Transcript Vocabulary Strategies

Vocabulary
Strategies
“Re-treading,” NOT
Re-inventing, the Wheel
What the Research Says….
 “Effective vocabulary instruction begins
with explanations NOT definitions.
 The critical distinction being that it is not the
precise dictionary wording that drives
instruction, rather it is assisting students by
explaining word meanings using language,
examples, metaphors, and images the
students already know.”
─modified from Beck et al. 2002
What the Research Says….
“Not all approaches to teaching
vocabulary improve comprehension.
There are a number of traditional
teaching practices related to
vocabulary that deserve to be left in
the "instructional dustbin.”
─Marzano et al., 2001
“Huddle Up”
What are some strategies that
we have been using in our
classrooms that have rendered
themselves ineffective?
What doesn’t work
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Copying definitions
Memorizing a list of definitions
Showing term in context
Using terms in a sentence
What do all of these have in common?
A lack of active student
involvement in connecting the
new concepts /
meanings to
their existing
knowledge base.
What works:
Limit target words (PCG) 9 words
Activate prior knowledge
Give direct instruction
Expose frequently
Reinforce vocabulary by providing
opportunities for discussion
 Check for Understanding
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What the Research Says….
1. Teacher explains the word.
2. Students restate or explain the
new word in their own words.
3. Students create a non-linguistic
representation of the word.
4. Students engage in activities to
deepen their knowledge of the
word.
5. Students discuss the new word.
6. Students play games to review
the word.
Robert Marzano, Building Academic Vocabulary,
2005
Direct Instruction
Direct Instruction
Although definitions play an important role
in most vocabulary instruction, educators
tend seriously to underestimate:
 the difference between knowing a
definition and knowing a word
 the shortcomings of many of the
definitions found in glossaries and
school dictionaries
 the difficulty that students have
interpreting definitions
The Vocabulary Conundrum, Univ. of Illinois
Direct Instruction
“What can direct instruction in
vocabulary look like?”
 Use of movie/video clips or images as a stimulus
 Introduction of experiences/stories that provide
examples and non-examples of the term
 Use of current events to help students make a
connection
 Making your thinking visible to them
 Frequent interaction with the term in a variety of
settings
What the Research Says….
“Vocabulary learning, like most other
learning, must be based on the
learner's active engagement in
constructing understanding, not
simply on passive re-presenting of
information from a text or lecture.”
Marzano et al., 2001
Card Sort
Students collaboratively organize and
sort vocabulary cards into groupings
that make sense.
 6 Steps to Making Words Real
 Sort It
 Say It
 Describe It
 Read It
 Check It
 Expand It
Card Sort
 Sort It
 Create stacks
 Say It
 Take the words and
say them out loud
 Describe It
 Take pictures,
describe in detail…
 “In this picture I
see…”
 “This picture
matches (word)
because…”
 Read It
 Take definition,
read it…
 “This definition
matches (word)
because…”
 Check It
 Show video with
answers
 “Did you know
facts” - good idea
to stimulate
conversation
 Expand It
 Games, foldable,
etc.
Vocabulary Magic
Video for Card Sort
Concept Ladder
 A concept ladder
helps students to
arrange and
synthesize their
information about
a topic into an
organized
framework
Create a representation of ….
Compare ____ __to ________
Analyze why…….
Explain how…….
Describe what happens when..
List the characteristics of ……
Word Questioning
 A strategy that
challenges
students to
define, analyze,
synthesize, and
evaluate target
words in their
reading
Cognitive Dictionaries
Academic Vocabulary
Notebook
 Students keep a notebook that
contains the terms and phrases that
have been taught
 Enough space should be provided to
record descriptions, explanations,
graphic representations, pictures, and
examples of the terms
 As time goes on, students could write
additional comments about the terms
Discussion Strategies
“ I’ve put up this word wall
and students have made
the flashcards. Now what?”
Why Use Discussion Strategies?
 involves students in clarifying definitions
 helps them feel more connected to the
words as they use them orally with their
peers
 gives student more time to reflect on word
meaning as they try to use it in a relevant
context
 addresses the needs of students of varying
vocabulary levels
Discussion Strategies
 Consensus
 Forced Association
 TWEDYAODWTS
 No Hesitation
Consensus
Students reach a consensus on a concept
definition through a systematic process.
 Have individual students write a definition of the term,
and then share with group.
 Have groups come to a consensus on the definition and
create a 4-square (Frayer model).
 Have groups share their explanation of term with the
class.
 Class comes to a consensus on a formal definition.
 Definition is compared to textbook or dictionary
definition
Forced Association
Students work together to identify
connections between specified terms
and explain their rationale.
Variations can include:
• Students can be in groups of 2, 3, or 4.
• Can be used before or after reading
Forced Association
TWEDYAODWTS
Students take a stance on a arguable
statement referencing a term and discuss their
justification.
 Students are shown or read a value statement that
references a concept that they have learned.
 Students take a stance, stating whether they strongly
agree, agree, disagree, or strongly disagree with the
statement.
 Once students have determined their stance they move
to their respective corners and discuss their position.
 Students must be able to justify why they chose that
position.
No Hesitation
A student chooses a word and has to
speak about it without hesitation or
pauses for 30 seconds.
 Teacher selects a term from the word wall or set of
flash cards
 Students describe the term, discuss its significance,
and make connections with other power terms
Checking for Understanding
Response Cards
Sticky Bars
 Develop a short answer or multiple
choice question that pushes student
thinking beyond factual recall.
 Have students record their answers
anonymously on Post-it notes.
 Collect and sort them into like
responses.
 Create a bar graph by placing each
similar response in the same column.
Traffic Light Cups
 used during student work time to signal
to the teacher when an individual or
group might need help or feedback.
Colors provide the following information –
 Red (students cannot go any further without
assistance)
 Yellow (students would like feedback or to
ask a question, but are able to continue on)
 Green (students are proceeding successfully
without the need for assistance.)
Fist to Five
 Use to show students relative
agreement or disagreement with
particular statements; OR
 Use to show individual students level
of understanding
In Conclusion……
“It is essential to keep in mind that
promoting extensive reading, carefully
selecting which words to teach quickly or
extensively, and choosing strategies that
help students make cognitive connections
between the new and the known are at the
heart of effective vocabulary building.”
─Stahl, 1999