How do we improve test scores fast?

1. How do we improve test scores fast? Vocabulary-Where to Begin

2. Session @ a Glance • Welcome & Introductions • Jumpstart Your Thinking • Personal Goal Setting • Research on Vocabulary Instruction • Three Strategies • Checking for Understanding • Wrap it Up! - Transfer

3. Introductions

4. Getting together! • Introduce yourself, including your position. • Why did you come to this workshop? • What do you expect to gain? • What is the relationship between vocabulary and assessing standards? Share… with the large group!

5. Standard Participants will: Declarative • Have a basic understanding of the research on vocabulary • Know the benefits of vocabulary instruction as it impacts comprehension. • Understand two instructional strategies for teaching vocabulary Procedural • Be able to employ at least two instruction strategies for teaching vocabulary.

6. Assessment Task • In groups of two, design a vocabulary lesson for a self- selected unit or novel. The lesson will include a word list and a description of the instructional strategy that will be used. • Share your ideas with one other small group.

7. Personal Goal Setting • Given the standard for this session, and the task you will be asked to accomplish at the conclusion of this session, what personal learning goal will you set for yourself?

8. Jumpstart Your Thinking

9. Makes me think of... Research Says... Should be... Vocabulary Transfer... Questions I have... Is related to... Web It!

10. Research on Vocabulary Instruction http://www.manateemiddle.org/phonics/newpage25.htm

11. Research on Vocabulary • Using Vocabulary Strategies Improves Comprehension (Stahl, S.A. & Fairbanks, M.M (1986) ES = .97 • Teach Vocabulary Through Context (Stahl, S.A. & Fairbanks, M.M. (1986); Sternberg, R. B. (1987) ES = 1.37 • Explicitly Teach the Definition or Description (Marzano, 1998) ES = 1.53 • Allow Students to Generate a Definition to Construct Meaning (Marzano, 1998) ES = 1.67 • Use Semantic Mapping with Vocabulary (Marzano, 1998; Sinatra, Berg, & Dunn (1985) ES = 2.25

12. Discussion • Natural vocabulary acquisition • Average incidental vocabulary acquisition K-12 per year • Why is learning vocabulary important? • Prior knowledge contributes more to vocabulary learning than memorization strategies as they are typically defined. (Jenkins, et. al. (1984) What does this mean for students of poverty, from diverse cultures, and English language learners? Nagy. et al. (1987)

13. How many do you know? Whatever Yo-right So? Wassup? YO! As if Like Dawg My bad No doubt Straight up What it is NOT The bomb Cool Puh-leez Later That’s phat Awesome Dissin’ Duh That’s bad That rocks Word True-dat Whaddup? Borring Crack-a-lackn’

14. Big Reasons for Vocabulary Instruction There is a relationship between vocabulary and: • Intelligence (Davis, F. B., 1944; Spearitt, 1972; Thordike & Lorge, 1943) • One’s ability to comprehend new information (Chall, 1958; Harrison, 1980) • One’s level of income (Stitcht, Hofstetter, & Hoffstetter, 1997) Marzano, Pickering, & Pollack Classroom Instruction That Works (p. 123)

15. TestsState Assessments 80 – 90% of what is tested on State Tests that measure student achievement of State Standards is based on… VOCABULARY AND CONCEPTS …of the State Standards Kendall & Marzano, 1999

16. State Standards ContainTwo Types of Knowledge • Declarative Knowledge – What we want kids to KNOW (Vocabulary, Facts, Time/Event Sequences, Generalizations, Concepts) • Procedural Knowledge – What we want kids to be able to DO (Skills, Algorithms, Processes) Marzano & Kendall, (1996) Assessments for both test vocabulary comprehension!

17. “Vocabulary development is not nurtured by looking up words in a dictionary and memorizing their spelling and definition!” • The early stages of learning to read are a struggle to master phonology. • The later stages of reading are a struggle to master morphology.

18. ESSENTIAL VOCABULARY? • National Standards Documents • State/District Standards & Curricular Documents • General Reading Vocabulary • High-Frequency Words • Learning Bridges’ Teacher Practices Guide

19. Applies reading skills and strategies to a variety of literary passages and texts (e.g., fiction, non-fiction, myths, poems, fantasies, biographies, autobiographies, science fiction, tall tales, supernatural tales) Autobiography Non Fiction Biography Novel Classic Poem Contemporary Read Fantasy Science Fiction Literary Passage Short Story Myth Supernatural Tale Narrative Tall Tale

20. Think about it…. Are all words worth learning to the same level of understanding?

21. Levels of Understanding Verbal Association Comprehension Generation Kameenui et al. (1982) as found in Words, Words, Words by Janet Allen (1999)

22. Verbal Association Level • Everyday use • Definitional/single contexts • Wide and varied interactive reading • Learn words as they appear in context Kameenui et al. (1982) as found in Words, Words, Words by Allen (1999)

23. Partial Concept Knowledge • Deeper level of understanding • Knowledge of multiple meaning possibilities • Explicit strategies for words integral to story’s meaning • Graphic organizers to extend definitional knowledge Kameenui et al. (1982) as found in Words, Words, Words by Allen (1999)

24. Full Concept Knowledge • Deep level of understanding that includes knowledge of word families, multiple meaning, and ways to extend definitions to applications. • Ability to discriminate word from similar words. • Ability to extend definition to related concepts explicit strategies for connecting and extending words. • Explicit strategies for connecting and extending words. • Opportunities for students to integrate word and concept in meaningful use.

25. Summarize & Abstract • Take a minute to complete your graphic organizer. • With a partner revisit your learning, by explaining your graphic organizer. • With your partner create a simile, metaphor or an analogy. • Share with another pair.

26. Three Strategies

27. Research Recommendations • Multiple Exposures 6+ Age, Ability, and Density • Superficial Instruction > None • Mental Images and Graphics • Direct Instruction Works • Most Powerful - Explicit Instruction! Marzano, Pickering & Pollack, Classroom Instruction That Works (2001)

28. Multiple Exposures in Multiple ways: • Present description or explanation • Present nonlinguistic representation • Student generates description or explanation • Student creates nonlinguistic representation • Periodically review the accuracy Marzano, Pickering, Pollock Classroom Instruction That Works (2001)

29. 24 My Teacher's Description My Description 3 2 2 2 6 3 4 4 6 6 12 2 2 2 3 How I'll Remember Experiences & Connections Factors: Numbers that form a product when multiplied. The little numbers that when timesed make the number

30. Vocabulary: all the words known by a person Your Turn…

31. WHY O W N Reflection: Fussing with Definitions • Pre-Activity • Model/Exposure • Personalize/Metacognate • Reflect • Construct • Affirm/Reflect • Return

32. Fussing with Definitions • Pre-Activity… Group Yourselves • 2’s are great • 3’s are okay • 4’s if you must • 5’s NOPE! • Model/Exposure • Look at the definition(s), select two words that you feel are the most important • Personalize / Metacognate • Share with your partner key words and WHY

33. Fussing with Definitions • Reflect • Sample the total group for “words” and “why’s” • Construct • Write the definition in own words • Affirm / Reflect • Share your definition in small group • One positive comment • Return • Go back to the original definition • Reflect on your thinking … What did you learn?

34. Think about it…. How and where might these two strategies be helpful?

35. During Shared Reading • While students follow along in individual copies of the text, students use Post-its to mark words for later discussion. • The teacher periodically interrupts the reading if students appear to be lost because of an unknown word. • During pre-reading and post-reading the teacher helps students develop word knowledge in a variety of ways:

36. Repeat words in varied context Describe words Support words with visuals Connected words to students’ lives Extended words with anecdotes Make associations Give definitions Compare and contrast Question Charted characteristics Rephrase sentences Provided tactile examples Give examples of correct and incorrect usage Pre-Post Reading

37. What is it?What is it like? • What are some examples? cold food creamy Milkshake hard/soft chocolate vanilla strawberry tasty Word Map

38. How Do I Find TIME? • Beginning of the day – 20 minutes • Beginning of subject each day • Close of the day

39. Vocabulary and Student Performance • If students learn the VOCABULARY and concepts of the standards, they will have learned 80-90% of what is tested on state tests. (Marzano, 2000). • VOCABULARY STRATEGIES will increase knowledge of standard based vocabulary and concepts by 44 – 49 percentile points. • ESPECIALLY important for low-performing students and students for whom the Semantic pathway to the brain is difficult (e.g., English language learners)

40. Checking for Understanding&Transfer

41. Online Professional Development Course Title Course Title Activating Prior Knowledge Patterning in Mathematics – Secondary Compare and Contrast Pattern and Organization Concept Mapping Reading For English Language Learners - Part 1 Content Reading and Writing - Part 1 Reading For English Language Learners - Part 2 Content Reading and Writing - Part 2 Reading For English Language Learners - Part 3 Critical Thinking Skills Reading For English Language Learners - Part 4 Decoding Through Clues Strategic Reading and Writing - Part 1 Explicit Instruction / Heuristics - Part 1 Strategic Reading and Writing - Part 2 Explicit Instruction / Heuristics - Part 2 Strategic Reading and Writing - Part 3 Graphic Representations Strategic Reading and Writing - Part 4 Journals, Double-Entry Journals Systematic Writing Process – Part 1 Making a Graph Systematic Writing Process – Part 2 Manipulatives Teaching For Relevancy Model Making Vocabulary Strategies Phonics Applications Writing Process - Primary Traits - Part 1 Patterning in Mathematics – Primary Writing Process - Primary Traits - Part 2 Phonological Awareness What Every Teacher Should Know Series (10) MORE UNDER DEVELOPMENT!!!

42. Assessment Task • In groups of two design a vocabulary lesson, for a self selected unit or novel. The lesson will include a word list and a description of the instructional strategy that will be used. • Share your ideas with one other small group.

43. Wrap It UP!

44. Makes me think of... Research Says... Should be... Vocabulary Transfer... Questions I have... Is related to... Web It!

45. DELIVERY P U T TOG E T H E R UNR A V I L T A U G H T T'd UP!

46. P U T TOG E T H E R DELIVERY UNR A V I L T A U G H T T’ing it up for Trainers T'd UP