We all know that teaching vocabulary is important, yet

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We all know that teaching vocabulary is
important, yet ..

• Its not that we teach vocabulary it HOW we teach
  vocabulary.

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Closing the Achievement Gap
A
With Effective Vocabulary Instruction
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Top Secret Disclaimers

• Yes we have No Panaceas!
• Ooooh! I tink I saw a Frayer Model!
• One thing that I know for certain is that I dont
  know what I thought I knew!
• You dont always get what you want, but if you
  try real hard sometimes you get what you need!

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Training Goals

1. Understand the research behind effective
   vocabulary instruction
2. Visit the Six Steps of effective vocabulary
   instruction
3. Learn how to close the achievement gap by
   building background knowledge through direct
   vocabulary instruction
4. Make learning more perdurable

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And the researchers are .!

• Robert J. Marzano
• Building Background Knowledge for Academic
  Achievement
• Building Academic Vocabulary
• Classroom Instruction that Works
• Debra J. Pickering
• Building Academic Vocabulary
• Classroom Instruction that Works
• Eric Jensen
• Brain Based Learning
• Jane K. Doty
• Teaching Reading in the Content Areas
• Closing the Achievement Gap Belinda Williams

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Closing the gap with our low performing students

• The research is very clear that students from
  lower socioeconomic backgrounds and others with
  limited academic background knowledge are at a
  great disadvantage in our schools because they do
  not have the background knowledge that they need
  to be successful.

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Closing the gap with our low performing students

• Building academic background knowledge for
  students is essential if they are going to link
  new learning to what they already know.

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Closing the gap with our low performing students

• One of the most effective ways to build this
  academic background knowledge is through
  effective direct vocabulary instruction.

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Direct Vocabulary Instruction Works
And the research says.!

• Building Academic Vocabulary, 2

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What the Academic Research Says

• one compelling fact what students already know
  about the content is one of the strongest
  indicators of how well they will learn new
  information about the content.
• Robert J. Marzano, Building Background Knowledge
  for Academic Achievement

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What the Brain Research Says

• Orstein found that prior exposure to
  information speeds up learning. The brain looks
  for places to compartmentalize or categorize
  information and Donchin found that the greater
  amount of priming stimulus, the more the brain
  extracted and compartmentalized the
  information.
• Eric Jensen, Brain Based Learning

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What the Brain Research Says

• Information is stored both linguistically and
  non-linguistically.
• It is the combination of both of these that
  makes learning perdurable.
• Eric Jensen, Brain Based Learning

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Review

• For information to be stored in long term memory
  (background knowledge) it has to find a
  compartment or category in the brain to reside.
  (In Social Studies we often call these
  concepts.)
• Low achieving students generally lack these
  categories or compartments because they have not
  been exposed to enough stimuli (linguistic and
  non-linguistic)

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Our Goal
To build background knowledge through researched
based strategies that effectively help our
students build categories to store new
information.
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Please read aloud the followinggtgtgt

• And just how do we go about doing this?

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Instructional Strategies Effects on Achievement
Category Gain
Identifying Similarities Differences 45
Summarizing Note Taking 34
Reinforcing Effort Providing Recognition 29
Homework Practice 28
Nonlinguistic Representations 27
Cooperative Learning 27
Setting Objectives Providing Feedback 23
Generating Testing Hypotheses 23
Questions, Cues, Advance Organizers 22
Marzanos Nine
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Instructional Strategies Effects on Achievement
Category Gain
Identifying Similarities Differences 45
Summarizing Note Taking 34
Nonlinguistic Representations 27
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So how does this work?

• Lets watch your brain at work.
• What categories do you use to store information?
• Do your students have the same ones?

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What do your categories tell you to do with
this information?

• In the early 1860s a ________issued the
  Emancipation ___________. This order freed
  millions of s________. The C_______ had the
  authority to enforce this order. Emancipation
  alone did not give the former ________ a new
  life. Decades of e_________ hardship and unequal
  rights continued. A______________ Plan was
  supported by many R____________.

Page 1 in Handout
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What do your categories tell you to do with
information?
In the early 1860s a Russian issued the
Emancipation Manifesto. This order freed
millions of serfs. The Czar had the authority to
enforce this order. Emancipation alone did not
give the former serfs a new life. Decades of
economic hardship and unequal rights continued.
Alexanders Plan was supported by many Russians.
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Lets try another easy one!

• The questions that p______ face as they raise
  ch______ from in______to adult life are not easy
  to an______. Both fa______ and m______ can
  become concerned when health problems such as
  co______ arise any time after the e______ stage
  to later life. Experts recommend that young
  ch______ should have plenty of s______ and
  nutritious food for healthy growth. B______ and
  g______ should not share the same b______ or even
  sleep in the same r______. They may be afraid of
  the d______.

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• The questions that poultrymen face as they raise
  chickens from incubation to adult life are not
  easy to answer. Both farmer and merchants can
  become concerned when health problems such as
  coccidiosis arise any time after the egg stage to
  later life. Experts recommend that young chicks
  should have plenty of sunshine and nutritious
  food for healthy growth. Banties and geese
  should not share the same barnyard or even sleep
  in the same roost. They may be afraid of the
  dark.

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So what do we do?
Please read aloud the followinggtgtgt

• To make sure that our students are going to the
  right categories we need to build these
  categories with good vocabulary instruction and
  stuff them full of good vocabulary terms.

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Five Statements from current research about
Vocabulary . . .

• Students need to be exposed to a word at least
  six times in context before they have enough
  experience with the word to ascertain its meaning
  and make it perdurable.

• Even superficial instruction in new words
  enhances the probability that students will
  understand the words when they encounter them.
• Jane K. Doty, MCREL

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Five Statements from current research about
Vocabulary . . .

• One of the best ways to learn a new word is to
  associate a mental image or symbolic
  representation with it.

• Direct vocabulary instruction works. Teaching
  new vocabulary directly increases student
  comprehension of new materials.
• Jane K. Doty, MCREL

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Five Statements from current research about
Vocabulary . . .

• Direct instruction on words that are critical to
  new content produces the most powerful learning.
• Jane K. Doty, MCREL

Selecting these words that are critical is
essential.
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Word of the day!

• To fail to keep prescribed gait
• To become fair
• To alter sharply a direction or course
• To reduce in rank
• To come into being as bursting forth
• To open spontaneously as with the surf
• To make ineffective as a binding force
• To separate into parts with sudden force

BREAK!
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Now to the How To
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Six Steps to Effective Vocabulary Instruction
(Marzano, 2005)

• Provide description, explanation or example of
  the new term
• Students restate the explanation of the new term
  in their own words
• Students create a nonlinguistic representation of
  the term

Page 1
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Six Steps to Effective Vocabulary Instruction
(Marzano, 2005)

• Students periodically do activities that help
  them add to their knowledge of vocabulary terms
• Comparing Terms
• Classifying Terms
• Generating Metaphors
• Generating Analogies
• Revising Initial Descriptions or
• Nonlinguistic Representations
• Understanding the roots and affixes

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Six Steps to Effective Vocabulary Instruction
(Marzano, 2005)

• Periodically ask students to discuss the terms
  with one another
• Should occur as a regular part of SS instruction
• Pose questions to stimulate discussion
• Raise questions and issues about terms

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Six Steps to Effective Vocabulary Instruction
(Marzano, 2005)

• Periodically engage students in games that allow
  them to play with the terms
• Examples Word Splash, Flash Cards, Loop Cards,
  etc.
• Resources Available
• TEKS Vocabulary Flashcards, Word Splashes
  Word Walls for Grades 5-11
• www.esc13.net/socialstudies
• www.tea.state.tx.us/ssc

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A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Diffusion
Diffusion is the process by which an idea or
innovation is transmitted from one individual or
group to another across space. There are two
types of diffusion relocation diffusion, i.e.,
when people move and take with them their
culture and expansion diffusion, i.e., when
information about a new idea or innovation
spreads throughout a society. 
The spread of linguistic or cultural practices or
innovations within a community or from one
community to another.
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A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Diffusion
Diffusion is the process by which an idea or
innovation is transmitted from one individual or
group to another across space. There are two
types of diffusion relocation diffusion, i.e.,
when people move and take with them their
culture and expansion diffusion, i.e., when
information about a new idea or innovation
spreads throughout a society. 
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A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Emancipation
To free someone from bondage
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A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Emancipation
Czar Alexander emancipated, or freed the
Russian serfs in 1861. Abraham Lincoln
emancipated, or freed the slaves in the south
in 1863.
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A Six-Step Process for Teaching New Terms
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Notes Pertinent to our study
Adapted from ASCD
Page 2
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A Six-Step Process for Teaching New Terms
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Native American
Native American
Native means the first people who lived somewhere
so Native American means the first people who
lived in America. They lived here before it was
called America. We used to call them Indians, but
that did not make sense. They werent from India.
Notes Pertinent to our study The Natives
Americans who lived in East Texas were called
Caddo Indians. They live in grass houses and
traded with lots of other Indians.
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A Six-Step Process for Teaching New Terms
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Evolution
Notes Pertinent to our study
Adapted from ASCD
Page 2
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A Six-Step Process for Teaching New Terms
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Debra J. Pickering
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Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Baghdad
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Income tax is the money we pay to the government
that they use to provide things we all need, like
roads. The money is taken out of our paychecks.
Debra J. Pickering
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Some challenges you might encounter
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Challenge The studentsand youare having
trouble representing the term.
Suggestions Practice creating nonlinguistic
representations

• Types of pictures
• Draw the actual thing.
• Use a symbol.
• Draw an example.
• Represent the idea with graphics.
• Dramatize the drawing with cartoon bubbles.

Debra J. Pickering
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• Types of pictures
• Draw the actual thing.

Abraham Lincoln
Debra J. Pickering
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• Types of pictures
• Use a symbol.

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When possible, try to build into the picture a
way of attaching the picture to the word.
Laaaatitude
Loooongitude
Latitudeimaginary lines around Earth parallel to
equator Longitudeimaginary lines around Earth
that go through North and South Pole and are
perpendicular to the equator
Debra J. Pickering
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Application for Visual Representation

• I didnt put my grades in
• I have to go to a workshop
• The sand is warm
• I forgot what relaxation was like
• My feet and back dont hurt at 400PM
• Students not in school
• Summer

Draw a Visual Representation of
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Review for a Break

• Review the Six Steps to Vocabulary Instruction on
  page 1
• Identify which is the most important step for
  your student and explain why this is so to your
  table mates.
• Be prepared to share with the whole group.

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Six Steps to Effective Vocabulary Instruction

• Provide description, explanation or example of
  the new term
• Students restate the explanation of the new term
  in their own words
• Students create a nonlinguistic representation of
  the term
• Students periodically do activities that help
  them add to their knowledge of vocabulary terms
• Periodically ask students to discuss the terms
  with one another
• Periodically engage students in games that allow
  them to play with the terms

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A Six-Step Process for Teaching New Terms
Step 4 Engage students periodically in
activities that help them add to their knowledge
of categories (Concepts).
Free Association Comparing Terms Classifying
Terms Solving Analogy Problems Creating Metaphors
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A Six-Step Process for Teaching New Terms
Step 4 Engage students periodically in
activities that help them add to their knowledge
of categories (Concepts).
Free Association
Iraq
Oil
Afghanistan
Middle East
Conflict
Israel-Palestine
Dry Climate
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Comparing terms

• Using Sentence Stems
• Using Venn Diagrams
• Using Double Bubble.

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A and B are similar because they
both ________________ ________________ ________
________ A and B are different because A is
__________, but B is ___________. A is
__________, but B is ___________. A is
__________, but B is ___________.
Page 3
55
A monarchy and a dictatorship are similar
because they both ________________.
________________. ________________. A
monarchy and a dictatorship are different because
a monarchy___, but a dictatorship____. a
monarchy___, but a dictatorship____. a
monarchy___, but a dictatorship____.
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Venn Diagrams
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Comparing Terms David Hyerle---Double Bubble
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Comparing Terms
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Solving Analogy Problems
as
David Hyerles Bridge Map
Page 4
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Solving Analogy Problems
Debra J. Pickering
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Solving Analogy Problems
Social Studies
Sisters

Core Curriculum Cinderella
as
David Hyerles Bridge Map
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The Strategy Creating Analogies

• Give Students a model
• ABCD A is to B as C is to D
• Sam Houston is to Texas as George Washington is
  to the

US
Pearl Harbor was to WWII as 9/11 was to the
War of Terrorism
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The Strategy Creating Analogies

• B. Use familiar content to teach the strategy
• SchoolStudentsSpringButterflies
• Similar Concepts
• Adjacent concepts are synonyms or similar in
  meaning.
• hungryravenoustiredexhausted
• schoolstudentsspringbutterflies

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The Strategy Creating Analogies

• B. Use familiar content to teach the strategy
• Dissimilar Concepts
• Adjacent concepts are opposites or dissimilar in
  meaning
• grimcheerfulhillyflat
• HitlerGandhiwarpeace
• Class Membership
• Adjacent concepts belong to the same class or
  category.
• carrot potatobrown purple
• high birth ratehigh povertyhigh longevitygood
  health care
• Class Name or Class Member
• One element in a pair is a class name, the other
  is a member of the class.
• MexicanHispanicSaudiArabic

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The Strategy Creating Analogies

• B. Use familiar content to teach the strategy
• Part to Whole
• One element in a pair is a part of the other
  element in the pair.
• spark plug enginevariable function
• cityregionstatecountry
• Change
• One element in a pair turns into the other
  element in the pair.
• caterpillar butterflytadpole frog
• slavery issuewarcivil rights movementequality

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The Strategy Creating Analogies

• C. Give students graphic organizers for models

What if you were studying the 1920s?
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The Strategy Creating Analogies

• C. Give students graphic organizers for models

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The Strategy Creating Metaphors

• Give Students a model
• Languid This training is languid it is moving
  as slow as molasses
• Exhaustion I am as exhausted as a tri-athlete as
  she crosses the finish line.
• Scarcity That resource is as scarce as a lake in
  the middle of the desert
• Your Turn Bad Presenters Hes as boring as
• Youre walking on thin ice

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The Strategy Creating Metaphors

• B. Use familiar content to teach the strategy of
  creating metaphors
• Cafeteria food is dog food
• Mr. Davids class is always an icebox
• This school is a prison!
• Guadal Canal was a Hornets Nest
• Genghis Kahn was a demon
• Your Turn

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The Strategy Creating Metaphors
Emancipation
Santa Anna
Sputnik
Iraq War
Alexander the Great
Cultural Diffusion
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A Six-Step Process for Teaching New Terms
Step 5 Periodically ask students to discuss the
terms with one another.
Think Pair Share
Lets do a Frayer!
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The Frayer Model
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Definition
Characteristics
Culture is the total pattern of human behavior
and its by-products
Customs, beliefs, social forms and material
traits of ethnic, racial, religious and social
groups
Culture
Examples
Non-Examples
In the Mid-East many men wear robes to work. Many
people in Asia eat with chop sticks.
We live in a house. We wear clothes. We eat rice.
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The Frayer Model
Your turn!
Page 5
Achievement Gap
75
Think

• Think Provide a few minutes of quiet think
  time to allow students, individually, to review
  their own descriptions and images of the targeted
  terms in their notebooks. Consider modeling for
  them, by thinking aloud, some of the kinds of
  thinking they might do during this quiet time.

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Pair
Pair After students have had a chance to think
about the targeted terms, organize them into
pairs and ask them to discuss their descriptions
and pictures of the terms with their partners.
You might need to guide these interactions by
suggesting or modeling ways they can discuss the
terms, such as Comparing their
descriptions of the term. Describing their
pictures to each other. Explaining to each
other any new information they have
learned or ahas they have experienced
since the last time they reviewed the
terms. Identifying areas of disagreement or
confusion and seeking clarification from
you or other resources.
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Share
Share Invite students to share aloud with the
whole class any new thoughts or understandings
they have discussed in their pairs. As students
share, highlight interesting ideas and encourage
students to explain any examples of confusion or
any misconceptions that surfaced during their
discussions. This step provides an opportunity
for you to make sure that confusion and
misconceptions have been resolved accurately. Ask
students to make additions and revisions to their
Frayers. Monitor their work to ensure that their
additions and revision are accurate.
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A Six-Step Process for Teaching New Terms
Step 6 Involve students periodically in games
that allow them to play with terms.
Vocabulary Charades Name That Category Draw
Me Vocabulary Jeopardy (What is the Question?)
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Name that category!
Industrialization

• Immigrant Workers
• Poor working Conditions
• Social Darwinism
• Steel, Steel, Steel
• Vertical Integration
• New Inventions
• Late 1800s

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Draw Me!

• Although I began before the Civil War my real
  expansion came after.
• I really started rolling with the invention of
  the Bessemer process used for making steel
• I brought millions of people to the west and
  millions of dollars in kickbacks to my owners as
  I laid tracks across the west
• I finally made it across the country when I met
  up with my brother, Union Pacific, in Ogden Utah
  in 1869.

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Vocabulary Jeopardy
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Building Your Essential Vocabulary Lists
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Not ALL terms are critically important!

• So how do we decide what to put on our list?
• Resources Collection-
• National Standards
• State Standards
• Local resources

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So how do we decide what to put on our list?

• Decide who will decide- Is it your job as the
  supervisor? Will you have a committee?
• How many words will you identify as critical or
  essential for each grade level?

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Marzano, Building Background Knowledge for
Academic Achievement
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So how do we decide what to put on our list?

• 3. How do I decide which words to select?
• a. TAKS First Approach
• b. Teacher First Approach (Committee)
• c. Ranking system (Example)
• 1. The word is critical TAKS
• 2. The word is critical for X grade
• 3. The word is important
• 4. The word will be learned indirectly

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So how do we decide what to put on our list?

• 4. What do we do with the list?
• a. Break it down by unit/grading period for each
  grade level
• b. Supply each teacher with a copy
• c. Have a school/district expectation that these
  words will be taught directly

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So how do we decide what to put on our list?

• 5. Resources
• a. SSC Glossaries - http//www.tea.state.tx.us/ss
  c/teks_and_taas/teks.htmTEKS_glossary
• b. Building Academic Vocabulary, Marzano and
  Pickering (National Standards
• c. www.esc13.net/socialstudies
• Many of these activities are focused on the
  T3s (TAKS Testable TEKS)

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Other versions of Vocabulary Building Templates
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Review and Reaffirm

• Of the strategies that we just reviewed which
  one(s) do you think you would like to try in your
  class.
• Explain to you group.
• Be prepared to share

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Collaborative Setting
Average Retention Rate
After 24 Hours
5
Lecture
Reading
10
20
Audiovisual
Demonstration
30
Discussion Group
50
Practice by Doing
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Teach Others / Immediate Application
90
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Can you find me?

• See if you can find Marzanos six steps to
  effective vocabulary instruction in these
  vocabulary strategies.

93
Concept Definition Mapping
94
(No Transcript)
95
Comparisons/ Contrasts
Democracy
96
Verbal and Visual Word Association
97
(No Transcript)
98
Visual Representation
Latitude
Definition
Personal Association or Characteristic
99

• Using a Word Splash
• Objectives
• Assess prior knowledge
• Provide motivation for reading
• Set a clear purpose for reading
• Decipher vocabulary
• Allow for a variety of modes of learning

100
Using a Word Splash

• Select four to six social studies terms, people,
  phrases, or pictures from a unit of study or
  book.
• Be sure to include not only similar words that
  will indicate the subject of the selection but
  also some of the words and phrases that seem
  contradictory to the others.
• Give each student a little time to think about
  what the terms, people, phrases, or pictures have
  in common.
• As a class, discuss the definitions of the words
  or meaning of the pictures and the connections
  between them.

101
Using a Word Splash

• 5. Have students draw a picture or image for
  each term.
• 6. As a class, in pairs or small groups, have
  students work to identify the main idea or
  subject that connects the words.
• 7. Ask each group to share their explanation.
• 8. As the class describes the connections, list
  the common elements on the board.
• 9. Cut the words out to make note cards for use
  with new words or to add to your word wall.

102
Kindergarten Example
Police Mayor
Fire Judge
103
Grade 2-3 Vocabulary Example
Citizenship Harriet Tubman
Slavery Underground Railroad
104
Grade 4 Vocabulary Example
Sam Houston Democracy
Freedom Civic Affairs
105
Grade 5 Vocabulary Example
Ben Franklin Democracy
Leadership Civic Duty
106
Making Sense in Social Studies http//www.readingq
uest.org
107
Making Sense in Social Studies http//www.readingq
uest.org
108
Templates available at www.ednet13.net/socialstudi
es
109
The Frayer Model
(To become more durable) To ingrain in my memory
so well that I will not forget it.
Perdurable
110
Application Activity

• Review the various vocabulary models and
  strategies presented
• What are the similarities between them?
  Differences?
• Can you identify the 6 steps in each?

Pages 5-12
Where can I find these templates?