How do we improve test scores fast

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Vocabulary-Where to Begin

• How do we improve test scores fast?

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Session _at_ a Glance

• Welcome Introductions
• Jumpstart Your Thinking
• Personal Goal Setting
• Research on Vocabulary Instruction
• Three Strategies
• Checking for Understanding
• Wrap it Up! - Transfer

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Introductions
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Getting together!

• Introduce yourself, including your position.
• Why did you come to this workshop?
• What do you expect to gain?
• What is the relationship between vocabulary and
  assessing standards?

Share with the large group!
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Standard

• 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.

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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.
• Share your ideas with one other small group.

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Personal Goal Setting

• 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
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Web It!
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Research on Vocabulary Instruction
http//www.manateemiddle.org/phonics/newpage25.htm
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Research on Vocabulary

• 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

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Discussion

• 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-right So? Wassup?
• YO! As if Like Dawg
• My bad No doubt Straight up What it is
• NOT The bomb Cool Puh-leez
• Later Thats phat Awesome Dissin
• Duh Thats bad That rocks Word
• True-dat Whaddup? Borring Crack-a-lackn

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Big Reasons for Vocabulary Instruction

• There is a relationship between vocabulary and
• Intelligence (Davis, F. B., 1944 Spearitt, 1972
  Thordike Lorge, 1943)
• Ones ability to comprehend new information
  (Chall, 1958 Harrison, 1980)
• Ones level of income (Stitcht, Hofstetter,
  Hoffstetter, 1997)
• Marzano, Pickering, Pollack
• Classroom Instruction That Works (p. 123)

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TestsState 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

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State Standards ContainTwo Types of Knowledge

• Declarative Knowledge
• What we want kids to KNOW
• (Vocabulary, Facts, Time/Event Sequences,
  Generalizations, Concepts)
• Procedural Knowledge
• What we want kids to be able to DO
• (Skills, Algorithms, Processes)
• Marzano Kendall, (1996)

Assessments for both test vocabulary
comprehension!
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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.
• The later stages of reading are a struggle to
  master morphology.

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ESSENTIAL VOCABULARY?

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

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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 Non Fiction
• Biography Novel
• Classic Poem
• Contemporary Read
• Fantasy Science Fiction
• Literary Passage Short Story
• Myth Supernatural Tale
• Narrative Tall Tale

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Think about it.

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

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Levels of Understanding
Verbal Association
Comprehension
Generation
Kameenui et al. (1982) as found in Words, Words,
Words by Janet Allen (1999)
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Verbal Association Level

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

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

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

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

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Summarize Abstract

• Take a minute to complete your graphic organizer.
• With a partner revisit your learning, by
  explaining your graphic organizer.
• With your partner create a simile, metaphor or an
  analogy.
• Share with another pair.

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Three Strategies
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Research Recommendations

• Multiple Exposures 6
• Age, Ability, and Density
• Superficial Instruction gt None
• Mental Images and Graphics
• Direct Instruction Works
• Most Powerful - Explicit Instruction!
• Marzano, Pickering Pollack, Classroom
  Instruction That Works (2001)

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Multiple Exposures in Multiple ways

• 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)

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Factors Numbers that form a product when
multiplied.
The little numbers that when timesed make the
number
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Your Turn

• Vocabulary all the words known by a person

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Fussing with Definitions

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

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Fussing with Definitions

• Pre-Activity Group Yourselves
• 2s are great
• 3s are okay
• 4s if you must
• 5s 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

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Fussing with Definitions

• Reflect
• Sample the total group for words and whys
• 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

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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

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Word Map
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How Do I Find TIME?

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

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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).
• VOCABULARY STRATEGIES will increase knowledge of
  standard based vocabulary and concepts by 44 49
  percentile points.
• 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 UnderstandingTransfer
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Online Professional Development

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

MORE UNDER DEVELOPMENT!!!
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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.
• Share your ideas with one other small group.

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Wrap It UP!
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Web It!
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T'd UP!
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Ting it up for Trainers
T'd UP