The document discusses vocabulary instruction in schools. It notes that some schools do not focus on vocabulary or have ineffective vocabulary programs. There was discussion about how to select words to teach and effectively implement research-based programs, though some programs like Words Their Way and Marzano were not effective in some districts potentially due to lack of teacher training and collaboration. The document provides suggestions for improving vocabulary instruction such as using research-based strategies, developing a grade-level vocabulary plan, supporting English language learners, and making vocabulary learning engaging and fun for students.

1. NOTES FROM
DISCUSSIONS IN
LEARNING UNIT 2

2. Vocabulary “programs” not present or “programs”
implemented but not effective!
◦ There were a number of comments about schools that have no vocabulary focus; little
collaboration about how vocabulary is taught in each grade level.
◦ Many questions about how to choose words to teach children; how to make this selection most
effective.
◦ There were discussions about using research-based programs that ended up not being effective.
◦ Two of those specifically mentioned were Words Their Way and Marzano
◦ These programs are effective in many school districts. Why?
◦ There is a “buy-in” from the district in terms of training and teacher collaboration
◦ Teachers feel the program is worthwhile and does not add to the curriculum
◦ These are big factors in effective vocabulary instruction
◦ Both of these programs contain elements that are found in many vocabulary strategies!

3. What can you do?
◦ Use research-based strategies and programs that benefit your students,
especially in content areas.
◦ Start with your grade level and make a “grade level” plan of how vocabulary will
be taught.
◦ If you have ELLs, be sure to provide strategies that benefit ELLs (they will end up
benefitting all students!).
◦ Perhaps start ”school conversation” on how to best teach vocabulary and have
continuity between grade levels.
◦ Make word learning fun and not a chore. (Yes, it can be fun!) See resources in
learning unit 6!
◦ Provide engaging instruction!
◦ See resources in the next few slides!

4. Resources
Click on any of the resources above to visit
the publisher’s website with further
information.

5. Make vocabulary fun! Simple ideas!
◦ http://freerice.com/#/english-vocabulary/1421
◦ http://www.smartcrossword.com/
◦ http://www.pogo.com/games/scrabble
◦ Play games! (ie: Scrabble Junior, Boggle, Taboo, Pictionary, Concentration, Charades,
Scattegories). These are great “indoor recess” games for winter!
◦ Apps for teaching vocabulary: https://appydazeblog.com/2014/08/10/12-vocabulary-apps-for-
kids/
◦ Word of the Day: a number of you use this and have a twist on how you implement it in your
classroom. Great way to build word awareness & curiosity! Resources for Word of the Day:
http://www.wordcentral.com/buzzword/buzzword.php , http://www.wordcentral.com ,
http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/A-Word-for-the-
Words.aspx (nice article with a checklist for whole school vocabulary learning!).

6. Variations described for
Word of the Day
◦ “What is it?” (“It’s a song that I use in transitions to draw my kids from one activity to the rug for
meeting time. I sing, “what is it, what is it, what is it do you know?” I have a big decorated box with
a question mark on it, which is hiding something new each day”) (Casey Loomis shares more of her
routine; let her know if you want more info!)
◦ Made a template for Word of the Day to use next year (“We could sort the words based on
characteristics, create a class dictionary, use them for charades, and add them to our writing. In
fact, I think this vocabulary practice could become a great way to add another dimension to
Daniels’ (2017) suggestion of developing a greeting ritual in my classroom communities.”)
(Adrienne Baker)
◦ Amazing Word Signal: …”we use whenever we hear the amazing words throughout the year.
Students love this because it is usual a silly signal that we come up with at the beginning of the
year. I also like to do activities with students where they can act out the Amazing Words. (Ashley
DelBrocco shared this and more of how she uses Amazing Words.)

7. How you talk matters! Check out this article! (Log into GVSU to access)
Lane, H.B., & Allen, S. (2010, February). The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word
Consciousness and Vocabulary Growth. The Reading Teacher, 63(5), 362–370.
Examples:
This article talks about
framing your language to
increase students’
vocabulary. For example,
instead of asking students
to “line up at the door”, you
could change that to “line
up at the door in two
parallel lines”!

8. This resource was mentioned and was highly
recommended by Alison Nieboer! We use this
book in literacy classes and think it is
dynamite. (Anything by Jennifer Serravallo is
worth reading!)
There are many chapters full of non-
fiction strategies for all age groups,
for all needs with non-fiction text
types. This book also offers
strategies for fiction, for motivation,
engagement, writing, phonics, etc.
There are over 300 strategies!