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How do we improve test scores fast?

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Session @ a Glance

1. Welcome & Introductions

• Jumpstart Your Thinking

• 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

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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!

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StandardParticipants 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

vocabularyProcedural• 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 DawgMy bad No doubt Straight up What it isNOT The bomb Cool Puh-leezLater That’s phat Awesome Dissin’Duh That’s bad That rocks WordTrue-dat Whaddup? Borring Crack-a-lackn’

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Big Reasons for Vocabulary Instruction

There is a relationship between vocabulary and:

1. Intelligence (Davis, F. B., 1944; Spearitt, 1972; Thordike & Lorge, 1943)

2. One’s ability to comprehend new information (Chall, 1958; Harrison, 1980)

3. One’s 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 testedon State Tests that measure student achievement of State Standards is based on…

VOCABULARY AND CONCEPTS

…of the State StandardsKendall & Marzano, 1999

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State Standards ContainTwo 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)

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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

Generation

Comprehension

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 story’s 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

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.

4. 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 > 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:

1. Present description or explanation

2. Present nonlinguistic representation

3. Student generates description or explanation

4. Student creates nonlinguistic representation

5. Periodically review the accuracyMarzano, Pickering, Pollock

Classroom Instruction That Works (2001)

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12

3 4

3

2

2

2

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Factors: Numbers that form a product when multiplied.

The little numbers that when timesed make the number4 6

62 2 2 3

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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

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

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Fussing with Definitions

• 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:

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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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What is it? What is it like?

What are some examples?

Milkshake

food cold

creamy

hard/soft

tastychocolate vanilla strawberry

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 Understanding&

Transfer

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Online Professional Development

Course Title Course TitleActivating Prior Knowledge Patterning in Mathematics – SecondaryCompare and Contrast Pattern and OrganizationConcept Mapping Reading For English Language Learners - Part 1Content Reading and Writing - Part 1 Reading For English Language Learners - Part 2Content Reading and Writing - Part 2 Reading For English Language Learners - Part 3Critical Thinking Skills Reading For English Language Learners - Part 4Decoding Through Clues Strategic Reading and Writing - Part 1Explicit Instruction / Heuristics - Part 1 Strategic Reading and Writing - Part 2Explicit Instruction / Heuristics - Part 2 Strategic Reading and Writing - Part 3Graphic Representations Strategic Reading and Writing - Part 4Journals, Double-Entry Journals Systematic Writing Process – Part 1Making a Graph Systematic Writing Process – Part 2Manipulatives Teaching For RelevancyModel Making Vocabulary StrategiesPhonics Applications Writing Process - Primary Traits - Part 1Patterning in Mathematics – Primary Writing Process - Primary Traits - Part 2 Phonological Awareness What Every Teacher Should Know Series (10)

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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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UNRAVIL

PUT

TOGETHER

TAUGHT

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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 ReflectionWhat we learned about learning?

UNRAVIL

PUT

TOGETHER

TAUGHT

T’ing it up for Trainers