1 How do we improve test scores fast?

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Session @ a Glance 1. Welcome & Introductions

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Jumpstart Your Thinking

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Personal Goal Setting 2. Research on Vocabulary Instruction 3. Three Strategies 4. Checking for Understanding 5. Wrap it Up! - Transfer

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Introductions

4 Getting together!

1. Introduce yourself, including your position.

2. Why did you come to this workshop?

3. What do you expect to gain?

4. What is the relationship between vocabulary and assessing standards?

Share… with the large group!

Standard

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Participants will:

• • •

Declarative

Have a basic understanding of the research on vocabulary Know the benefits of vocabulary instruction as it impacts comprehension.

Understand two instructional strategies for teaching vocabulary •

Procedural

Be able to employ at least two instruction strategies for teaching vocabulary.

Assessment Task

• In groups of two, design a vocabulary lesson for a self selected unit or novel. The lesson will include a word list and a description of the instructional strategy that will be used. 6 • Share your ideas with one other small group.

Personal Goal Setting

7 • Given the standard for this session, and the task you will be asked to accomplish at the conclusion of this session, what personal learning goal will you set for yourself?

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Jumpstart Your Thinking

9 Web It!

Research on Vocabulary Instruction

10 http://www.manateemiddle.org/phonics/newpage25.htm

Research on Vocabulary

11 • Using Vocabulary Strategies Improves Comprehension (Stahl, S.A. & Fairbanks, M.M (1986) ES = .97

• Teach Vocabulary Through Context (Stahl, S.A. & Fairbanks, M.M. (1986); Sternberg, R. B. (1987) ES = 1.37

• Explicitly Teach the Definition or Description (Marzano, 1998) ES = 1.53

• Allow Students to Generate a Definition to Construct Meaning (Marzano, 1998) ES = 1.67

• Use Semantic Mapping with Vocabulary (Marzano, 1998; Sinatra, Berg, & Dunn (1985) ES = 2.25

Discussion

12 • Natural vocabulary acquisition • Average incidental vocabulary acquisition K-12 per year • Why is learning vocabulary important?

• Prior knowledge contributes more to vocabulary learning than memorization strategies as they are typically defined. (Jenkins, et. al. (1984) What does this mean for students of poverty, from diverse cultures, and English language learners?

Nagy. et al. (1987)

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How many do you know?

Whatever YO!

My bad NOT Later Duh True-dat Yo-right As if No doubt The bomb That’s phat That’s bad Whaddup?

So?

Like Straight up Cool Awesome That rocks Borring Wassup?

Dawg What it is Puh-leez Dissin’ Word Crack-a-lackn’

14 Big Reasons for Vocabulary Instruction There is a relationship between vocabulary and: 1.

2.

3.

Intelligence (Davis, F. B., 1944; Spearitt, 1972; Thordike & Lorge, 1943) One’s ability to comprehend new information (Chall, 1958; Harrison, 1980) One’s level of income (Stitcht, Hofstetter, & Hoffstetter, 1997) Marzano, Pickering, & Pollack

Classroom Instruction That Works

(p. 123)

15 Tests State Assessments 80 – 90% of what is tested on State Tests that measure student achievement of State Standards is based on… VOCABULARY AND CONCEPTS …of the State Standards Kendall & Marzano, 1999

16 State Standards Contain Two Types of Knowledge 1.

Declarative Knowledge – What we want kids to KNOW (Vocabulary, Facts, Time/Event Sequences, Generalizations, Concepts) 2.

Procedural Knowledge – What we want kids to be able to DO (Skills, Algorithms, Processes) Marzano & Kendall, (1996)

“Vocabulary development is not nurtured by looking up words in a dictionary and memorizing their spelling and definition!” • The early stages of learning to read are a struggle to master phonology.

17 • The later stages of reading are a struggle to master morphology.

ESSENTIAL VOCABULARY?

18 • National Standards Documents • State/District Standards & Curricular Documents • General Reading Vocabulary • High-Frequency Words • Learning Bridges’ Teacher Practices Guide

19 Applies reading skills and strategies to a variety of literary passages and texts (e.g., fiction, non-fiction, myths, poems, fantasies, biographies, autobiographies, science fiction, tall tales, supernatural tales) Autobiography Biography Classic Contemporary Fantasy Literary Passage Myth Narrative Non Fiction Novel Poem Read Science Fiction Short Story Supernatural Tale Tall Tale

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Think about it….

Are all words worth learning to the same level of understanding?

Levels of Understanding

Verbal Association Comprehension Generation

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Kameenui et al. (1982) as found in Words, Words, Words by Janet Allen (1999)

Verbal Association Level • Everyday use • Definitional/single contexts • Wide and varied interactive reading • Learn words as they appear in context 22

Kameenui et al. (1982) as found in Words, Words, Words by Allen (1999)

Partial Concept Knowledge

• Deeper level of understanding • Knowledge of multiple meaning possibilities • Explicit strategies for words integral to story’s meaning • Graphic organizers to extend definitional knowledge 23

Kameenui et al. (1982) as found in Words, Words, Words by Allen (1999)

24 Full Concept Knowledge • Deep level of understanding that includes knowledge of word families, multiple meaning, and ways to extend definitions to applications.

• Ability to discriminate word from similar words.

• Ability to extend definition to related concepts explicit strategies for connecting and extending words.

• Explicit strategies for connecting and extending words.

• Opportunities for students to integrate word and concept in meaningful use.

Summarize & Abstract

1. Take a minute to complete your graphic organizer.

2. With a partner revisit your learning, by explaining your graphic organizer.

3. With your partner create a simile, metaphor or an analogy. 25 4. Share with another pair.

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Three Strategies

Research Recommendations

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Multiple Exposures 6+ Age, Ability, and Density

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Superficial Instruction > None

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Mental Images and Graphics

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Direct Instruction Works

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Most Powerful - Explicit Instruction !

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Marzano, Pickering & Pollack, Classroom Instruction That Works (2001)

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Multiple Exposures in Multiple ways: 1.

2.

3.

4.

5.

Present description or explanation Present nonlinguistic representation Student generates description or explanation Student creates nonlinguistic representation Periodically review the accuracy Marzano, Pickering, Pollock Classroom Instruction That Works (2001)

29 Factors: Numbers that form a product when multiplied.

4 6

The little numbers that when timesed make the number 3 4 2 6 12 3 2 2

Your Turn…

Vocabulary: all the words known by a person 30

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Fussing with Definitions

• Pre-Activity • Model/Exposure • Personalize/Metacognate • Reflect • Construct • Affirm/Reflect • Return WHY

O W N

Reflection:

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Fussing with Definitions

• Pre-Activity… Group Yourselves – 2’s are great – 3’s are okay – 4’s if you must – 5’s NOPE!

• Model/Exposure – Look at the definition(s), select two words that you feel are the most important • Personalize / Metacognate – Share with your partner key words and WHY

Fussing with Definitions

33 • Reflect – Sample the total group for “words” and “why’s” • Construct – Write the definition in own words • Affirm / Reflect – Share your definition in small group – One positive comment • Return – Go back to the original definition – Reflect on your thinking … What did you learn?

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Think about it….

How and where might these two strategies be helpful?

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During Shared Reading

• While students follow along in individual copies of the text, students use Post-its to mark words for later discussion. • The teacher periodically interrupts the reading if students appear to be lost because of an unknown word. • During pre-reading and post-reading the teacher helps students develop word knowledge in a variety of ways:

Pre-Post Reading

• Repeat words in varied context • Describe words • Support words with visuals • Connected words to students’ lives • Extended words with anecdotes • Make associations • Give definitions • Compare and contrast • Question • Charted characteristics • Rephrase sentences • Provided tactile examples • Give examples of correct and incorrect usage 36

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What is it?

food

Word Map

What is it like?

cold creamy Milkshake chocolate vanilla strawberry

What are some examples?

hard/soft tasty

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How Do I Find TIME?

• Beginning of the day – 20 minutes • Beginning of subject each day • Close of the day

Vocabulary and Student Performance •

If students learn the VOCABULARY and concepts of the standards, they will have learned 80-90% of what is tested on state tests. (Marzano, 2000).

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VOCABULARY STRATEGIES will increase knowledge of standard based vocabulary and concepts by 44 – 49 percentile points.

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ESPECIALLY important for low performing students and students for whom the Semantic pathway to the brain is difficult (e.g., English language learners)

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Checking for Understanding & Transfer

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Online Professional Development Course Title Activating Prior Knowledge Compare and Contrast Concept Mapping Content Reading and Writing - Part 1 Content Reading and Writing - Part 2 Course Title Patterning in Mathematics – Secondary Pattern and Organization Reading For English Language Learners - Part 1 Reading For English Language Learners - Part 2 Reading For English Language Learners - Part 3 Critical Thinking Skills Decoding Through Clues Explicit Instruction / Heuristics - Part 1 Explicit Instruction / Heuristics - Part 2 Graphic Representations Journals, Double-Entry Journals Making a Graph Manipulatives Model Making Phonics Applications Reading For English Language Learners - Part 4 Strategic Reading and Writing - Part 1 Strategic Reading and Writing - Part 2 Strategic Reading and Writing - Part 3 Strategic Reading and Writing - Part 4 Systematic Writing Process – Part 1 Systematic Writing Process – Part 2 Teaching For Relevancy Vocabulary Strategies Writing Process - Primary Traits - Part 1 Patterning in Mathematics – Primary Phonological Awareness Writing Process - Primary Traits - Part 2 What Every Teacher Should Know Series (10)

Assessment Task

• In groups of two design a vocabulary lesson, for a self selected unit or novel. The lesson will include a word list and a description of the instructional strategy that will be used. 42 • Share your ideas with one other small group.

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Wrap It UP!

44 Web It!

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T A U G H T

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T A U G H T

T’ing it up for Trainers

What was taught?

How was it delivered?

Unravel the materials – what will or will not work for your audiences? What would you add, change, or delete?

Putting it back together – What will the training you deliver look like?

Team Reflection What we learned about learning?