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Academic vocabulary
- 1. Academic Vocabulary Instruction using Marzano’s Six-StepPlan * 1 Mark Barratt
- 2. You will: Understand characteristicsof effective vocabulary instruction, and Apply a six-step process for direct instruction in vocabulary. Incorporate various vocabulary teaching strategies. * 2 By the end of the next two sessions…
- 3. Impact of DirectVocabulary Instruction •Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. •The same student, after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.
- 4. 🞂 there isa 38,000,000 word gap, by age 4, between impoverished and middle-class children * 4 Building academic background knowledge through direct vocabulary instruction is particularly beneficial for students who do not come from advantaged backgrounds because…
- 5. 🞂 18-24% increaseon standardized tests for students living in poverty 🞂 21-29% increase on standardized tests for ELL students * 5 Research Findings Why should we explicitly teach academic vocabulary using a process?
- 6. Student Engagement What influenceswhether students are paying attention to the teacher or the lesson? ◆energy ◆affect/emotions ◆ interest/curiosity ◆ challenge ◆routines What influences students’ beliefs about the importance what they are learning or doing? ◆perceptions of learning ◆long term goals ◆short term goals ◆perception of relevance /usefulness What influences students’ sense of efficacy related to the task or learning ◆ perceptions of intelligence ◆ past experiences ◆Level of autonomy ◆ perceptions of access to knowledge and resources. * 6
- 7. What It Meansto Us… •It is not necessary for all vocabulary terms to be directly taught. •Yet, direct instruction of vocabulary has been proven to make an impact.
- 8. 🞂 BICS –languageof the playground and social interaction 🞂 CALP –cognitive and academic language, the language of the curriculum * 8 BICS & CALP
- 9. * 9 Selecting AcademicVocabulary Scarcity Plan 🞂 Conservation 🞂 Scarcity 🞂 Resources 🞂 Finite 🞂 Landscape 🞂 Sustainability 🞂 Natural
- 10. Six-Steps for TeachingNew Terms •First 3 steps – introduce and develop initial understanding. •Last 3 steps – shape and sharpen understanding.
- 11. Step 1 •Provide adescription, explanation, or example of new term. •Our term for today is: Drought Do not just repeat the dictionary
- 12. Step 1 contd •Tella story that integrates the term •Use digital image as the stimulus in understanding the information •Use current events to help make the terms applicable to something familiar to students •Describe your own mental pictures of the terms •Find or make pictures that exemplify the term
- 13. Step 2 •Students restateexplanation of new term in own words.
- 14. Step 2 contd •Allow the students to discus the terms in partners or small groups • Provide more descriptions, explanations or examples if necessary • Remind learners to use their own words, no parroting of the teacher’s description or reading from the dictionary
- 15. Step 3 •Students createa nonlinguistic representation of term. Draw a picture Cut outs
- 16. Step 4 •Students periodicallydo activities that help add to knowledge of vocabulary terms. A list of activities can be found at: TeachNet, GameAquarium, quizlet.com, sedl.org, Word Scrambler, myplick.com and the cmsdmathcoaches.pbworks.com.
- 17. Step 4 contd •Identifysynonyms or antonyms •List related words/mind mapping •Draw a graphic •Write a metaphor or an analogy •Compare and contrast terms •Sentence Stems •Free Association (warm up) •Venn Diagram
- 18. Review Activity Solving AnalogyProblems •One or two terms are missing. Please think about statements below, turn to your elbow partner and provide terms that will complete following analogies. Grass is to field as word is to ______. Decibel is to sound as _____ is to _____.
- 19. Step 5 •Students areasked to discuss terms with one another.
- 20. “Talk a Milea Minute” Activity •Teams of 3-4 •Designate a “talker” for each round. •Try to get team to say each word by quickly describing them. •May not use words in category title or rhyming words.
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- 23. Step 6 •Students areinvolved in games that allow them to play with terms.
- 24. 🞂 Games arethe most underused instructional tool in education (Barth) 🞂 Games help teachers keep new terms in the forefront of students’ thinking (Tomlinson) 🞂 Games allow students to reexamine their understandings of terms (O’Brien) 🞂 Provide opportunities for students to work together and possibly lowers anxiety (J&J) Step 6 contd
- 25. Vocabulary Charades Game Activity •Pleasestand. •Using your arms, legs, and bodies, show the meaning of each term below: –square –diameter –triangle
- 26. One Way ofKeeping Track of Student Progress Level 4: I understand even more about the term than when I was taught. Level 3: I understand the term and I’m not confused about any part of what it means. Level 2: I’m a little uncertain about what the term means, but I have a general idea. Level 1: I’m very uncertain about the term. I really don’t understand what it means.
- 27. Management •10 terms inthe IC Plan so 1 per week for 10 weeks to teach target terms. •As part of the Spelling Programme set time to engage students in vocabulary activities, adding to knowledge base. •Allow students to discuss terms. •Encourage students to add information into their language books.