This document provides an overview of a presentation on academic vocabulary instruction. It discusses the importance of vocabulary instruction, outlines six components and steps for effective instruction, and provides strategies like the Frayer model, concept circles, dice games and list-group-label. The presentation aims to help educators understand research on vocabulary, differentiate between general and academic words, and implement best practices for teaching vocabulary to increase student comprehension and achievement.

1. You said what?
Breaking down the academic
vocabulary
Vocabulary
Instruction
Presentation
CCSS Conference
March 2012

2. Objectives:
• Participants will have an understanding
and working knowledge of:
– Basic Research on Vocabulary
– Difference Between Academic “Toolkit” and
Academic Vocabulary
– 6 Components & Steps of Academic
Instruction
– Strategies to Facilitate Vocabulary
Instruction

3. Reasons for Vocabulary
Instruction
• Increase intelligence
• Ability to comprehend new info
• Different SES and experiences
– High Desert demographics have
and continue to change…
awareness and need to adapt to
students

4. Ruby Payne
• Fewer middleclass culture
students- more poverty culture
• More students need concepts,
skills, and content
• CREATE RELATIONSHIPS WITH
STUDENTS… they NEED role
models

5. Impact of Direct
Vocabulary Instruction

6. • “Students’ knowledge
of any topic is
encapsulated in terms
they know that are
relevant to the topic”
– Marzano, 2004

7. Terms per Subject Level
• Math= 214
• Science= 282
• English= 223
• History= 813
• PE= 241
• Arts= 90
• Technology= 79
– Marzano

8. Essential Vocabulary
• Few specific terms
• Can ensure all are exposed to
info to help master
important academic content

9. • “Vocabulary knowledge is the
single best predictor of
academic achievement across
subject matter domains”
–Kate Kinsella

10. Don’t:
• Call on students to teach the
word first- teacher defines
word first and call on students
for examples
• Avoid dictionary definitions-
many are explanations with the
root word

11. Academic Toolkit
-Kinsella
• Averil Coxhead identified 570
high frequency words across
subjects
• Ranked into groups 1- 10, 1 being
the MOST frequently words
used

12. Level 1
• analyze approach area assess assume
authority available benefit concept consist
context constitute contract data define
derive distribute economy environment
establish estimate evident factor finance
formula function income indicate individual
interpret involve issue labor legal legislate
major method occur percent period
principle proceed process policy require
research respond role section sector
significant similar source specific
structure theory vary

13. Word Families
-Kinsella
• Teach word families is critical
• Teach accurate
–Don’t forget accuracy
• Teach significant
–Don’t forget signify and
significance

14. Academic Vocabulary
• Terms/vocabulary to be taught in
specific courses
– Art: line
– English: haiku
– History: lobbyist
– Math: slope
– PE: dribble
– Science: cell
– Technology: server

15. 6 Components of
Successful Instruction
- Kinsella
• Advanced organizer
• Consistent instructional process
• Well organized presentation
• More time dedicated to important
academic words
• Visuals
• Student written record

16. 6 Steps of Vocabulary
Instruction
-Marzano
• Description, explanation, example
• Learner repeats in own words
• Illustration
• Activity
• Discuss
• Game

17. 1-The teacher will give a description,
explanation, or example of the new term.
• CFU, clear up student misconceptions
• Ask learners to share what they already
know to use this knowledge as a
foundation for more learning
• Utilize examples, descriptions, but not
definitions. Definitions are not a
recommended method for vocabulary
instruction as they do not provide
learners an informal, natural way to
learn new vocabulary

18. 2- The teacher will ask the learner to give a
description, explanation, or example of the
new term in his/her own words
• Remind students to use their own words,
CFU
• Re-teach if necessary
• Request that students record these in
their Academic Notebook. These
notebooks can travel with the learner as
he/she moves through each grade level
and become a compilation of vocabulary
terms mastered

19. 3- The teacher will ask the learner to
draw a picture, symbol, or locate a
graphic to represent the new term
• Provides learners a nonlinguistic method of
vocabulary mastery
• Share examples of other learners'
drawings or allow students to work in
teams to help those who complain that
cannot draw
• Illustrating terms through symbols,
drawing the actual term, illustrating with a
cartoon, or drawing an example of the
term should be encouraged

20. 4-The learner will participate in activities
that provide more knowledge of the words in
their vocabulary notebook
• Remind learners to not copy, but use
their own words
• Academic Vocabulary Worksheet to
assist learners in organizing their
vocabulary terms
• If ELL, provide an opportunity to
translate the word into their native
language (BabelFish).

21. 5- The learner will discuss the
term with other learners
• Pair-Share Strategy
• Inner-Outer Circle/Line Up
• Walk around
• Time-clock Appointments

22. 6- The learner will participate in games
that provide more reinforcement of the
new term
• Bingo, Twister, Fly Swat, Board Games,
Roll the Dice
• Walk around the room and check their
work when learners are working on their
Academic Vocabulary Worksheet and
check for accuracy
• Listen for misconceptions when learners
are playing games/activities
• Provide an opportunity for learners to
work together

23. Strategy Ring
• Quick reference guide
• Research backed
• Online

24. Vocabulary Notebook
• Notebook or section devoted to
vocabulary
• Establish format
• Be consistent
• Student friendly def, pictures,
some application with word

25. Frayer Model

28. Concept Circles
• Students are given a circle; each
quarter contains a word or phrase.
• Students must then describe or name
the concept to which all sections relate.

29. Quadrilaterals
http://oame.on.ca/main/files/thinklit/ConceptCircles.pdf

30. Polygons
http://oame.on.ca/main/files/thinklit/ConceptCircles.pdf

31. Viral Diseases
Mumps Rabies
Common
Polio
Cold
http://oame.on.ca/main/files/thinklit/ConceptCircles.pdf

34. Dice
• Template at:
http://www.sbcsseport.org/published/l/ra/lra
mos/collection/43/

36. Bingo
• After having taught vocabulary go to the link to create
multiple BINGO game sheets and print out a class set.
• http://www.teach-
nology.com/web_tools/materials/bingo/5/
• On narrow strips of paper, write the words used in
generating the BINGO cards with their definition
separately.
• Fold the term strips and place into a container to mix and
pull from.
• Pass out the BINGO game sheets and “chips” to the
students (have them work in pairs at first and then on
their own).
• Pull a strip out and read the definition.

40. List-Group-Label
• Select a key concept.
• Have a whole group discussion about “concept,”
show pictures illustrating concept, read a poem,
play a song or read a historical document.
• Ask students to list all the words they can think
of in connection with the concept.
• Divide the students into groups of 3 or 4.
• Ask them to combine their lists of words.
• Ask them to group all of the words into
categories and decide on labels for the
categories.

44. T.H.I.E.V.E.S.
• T- Title: What is the title? What do I already know? What does it have
to do with the proceeding chapter? Does it express a point of view?
What do I think I will be reading about?
• H-Headings: What does the heading let me know? What is the topic?
How can I turn this heading into a question?
• I-Introductions: is there an opening, perhaps italicized? Does the first
chapter introduce the chapter? Do I know anything about this already?
• E-Every First Sentence: Read the first sentence of every paragraph.
• V- Visuals and Vocabulary: Are there photos, drawings, maps, charts,
or graphs? What can I learn from them? How do the captions help me
understand the meaning? Is there a list of key vocabulary terms? Are
there important words in bold? Do I know what they mean?
• E- End-of-Chapter-Questions: What do the questions ask? What
information is important? What information do I learn from the
question?
• S- Summary: Read the entire summary at the end of the chapter if

45. Advance Organizer
• Have students write the title of the reading.
• Have students write a question for each
title/subtitle using detail key words BEFORE
they read, leaving room to answer the question.
– Detail Key Words: Who?, What?, When?,
Where?, Why?, Which?, How?, How long?,
How much?, How many?
• ** Students must use each word above once
before they may use it again
• Have them answer the questions AS they read.

46. Herringbone

47. Separate
Colonist/ from July 4
T. England 1776
Jefferson
Declaration of Independence
Continental
Congress/ UK
Philly/ abuse
Write legal their nat.
13 Colonies document rights

48. Links
• Tennessee’s Vocabulary Initiative
• Cherry Creek School District Technology in
Marzano Strategies Guide
• Marzano Laboratory

49. Thanks For Coming!
Anita Tucker
Bonnie Vigil
Elizabeth Ramos