

www.jc-schools.net/tutorials/PPT-games/

PowerPoint Games (including Password, 20 Questions, Who Wants to be a Millionaire).

www.quia.com/web

Click on Tour Quia Web in the upper right hand corner. Click on shared activities to explore

activities currently available. Sign up for a free 30-day trial membership.www.jc-schools.net/tutorials/read6-12/word/htm

Links to vocabulary activities and games for middle and high school

www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language

%20Arts/support_for_academic_vocabulary.htm

Game templates for secondary

www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20Ts/Games/Games.htm

Classroom Game Templates and More includes game templates, music, sound clips and directions

www.4teachers.com

tools and online resources for integrating technology into the classroom

www.wordle.netGenerate word clouds from text

www.quia.com/rr/37717.html

QUIA Rags to Riches, prefixes

www.vocabulary.co.il/

Learning Vocabulary Fun, Test Preparation and Vocabulary Building, learn basic words from

189 topics, play games (matching, hangman, quizzes, word searches, crossword puzzles).

www.eslfflow.com/gamesl.html
http://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/http://www.jc-schools.net/tutorials/vocab/strategies.htmlhttp://www.teachersdesk.org/spell_plans.htmlhttp://www.readwritethink.org/student_mat/index.asphttp://www.jc-schools.nettutorials/vocab/wordo.htmlhttp://www.jc-schools.net/tutorials/vocab/wordgames-vocab.htmlhttp://www.jc-schools.net/tutorials/PPT-games/http://www.quia.com/webhttp://www.jc-schools.net/tutorials/read6-12/word/htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/Games/Games.htmhttp://www.4teachers.com/http://www.wordle.net/http://www.quia.com/rr/37717.htmlhttp://www.vocabulary.co.il/http://www.eslfflow.com/gamesl.htmlhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/http://www.jc-schools.net/tutorials/vocab/strategies.htmlhttp://www.teachersdesk.org/spell_plans.htmlhttp://www.readwritethink.org/student_mat/index.asphttp://www.jc-schools.nettutorials/vocab/wordo.htmlhttp://www.jc-schools.net/tutorials/vocab/wordgames-vocab.htmlhttp://www.jc-schools.net/tutorials/PPT-games/http://www.quia.com/webhttp://www.jc-schools.net/tutorials/read6-12/word/htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/Games/Games.htmhttp://www.4teachers.com/http://www.wordle.net/http://www.quia.com/rr/37717.htmlhttp://www.vocabulary.co.il/http://www.eslfflow.com/gamesl.html


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ESL vocabulary games

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vocabworkshophandouts (2)