Word Works: Cracking Vocabulary s CODE Facilitated by Harvey

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Word Works

• Cracking Vocabularys CODE

Facilitated by Harvey F. Silver, Ed.D.
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OurThoughtful Questions

• Why teach VOCABULARY?
• What are WORDS and how are they DEFINED?
• What KINDS of words are important to learn?
• How do YOU learn new WORDS?
• How does the brain LEARN, PROCESS, and RETAIN NEW
  WORDS?

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• Why teach VOCABULARY?

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The Argument Why Teach Vocabulary?

• Make some notes in your booklet
• How would you respond to Callie and Ted?
• Where do YOU stand on the importance of
  Vocabulary Instruction?

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Four Reasons to Teach Vocabulary

• Verbal Intelligence
• Ability to comprehend new information Academic
  Achievement
• Ones level of income
• Self-confidence and self-image

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Write to LearnThink, Pair, Share

• What are five ways you teach Vocabulary or
  have seen others teach Vocabulary?
• Rank them in order from the most effective to the
  least effective.

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Think of a time

• When you were smart. What did you say, what did
  you do?
• When you observed someone being smart. What did
  they say, what did they do?
• When you helped someone be smart. What did you
  say, what did you do?

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Think of a time steps

• Group students into threes assign each student a
  number (1, 2, 3)
• Students examine an issue from three points of
  view participant observer
  supporter
• Students make individual written responses, then
  compare their stories with others and examine
  common attributes for each point of view
• After exploring each point of view, one student
  from each group rotates to another group where
  s/he shares the home groups attributes
• The last triad develops a set of attributes
  critical to the concept being examined
• Students reflect on new insights as well as on
  themselves as learners. They establish a goal for
  the next time that will allow them to deepen
  their engagement in the process

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A word is a sign that signifies meaning

• What is a word that means the opposite of smart?

What does it signify?
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• What students already know about the content is
  one of the strongest indicators of how well they
  will learn new information relative to the
  content.
• ---Marzano

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Background knowledge

• Academic vocabulary is synonomous with background
  knowledge
• Background knowledge is only useful if it is part
  of permanent memory
• There are only three ways to build permanent
  memory repetition, diverse interactions, and
  depth of thought

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Three Functions of Memory
Permanent Memory
Working Memory
Sensory Memory
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• The more you know,
• the more you can know.

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VOCABULARY

• Steps
• SEE IT
• SAY IT
• SPELL IT
• SHOW IT
• SHARE IT

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VOCABULARY

• Research correlates VOCABULARY with
• Verbal Intelligence
• Academic Achievement
• Economic Success
• Self-concept

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Key Word Strategy
Bigger Idea
Non-Examples
Examples
Transportation
motorcycle
2 wheeler
Key Word
unicycle
10 speed
bicycle
moped
mountain bike
Essential Characteristics
two wheels, seat, steering mechanism, Chain and
pedal, power source, brakes
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Key Word Strategy Dictionary Definition
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Key Word Strategy
Big Idea
Non-Examples
Examples
Key Word
CRIME
Essential Characteristics
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Students learn new words

• By reading widely and often
• Through Direct Instruction
• By learning Vocabulary Study Strategies and
  applying new words to their own learning and
  glossary creation

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Vocabularys CODE

• Collect words. Identify the words they need to
  pay attention to.
• Organize words. Use classification,
  comparison, and other thinking frames to
  organize what they know.
• Develop images for words. Use sketches,
  diagrams, gestures, metaphors.
• Exercise words. Apply and use in speech and
  writing, construct glossaries and plans for
  review.

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VOCABULARY
D E F I N E

• Determine the word/phrase to be taught
• Explain/describe the word/phrase
• Formulate a non-linguistic representation of the
  term/phrase
• Invite students to generate their own
  explanation/description of the word/phrase
• Now ask students to create their own
  non-linguistic representation of the word/phrase
• Elaborate and Exercise with the word/phrase by
  making connections with other words and
  practicing at least 6 time to achieve mastery.

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BALDERDASH!

• (A tool for learning
• STRANGE WORDS)

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BALDERDASH!

• Step 1 Select your linch pin words
• Step 2 Give each word to one student on a slip
  of paper containing the word, pronunciation,
  definition, a sentence using the word.
• Step 3 The student reads the word. The group
  guesses its meaning.
• Step 4 The student reads the sentence aloud, and
  the group revises their definition.
• Step 5 The student reads the definition, and the
  group creates a non-linguistic representation AND
  a new sentence.

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What is a WORD?
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What is a DEFINITION?
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DEFINITION is

• the process of trying to explain something in
  terms of something else.
• It must convey what makes something worthy of its
  own label.
• It helps to shape what we see and how we see it.
• It communicates what a concept is and what it
  isnt.
• The goal is to communicate about a concept in a
  way that differentiates it from everything else.

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Define(Random House Dictionary)

• To state the exact meaning of a word (what is
  intended to be expressed or indicated).
• To describe exactly as in to define judicial
  functions.
• To fix the boundaries of.
• To make clear.

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Define(Rogets Thesaurus)

• Interpret, explain, construe, translate, render,
  decipher, make out, unravel, disentangle, solve,
  inter, exemplify, annotate, note, construct,
  illustrate, expound, elucidate, bound, compass,
  confine, circumscribe

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The Argument Why Teach Vocabulary?

• Make some notes in your booklet
• How would you respond to Callie and Ted?
• Where do YOU stand on the importance of
  Vocabulary Instruction?

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Four Reasons to Teach Vocabulary

• Verbal Intelligence
• Ability to comprehend new information Academic
  Achievement
• Ones level of income
• Self-confidence and self-image

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Write to LearnThink, Pair, Share

• What are five ways you teach Vocabulary or
  have seen others teach Vocabulary?
• Rank them in order from the most effective to the
  least effective.

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Reading for Meaning How
Do Students Learn New Words?

• Before reading the text selection, carefully
  consider each of the five commonly held beliefs
  about learning vocabulary.
• For each statement, decide if you Agree or
  Disagree.
• Compare your ideas with a partner.

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Reading for Meaning How
Do Students Learn New Words?

• 1. Students understanding of content knowledge
  depends heavily upon vocabulary development.

Agree
Disagree
Evidence that Supports
Evidence that Refutes
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Reading for Meaning How
Do Students Learn New Words?

• 2. There is a clear connection between vocabulary
  instruction and the achievement gap.

Agree
Disagree
Evidence that Supports
Evidence that Refutes
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Reading for Meaning How
Do Students Learn New Words?

• 3. Direct vocabulary instruction requires
  students to memorize definitions to be effective.

Agree
Disagree
Evidence that Supports
Evidence that Refutes
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Reading for Meaning How
Do Students Learn New Words?

• 4. The use of multiple exposures and a variety of
  instructional strategies is critical to learning
  new vocabulary.

Agree
Disagree
Evidence that Supports
Evidence that Refutes
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Reading for Meaning How
Do Students Learn New Words?

• 5. The best way to assess students understanding
  of new vocabulary is to test regularly.

Agree
Disagree
Evidence that Supports
Evidence that Refutes
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Reading for Meaning How
Do Students Learn New Words?

• Read the text selection, What is Effective
  Vocabulary Instruction and Why Do We Need It?
• Use the Reading for Meaning organizer in your
  booklet to collect information to support or
  refute your initial ideas.

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Reading for Meaning How
Do Students Learn New Words?

• Meet with 3 colleagues.
• In your team of four, discuss your initial
  positions and the evidence you found to support
  or refute them.
• As a team, reach consensus.
• Create a list of the five most important things
  teachers need to consider when teaching
  vocabulary.

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Cracking the CODE

• Weird and Wonderful
• Words

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The Most Bizarre Meeting Ever

• Read the passage.
• Consider the underlined words.
• Can you figure out what each of these words
  means?
• Write your educated definition in your booklet.

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Weird and Wonderful Words
Word Educated Definition Actual
Definition Differences
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Are Your Words Relatives?
Vocabulary
People with good vocabularies tend to have
greater economic success.
As a vocabulary item, sea turtles fit under the
category endangered animals.
Some people think the economys more important
than saving endangered species like the sea turtle
Sea turtles
Economy
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Making Connections GroupthinkArrange the
nine words into three categories of three words
each. Give each group a label that describes how
the words go together.
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Choose your favorite word from the nine words,
and create an analogy

• _____________ is like_________________
• (your favorite word)
• because

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Metaphoric ExpressionMaking the Strange
Familiar or the Familiar Strange
CREATES
hoose a concept.
eview what you know about the concept.
stablish an analog to compare it to.
sk yourself how the concept is like the analog.
hink about how the two differ.
stablish a new, direct analogy.
ynthesize your new understanding in a product or
performance.
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A picture is worth

• Create a visual icon for three different words

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Put it all together

• Write a short, creative piece that uses at least
  five of the nine words.

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Cracking Vocabularys CODE
How Our Brains Learn New Words
Examples From the Activity
C
Reading The Most Bizarre Meeting Ever
onnect
O
Educated Definition Matrix
rganize
Triangle Organizer Group Label
Analogy Visual Icon
D
eep Process
E
xercise
Short creative writing
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Word Works Principle 1

• Direct vocabulary instruction works

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Word Works Principle 2

• Teachers need research-based tools and strategies
  that maximize student learning and retention of
  new words.

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Word Works Principle 3

• Vocabulary instruction is best thought of at the
  unit level rather than the lesson level.

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Word Works Principle 4

• Vocabulary instruction should be designed around
  how the brain learns, processes, and retains new
  information.

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How do we get the brains ATTENTION?

• Principle

C
onnection
O
D
E
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How do we get the brains ATTENTION?

• bun
• shoe
• tree
• door
• hive
• sticks
• heaven
• gate
• line
• hen

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How do we get the brains ATTENTION?

• Brain Research Implications
• Short-term and Sensory Memory
• Power of Connections
• Power of Associations
• Link to Prior Knowledge
• Curiosity

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How do we get the brains ATTENTION?

• Brain Research Implications

P
urpose why is this word important?
R
elevance how does it connect to prior knowledge?
I
nterest how can you raise student curiosity?
C
ontrast is there a way to highlight novel or
pattern-breaking information?
E
motions how can you connect to students feelings
and experiences?
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How do we get the brains ATTENTION?

• Techniques
• A HOOK to build connections to prior knowledge
• KINDLE students ideas explore the hook, jot
  down responses, pair up and test ideas
• Build a BRIDGE between the purpose and the new
  vocabulary to come

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How do we get the brains ATTENTION?

• Visualization

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How do we present vocabulary in a way that suits
MEMORY?

• Principle

Connection
O
rganization
D
E
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How do we present information in a way that suits
MEMORY?

• 29641

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50369211069
177614921066
1776-1492-1066
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How do we present vocabulary in a way that suits
MEMORY?

• Brain Research Implications
• Working Memory

C
hunking grouping bits of information into larger
chunks
P
atterns placing vocabulary in context
R
elevance looking for personal connections to
vocabulary
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How do we present vocabulary in a way that suits
MEMORY?

• Techniques

Use VISUAL ORGANIZERS to help students see the
larger context for new words and to build chunks
out of the many bits.
Allow students to frequently stop and process new
vocabulary (7 /- 2)
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How do we present vocabulary in a way that suits
MEMORY?

• Visualization

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How do we make vocabulary stand out?

• Principle

Connection
Organization
D
eep Processing
E
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How do we make vocabulary stand out?

• Brain Research Implications
• Storage and Retrieval

• Convergence Zones memories are constructed
  with input from different parts of the brain
• Information that is dual coded gets stored in
  multiple places with a deepening of connection.
• For retrieval, the brain reconstructs
  information. When information is pulled from
  different areas of the brain, it is more easily
  reconstructed.

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How do we make vocabulary stand out?

• Techniques

• Use Deep Processing to make deep memories by

SAYING IT
SHOWING IT
DOING IT
FEELING IT
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How do we make information stand out?

• Visualization

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How do we make information stand out?
Draw a sketch of it
Say what it means in your own words
Describe feelings you associate with it
Make a physical symbol to represent it
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How do we make memories last?

• Principle

Connection
Organization
Deep Processing
E
xercise and Elaboration
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How do we make memories last?

• Brain Research Implications
• LONG-TERM Memory

P
ausing for students to reflect and make
connections to their learning
P
rocessing to allow students to Deep Process
essential concepts
P
racticing and teaching students how to rehearse
their learning
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How do we make memories last?

• Techniques
• Stop every 5-10 minutes
• Pose Questions in Style

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How do we make memories last?

• Visualization

10
?
5
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How do we make memories last?

• Review Question
• Review the four Principles of Memory and reflect
  on your own behavior.
• In your vocabulary instruction, which principle
  might you be best at?
• Which might need some work?
• In your classroom which are emphasized most and
  least?

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ImpressionsJot a few notes to yourself
What do you remember about how you learned or
were taught vocabulary?
Do you have any favorite words, words that mean
something special to you?
Do you have any questions about vocabulary
learning?
If you were going to design a best way to learn
vocabulary for yourself, what would it be?
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Vocabulary in the Context of a Unit Plan
Name of Unit________________
Length of Unit________________
Introduction
Sources
Activities / Assignments
Closing
Assessment
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Vocabulary in the Context of a Unit Plan

• Make a list of Vocabulary in your unit
• Classify your Vocabulary

Essential Important Good to
Know
Do you differentiate your vocabulary instruction?
If yes, how?
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How do you help students CONNECT with new words?
How do you help students ORGANIZE words into
meaningful categories?
How do you ask students to EXERCISE and apply
their growing vocabularies?
How do you select words that need special
attention?
How do you activate DEEP PROCESSING of critical
words?
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Learning From Each Other
What did I share?
Ideas for reworking my unit
What did I learn?
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C Strategy for Creating Definitions
CCCCCC
hoose a word you want to learn.
larify what you know about the word using context
clues, word parts, asking someone else.
omprehend the meaning of the word using a
glossary, dictionary, thesaurus, encyclopedia,
teacher.
ompare your definition with the formal
definition. How is it similar? How does it differ?
reate a mental picture of the word physical
sensations, emotions, symbols. See it. Say it.
onclude by drawing a picture or symbol
identifyng similar words, writing a description
in your own words,listing examples of the word.
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How to Get Your Hands on a Big Idea

• A Game to Play With a Partner
• One of you is the thinker, the other is the
  guesser.
• The thinker selects the phrase from the following
  table, and writes it on a piece of paper.
• The guesser tries to figure out what the phrase
  is.
• After the guesser finds the right answer, reverse
  roles.
• Play four rounds.
• The first person to ask 16 questions loses!

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How do students learn new words?
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Students learn new words

• By reading widely and often
• Through Direct Instruction
• Vocabulary strategies applied directly to their
  own learning

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Word Scrolls
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Semantic Webbing

• Students brainstorm as many associations as
  possible with one word
• They group their associations in a web-like
  format

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carbon dioxide
pine tree
process for making food

green plants
photosynthesis
chlorophyll
water
by-product of oxygen
sunlight
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perimetersum of sides
four-sided figure
four angles

parallelogram
rectangle
opposite sides are equal
closed-figure
quadrilateral
arealength x width
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A pledge
An assurance
Something to look forward to
A contract

promise
Can bring hope
Cross my heart
Can be broken
An expectation
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A collection
Space occupied

Mass
A measure
volume
Bulk
Book in a series
Big hair
Quantity of tone
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Window Words is a variation to try
Feelings or connnections to the word crop
failure, hunger, starvation, poverty, death
Facts about the word scarce, not enough, no food
famine
Questions about the word Does famine only mean
a scarcity of food? Does it have another meaning?
Idea of the word, expressed as metaphor or a
visual A famine is like a stalker.
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Window Words is a variation to try
Feelings or connnections to the word Trust,
affection, respect
Facts about the word When two people like and
care about each other, and they help each other
out
friendship
Questions about the word Is friendship only
about individual people? How can whole families
or whole countries also be friends?
Idea of the word, expressed as metaphor or a
visual Friendship is like a box of crayons.
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Sample Logographic Cue Card
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Words with Multiple Meanings

• What would the word jersey mean to
• a dairy farmer?
• someone from New England?
• a football player?
• a seamstress?

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Words with Multiple Meanings

• What would the word driver mean to
• Tiger Woods?
• a movie star?
• a computer?
• you?

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These four pictures are good examples of
erudition because these are things that people
with deep, extensive learning might have or do.
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Vocabulary terms Habitat, Predator, Prey
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Kindergarten Task Rotation Flower
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Why Words Matter
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• Why can there be no science and no math without
  words and language?
• What kind of words are most important for
  students to learn?
• How do words work anyway?
• How does the mind learn new words?
• What tools and strategies produce the greatest
  effect in improving students learning of
  vocabulary?
• Why, in a world where people treasure their
  silence, do words matter so much to teaching and
  learning?

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Vocabulary touches the lives and work of all
teachers

• Science -------- Labs
• English -------- Dramatic Readings
• Kindergartners -------- Clay and Blocks
• HS Math Students -------- Graphing
  Calculators
• However, ALL TEACHERS have a VOCABULARY to teach
  and to learn.

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Increasing students vocabulary directly affects
their achievement.
Percentile rank of achievement on subject area
tests
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50
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No vocabulary instruction
Direct Instruction frequently used words
Direct Instruction words related to content
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We can have significant effect on students
vocabulary knowledge by using the right
strategies.

• Consider this
• Students who were taught vocabulary using BOTH
  linguistic and non-linguistic strategies showed a

37 increase in the number of words remembered
21 increase in their ability to create
meaningful sentences using the vocabulary (Powell,
1980)
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Improving students content area vocabulary is a
manageable (and measurable) district-wide task.

• Consider this
• Students can learn 4096 new standards-based
  vocabulary words at a rate of 10-12 words a week.

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Increasing vocabulary produces a significant
increase in students comprehension of content
area material.

• Consider this
• The effect size of .97 for direct vocabulary
  instruction that targets academic terms that
  students will encounter in their reading material
  is even more impressive. Specifically, it
  indicates that students comprehension will
  increase by 33 percentile points when vocabulary
  instruction focuses on specific works important
  to the content they are reading as opposed to
  words on high-frequency lists.
• (Stahl Fairbanks, 2001)

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Vocabulary as background knowledge correlates
significantly with socio-economic status.

• Consider this
• Relationship Between Education Yearly Income

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Number of vocabulary words correlates with
student performance on state tests.

• Consider this
• Students at the 50th percentile on standardized
  tests possess 6000 more words than students at
  the 25th percentile.
• (Nagy Herman, 1984)

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Differences in vocabulary account for some of the
most troubling differences between students.

• Consider this
• Students in first grade from high socio-economic
  families possess 4700 more words than students
  from low socio-economic families.
• Mid-range socio-economic first graders possess
  50 more words than their low socio-economic
  peers.
• Students from high socio-economic backgrounds
  know twice the number of words as students in the
  mid socio-economic range.
• (Nagy Herman, 1989)

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Vocabulary plays a significant role in your
ability to communicate effectively.

• Consider this
• One school in Massachusetts decided to make the
  freshman year The Year of the Verb all teachers
  of 9th graders began each unit by distributing
  important verbs they needed to know and
  understand in order to master the material.
  Students who began the year writing sentences
  like,
• I put the blue stuff into the tube ended the
  year writing sentences like, The viscous blue
  fluid oozed down the side of the test tube.
• (Hayes-Jacob, 1989)

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If we were to summarize these ideas, we might say

• Thoughtful Learning of Vocabulary
• Increases verbal intelligence
• Expands students abilities to comprehend new
  information
• Raises the level of student achievement in all
  content areas and across the grade levels
• Improves students abilities to write clear and
  coherent explanations.
• Raises peoples level of income and increases
  career opportunities
• Touches the lives and concerns of all teachers in
  all content areas across all grade levels
• Enhances self-confidence and self-concept.

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The signifier parts of a word reveal patterns and
histories that enhance meaning
Intel
lige
nce
Prefix a variation of inter meaning between
Suffix nce indicates a quality or characteristic
(persistence, for instance)
Root legere, to choose

• What do you suppose the creators of
  intelligence had in mind when they constructed
  the word out of parts that mean the
  characteristic of (nce)
  choosing (legere)
  between (inter)?

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Ways to give a WORD meaning

• A vocabulary is the collection of words we use to
  say precisely what we mean to say.

Function
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Ways to give a WORD meaning

• When you add a new word to your vocabulary, first
  you say it to yourself, next you write it down in
  a word study notebook, then you guess the word
  before you look it up. Finally, you create an
  image for it and use it at least three times in
  the next week.

Sequence
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Ways to give a WORD meaning

• There are three kinds of vocabulary
• Academic Vocabulary - content words
• Thinking Vocabulary - words that describe
  different ways of thinking, like function,
  sequence, and comparison
• Writers Vocabulary - words you use to make your
  writing clear, vivid, and interesting to your
  reader.

Parts Categories
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Ways to give a WORD meaning

• A vocabulary and a dictionary are both lists of
  words and both end in ary, which means place.
  Both roots, voca and dict, mean speak.
  However, a dictionary is all the words I might
  use, and a vocabulary is the collection of words
  in a particular content area that I need to use.

Compare Contrast
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Ways to give a WORD meaning

• The bigger your vocabulary the more you can
  learn. Every word you know is like a hook to
  catch more words.

Cause Effect
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Ways to give a WORD meaning

• What if people were born already knowing 10,000
  words. Maybe an angel would whisper them to you.
  Then you could learn new words and ideas a lot
  faster and have more time for experiences.

What if
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Ways to give a WORD meaning

• When I was a boy, I used to highlight all the
  words I didnt know in what I was reading. Then
  later I would go back and read over the sentences
  with those words in them, and you know by doing
  just that two or three times I bet I doubled my
  vocabulary.

Story/ Anecdote
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Ways to give a WORD meaning

• The limits of my language are the limits of my
  mind. All I know is what I have words for.
  
  Ludwig Wittgenstein

Quote
124
Ways to give a WORD meaning

• A vocabulary is like a Swiss Army knife its
  like you have a million tools, not just six or
  seven, because every word does a different job.

Metaphor/Analogy
125

• What are WORDS and how are they DEFINED?

126
Is a Word more like a
127
A WORD is like a suitcase because

• It has a nametag (label) and is packed with items
  (information.)
• It travels wherever you go.
• It is continually packed and unpacked.

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A WORD is like a picture in a frame because

• It has a non-linguistic component and a
  linguistic one as well.
• It provides a frame of reference for
  interpretation.
• The meaning is embedded in the picture and in the
  eye of the beholder.

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A WORD is like a tree because

• It is rooted in our experience.
• It needs to adapt to its environment.
• It bears fruitful ideas and seeds for new words.

130
A WORD is like a spiders web because

• Its meaning results from connections to other
  words.
• It helps catch other ideas.
• It is both fragile and strong.

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A DEFINITION WORD

• BORDER COUNTRY
• RULES GAME
• CHARADE WORDS
• PICTURE PAINTER
• SUNDIAL TIME

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DEFINITION is

• To fix the boundaries of what a concept is and
  what it isnt.
• It must convey the critical attributes that makes
  something worthy of its own label.
• the process of trying to explain something in
  terms of something else.
• It helps to shape what we see and how we see it.
• The goal is to communicate about a concept in a
  way that differentiates it from everything else.

133
Define(Rogets Thesaurus)

• Interpret, explain, construe, translate, render,
  decipher, make out, unravel, disentangle, solve,
  inter, exemplify, annotate, note, construct,
  illustrate, expound, elucidate, bound, compass,
  confine, circumscribe

134
Stories/examples/non-examples
Critical attributes
Body kinesthetic
Etymology/ root words
8 ways to define
pictures
comparisons
Analogies/ metaphors
Antonyms/ synonyms
135
Hopoponono
See it Say it Spell it X 3 Show what it
means In words pictures

• A Hawaiian word used to solve conflicts. It means
  to sit in a circle and work out your differences
  no matter how long it takes.

136
Cracking the CODE

• Weird and Wonderful
• Words

137
The Most Bizarre Meeting Ever

• Read the passage.
• Consider the underlined words.
• Can you figure out what each of these words
  means?
• Write your educated definition in your booklet.

138
Weird and Wonderful Words
Word Educated Definition Actual
Definition Differences
139
Are Your Words Relatives?
Vocabulary
People with good vocabularies tend to have
greater economic success.
As a vocabulary item, sea turtles fit under the
category endangered animals.
Some people think the economys more important
than saving endangered species like the sea turtle
Sea turtles
Economy
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Making Connections GroupthinkArrange the
nine words into three categories of three words
each. Give each group a label that describes how
the words go together.
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Choose your favorite word from the nine words,
and create an analogy

• _____________ is like_________________
• (your favorite word)
• because

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Metaphoric ExpressionMaking the Strange
Familiar or the Familiar Strange
CREATES
hoose a concept.
eview what you know about the concept.
stablish an analog to compare it to.
sk yourself how the concept is like the analog.
hink about how the two differ.
stablish a new, direct analogy.
ynthesize your new understanding in a product or
performance.
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A picture is worth

• Create a visual icon for three different words

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Put it all together

• Write a short, creative piece that uses at least
  five of the nine words.

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Cracking Vocabularys CODE
How Our Brains Learn New Words
Examples From the Activity
C
Reading The Most Bizarre Meeting Ever
onnect
O
Educated Definition Matrix
rganize
Triangle Organizer Group Label
Analogy Visual Icon
D
eep Process
E
xercise
Short creative writing
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Word Works Principle 1

• Direct vocabulary instruction works

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Word Works Principle 2

• Teachers need research-based tools and strategies
  that maximize student learning and retention of
  new words.

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Word Works Principle 3

• Vocabulary instruction is best thought of at the
  unit level rather than the lesson level.

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Word Works Principle 4

• Vocabulary instruction should be designed around
  how the brain learns, processes, and retains new
  information.