Growing Vocabulary

1. Growing Vocabulary Professional Development New Hanover County Schools Lynne Loeser Kim O’Briant

2. Objectives • Know what the research says about vocabulary instruction. • Understand Marzano’s framework for direct teaching of vocabulary; as well as, Beck’s process for selecting vocabulary words. • Apply instructional strategies that promote vocabulary growth.

3. Consensus Placemat • At your table divide your paper into a placemat • Individually write down your thoughts about what vocabulary is • Discuss with your table components of your definition • Come to consensus on a 1 sentence definition of vocabulary • Share with whole group

4. What is Vocabulary? “The term vocabulary refers to the storehouse of word meanings that we draw on to comprehend what is said to us, express our thoughts, or interpret what we read.” Louisa Moats, 2004

5. What does it mean to know a word? • Complex concept • Not a case of knowing or not knowing • Degrees of knowing

6. Four StagesBeck, McKeown, and Kucan, 2003 • Stage 4: Knows it well • Stage 3: Recognizes it in context and can tell what it’s related to • Stage 2: Heard it, but doesn’t know what it means • Stage 1: Never saw it before

7. How well do you know these words? congested surreptitious exigency

8. Which of these factors is the best predictor of a kindergartener’s reading achievement in 3rd grade? • Alphabet knowledge • Oral vocabulary • Phonemic awareness • Motivation

9. ……oral vocabulary • “Knowledge of vocabulary is best predictor of reading comprehension.” (Stahl) • Vocabulary contributes to more accurate decoding of words whose printed form is unfamiliar. (Ehri)

10. Which of the following accounts for “meaningful differences” in vocabulary knowledge? • Race/ethnicity • Birth order • Socioeconomic status • Gender

11. … socioeconomic status • “Until schools are prepared to emphasize vocabulary acquisition, especially in the primary grades, less advantaged children will continue to be handicapped even if they master reading written words.” Biemiller and Boote (2006)

12. Vocabulary instruction includes… • Using morphemes to determine word meaning • Indirect teaching of word meanings • Direct teaching of words meanings • All of the above

13. … all of the above • Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. • Some vocabulary should be directly taught. • Direct vocabulary instruction includes teaching individual words and word learning strategies. National Reading Panel Report (2000)

14. ALL students benefit from systematic instruction in important academic terms. • True • False

15. …true “…..one of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms.” Marzano, 2005

16. Wide reading is an effective strategy for building vocabulary. • True • False

17. … for some “Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading.” (Anderson & Nagy)

18. … but not all Struggling readers do not read well enough to make wide reading an option. “….it must be acknowledged that relying on wide reading for vocabulary growth adds to the inequities in individual differences in vocabulary knowledge.” p. 6 (Beck, McKeown, & Kucan, 2002)

19. Using a Read Aloud and “Fast Mapping”

20. Fast Mapping Example

22. Directly Teach the Meaning of Critical, Unknown Vocabulary Words

23. Marzano’s Six Step Process • Teacher provides a description, explanation, or example of the new term • Students restate the explanation of the new term in their own words • Students create a nonlinguistic representation of the term • Students periodically engage in activities to help them deepen their understanding • Periodically, students discuss terms with one another • Students are involved in games that allow them to play with the terms Building Academic Vocabulary, Marzano and Pickering, 2005

24. Selecting Words to Teach Tier 3 Specialty or content specific Tier 2 Useful in a variety of situations Tier 1 Basic, common vocabulary most children know

25. Tests to Find Tier 2 Words • Importance and utility • Instructional potential • Conceptual understanding Beck, McKeown, et al

26. Beware of the Bearsby Alan MacDonaldillustrated by Gwyneth Williamson

27. splattered chaotic goo curtains tangoed gleefully scooter launched porridge several cottage squealed spied cereal Which Words are Tier 2?

28. Marzano’s Six Step Process • Teacher provides a description, explanation, or example of the new term • Students restate the explanation of the new term in their own words • Students create a nonlinguistic representation of the term • Students periodically engage in activities to help them deepen their understanding • Periodically, students discuss terms with one another • Students are involved in games that allow them to play with the terms Building Academic Vocabulary, Marzano and Pickering, 2005

29. splatter • Show students the word • Ask the students to repeat the word to create a phonological representation

30. Explain the meaning in student-friendly terms. “After Daddy Bear launched the cereal at Mommy Bear, it splattered on her best blouse. That means it splashed all over her. Say the word.”

31. Provide additional examples of the word in contexts other than the one used in the story. “When something splatters, it makes a mess and splashes all over the place. A painter might accidentally splatter paint on the floor if she is not careful.”

32. Engage students in thinking about and using the meaning of the word. “Now you think of a reason you might splatter something. Start your sentence with, “ _____ might splatterif _______.”

33. splatter

34. splatter

35. Develop a student- friendly definitionand an example

36. Anita Archer Vocabulary Lesson As you watch, jot down “best practices” you observe.

37. Marzano’s Six Step Process • Teacher provides a description, explanation, or example of the new term • Students restate the explanation of the new term in their own words • Students create a nonlinguistic representation of the term • Students periodically engage in activities to help them deepen their understanding • Periodically, students discuss terms with one another • Students are involved in games that allow them to play with the terms Building Academic Vocabulary, Marzano and Pickering, 2005

38. Vocabulary Notebook • Word • Picture • What it means • Related Words • Rating

39. My understanding: 1 2 3 4 Picture: Term: splatter- splash all over My friend laughed when I splattered milk all over her shirt. Related terms:

41. Concept Map (grades 4-6) McEwan-Adkins, 2010

42. Define It Word Category Attribute fissure a narrow opening produced by cleavage + = Definition: a fissure is a narrow opening produced by cleavage Jane Fell Greene, Language!

43. Tiny Transfer Books

44. Exit Card Describe a way that you will use the knowledge you learned today. Tell one Aha! you had today. What is one question you still have circling around your mind?