Word Up!
Vocabulary Instruction in the
21st Century Classroom
by Hello Literacy
Where in the day could
word learning occur?
Receptive Vocabulary (in)
&
Expressive Vocabulary (out)
“The difference in the number
of words known by students
with poor vocabularies versus
students with rich vocabularies
is ...
“The extent of oral language is
highly correlated with later
reading proficiency.”
(Bishop &Adams, 1990; Butler, Marsh, Sh...
“Some children decode words
fluently and still have reading
comprehension problems that
seem to stem from language
compreh...
“We use words to think; the
more words we know, the finer
our understanding is about the
world.”
(Stahl, 1999)
“Comprehension of a text
depends crucially on knowledge
of specific words that may not
be familiar to some students.”
(Nag...
Now What?
Directions: For each word, write a sentence and use the word
correctly in the sentence.
1. epiphenomenal: having...
“Definitions, as an instructional
device have substantial
weaknesses and limitations.
Definitions do not teach you
how to ...
steps
Marzano’s
• All these steps in 1 day
(5-10 minutes)
• Done IN a content area
notebook, mixed in with
other content area notes
• 4 po...
www.kaganonline.com
Quiz
Quiz
trade
A Kagan “Structure”
A “Game”
The Text-Talk Lesson
30
Minutes
Read-Aloud
(15 minutes)
Word Play
(15 minutes)
A Demonstration Lesson
Create “student friendly” definitions
• Ask yourself “When do I use this word?”
• Use everyday language to explain the mea...
Comparing Two Target Words
• The sidewalk: paved or amazing?
• Taking a walk to look for shells: amazing or exploring?
• M...
Criteria for Selecting Tier 2 Words:
Select words are most necessary for comprehension
Choose words that can be:
• Connect...
UTAH FIRST
TEXT TALk
LESSONs
UTAH FIRST
SUPPLEMENT
BUNDLE
1. http://turangawaewae.files.wordpress.com/2008/10/flickr-words.jpg
2. http://www.roebuck.herts.sch.uk/pupil-premium/our-...
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
Word Up! Vocabulary Instruction in the 21st Century Classroom
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Word Up! Vocabulary Instruction in the 21st Century Classroom

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This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide vocabulary instruction focus. This workshop includes the work of Marzano, the 6-Step Process, Vocabulary Notebooks, the work of Beck & McKeown, and the creation of Text Talk lessons.

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Word Up! Vocabulary Instruction in the 21st Century Classroom

  1. 1. Word Up! Vocabulary Instruction in the 21st Century Classroom by Hello Literacy
  2. 2. Where in the day could word learning occur?
  3. 3. Receptive Vocabulary (in) & Expressive Vocabulary (out)
  4. 4. “The difference in the number of words known by students with poor vocabularies versus students with rich vocabularies is extensive, grows over time, and becomes apparent early.” (Baker, Simmons & Kameemui, Big IDEAS, University of Oregon)
  5. 5. “The extent of oral language is highly correlated with later reading proficiency.” (Bishop &Adams, 1990; Butler, Marsh, Sheppard & Sheppard, 1985; Pikulski & Tobin, 1989; Share, Jorm, MacLean & Matthews, 1984)
  6. 6. “Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems.” (Oakhill, Cain & Yuill, 1998; Yuill & Parkin, 1986)
  7. 7. “We use words to think; the more words we know, the finer our understanding is about the world.” (Stahl, 1999)
  8. 8. “Comprehension of a text depends crucially on knowledge of specific words that may not be familiar to some students.” (Nagy, 1998)
  9. 9. Now What? Directions: For each word, write a sentence and use the word correctly in the sentence. 1. epiphenomenal: having the character of or relating to an epiphenomenon ________________________________________________________ 2. kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative: expressing a bodily or mental state ________________________________________________________
  10. 10. “Definitions, as an instructional device have substantial weaknesses and limitations. Definitions do not teach you how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?” (Nagy, 1989) “…thus knowing a word cannot be identified with knowing a definition.” (Nagy & Scott, 2000)
  11. 11. steps Marzano’s
  12. 12. • All these steps in 1 day (5-10 minutes) • Done IN a content area notebook, mixed in with other content area notes • 4 point rubric of understanding • These steps done over several days. • Done outside the notebook • In pairs, groups, at centers, etc. • 4 point rubric of understanding
  13. 13. www.kaganonline.com Quiz Quiz trade A Kagan “Structure” A “Game”
  14. 14. The Text-Talk Lesson 30 Minutes Read-Aloud (15 minutes) Word Play (15 minutes)
  15. 15. A Demonstration Lesson
  16. 16. Create “student friendly” definitions • Ask yourself “When do I use this word?” • Use everyday language to explain the meaning. • Keep focused on the central meaning. • Try to include something, someone, or describes in your explanation to clarify how the word is used. Create and use instructional contexts • Contextual meaning for the word that are from the teacher, in a context other than the book. • Instructional contexts are used along with (not • instead of) “student friendly.” Active Engagement & Interaction • It is essential that students begin using a new word immediately, meaningfully, and in multiple contexts. • Examples are: Word Associations, Have You Ever…?, Applause! Applause! , Idea Completions or Open-Ends like “When might…How might…Why might…”
  17. 17. Comparing Two Target Words • The sidewalk: paved or amazing? • Taking a walk to look for shells: amazing or exploring? • Michael Phelps 25 gold medals: amazing or paved? Using All Target Words Together
  18. 18. Criteria for Selecting Tier 2 Words: Select words are most necessary for comprehension Choose words that can be: • Connected to what students know • Explained with words students know • Will be useful and interesting to students
  19. 19. UTAH FIRST TEXT TALk LESSONs UTAH FIRST SUPPLEMENT BUNDLE
  20. 20. 1. http://turangawaewae.files.wordpress.com/2008/10/flickr-words.jpg 2. http://www.roebuck.herts.sch.uk/pupil-premium/our-school/the-school-day/ 3. http://www.anchorhocking.com/prodd_3586_cat_18_tiered_platters.html 4. Clipart by Melonheadz 5. http://depositphotos.com/1337840/stock-photo-Water-splashing.html Photo Credits More Vocabulary Resources www.helloliteracy.blogspot.com
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