Welcome!Welcome!Welcome!Welcome!Professor Kate Ellis

Niagara University

TODAY’S TODAY’S FOCUS:FOCUS:

TODAY’S TODAY’S FOCUS:FOCUS:

EFFECTIVE VOCABULARY EFFECTIVE VOCABULARY INSTRUCTIONINSTRUCTION

What Do Readers Do When What Do Readers Do When They Encounter an Unknown They Encounter an Unknown Word?Word?

• Skip it and read on • Re-read • Sound it out to see if it is a word they

know• Think about what they are reading• Use contextual clues to try to decipher

meaning • Look at the headings and subheadings of

the text • Associate the parts of the word (prefixes,

root words, suffixes) with words they may know

What We Know What We Know About Vocabulary About Vocabulary

InstructionInstruction• Vocabulary acquisition occurs in stages.Vocabulary acquisition occurs in stages.

• Students can learn vocabulary through experience, Students can learn vocabulary through experience, in context, and through direct instruction.in context, and through direct instruction.

• Direct instruction on words that are critical to new Direct instruction on words that are critical to new content produces the most powerful learning.content produces the most powerful learning.

• Creating visual images for vocabulary words is THE Creating visual images for vocabulary words is THE BEST way to enhance mastery of the word.BEST way to enhance mastery of the word.

Debra Pickering, 2005

What about Learning What about Learning Definitions?Definitions?

• Definitions, as an instructional device, have substantial weaknesses and limitations.

• Definitions do not teach students how to use a new word and do not effectively convey concepts.

• Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?

…Thus, knowing a word cannot be equated with knowing a definition.

Nagy & Scott, 2000

RESEARCH SAYS:RESEARCH SAYS:

Studies of vocabulary growth where students are asked to look up a dictionary definition and use the word in a sentence have found…

63% of the students’ sentences were judged to be “odd” (Miller & Gildea, 1985)

60% of students’ responses were unacceptable (McKeown, 1991, 1993)

Students frequently interpreted one or two words from a definition as the entire meaning (Scott & Nagy, 1989)

Three Tiers: Three Tiers: Three Types of Three Types of

InstructionInstruction

TIER 1 WORDS:Basic words that rarely require instruction in school.Examples: book, shoe, child, car

TIER 3 WORDS:Low frequency, domain-specific words.Examples: isotope, lathe, HTML, iambic pentameter

TIER 2 WORDSTIER 2 WORDS

• High frequency• High probability of impacting

academic success• High probability of association with

life skills• High probability of appearing on

assessments

SELF-ASSESSMENT:SELF-ASSESSMENT:

How might I How might I approach approach

vocabulary vocabulary instruction?instruction?

You Should:You Should:• identify the essential terms for each

unit of study in your course• identify Tier 2 words relevant to your

curriculum and hold students responsible for those as well

• hold students accountable for generating their own non-linguistic representations for key terms and phrases

• collect evidence (data) about your students’ proficiency with terms and phrases

• use word walls in your classroom

8 Research-Based 8 Research-Based Characteristics Characteristics of Effective Vocabulary of Effective Vocabulary InstructionInstruction

1. Effective vocab. instruction does not rely on definitions.2. Students must represent their knowledge in linguistic and

non-linguistic ways.3. Effective vocab. instruction involves the gradual shaping of

word meanings through multiple exposures.4. Teaching word parts enhances students’ understandings of

words.5. Different types of words require different types of

instruction.6. Students should discuss the terms they are learning.7. Students should play with words.8. Instruction should focus on terms that have a high

probability of enhancing student success.

Marzano and Associates, 2007

Students Who Use Non-Linguistic Representation Performed:

Number of Studies

Percentile Gain As Compared To

6 37 Percentile Points Higher

Students who kept repeating definitions

4 21 Percentile Points Higher

Students who were using the terms in a sentence

Marzano and Associates, 2007

Generalization/Principle

Example

Example

Example

Generalization Map

The Frayer Model

Word Map

Elephants

Big

Gray

Big Ears

Tusks

Descriptive Pattern

Concept

Characteristic

CharacteristicExample

Example

Example

Example

Example

Example

Characteristic Example

Example

Example

Concept Pattern

Vocabulary Option ProjectsVocabulary Option Projects

• Utilizing Inspiration software, create a word web for each vocabulary word in the unit

• Your web must include a visual from clipart or your own personal photo collection

• After viewing the original Quack video in class, you may choose to create one of your own

• Prepare a dramatic example of each vocabulary word

• Using Windows Movie Maker or a similar software program, create a vocabulary movie that offers viewers a visual representation of each vocabulary word for the unit

Word Web

Vocab Video

Vocab Gallery Vocab Vocab Gallery Vocab PPTPPT

• Label a large piece of poster board with the unit title

• Locate an appropriate image that reflects the essential meaning of each vocab word

• Place the image on the poster board and label it using the vocab word

• Leave enough space to include all vocab words from the unit

• Use the back if necessary

• Create a title slide that identifies the unit title from which the vocab words originate, your name, and class period

• Locate an appropriate image that reflects the essential meaning of each vocab word

• Place the image on a PowerPoint slide and label it using the vocab word

• Create a new slide for each vocab word

WHAT IS CULTURE?WHAT IS CULTURE?

Vocabulary VideosVocabulary Videos

•Vocab Video Example 1

•Vocab Video Example 2

Malevolentspiteful, ill will, or evil intentions

Dictuman authoritative statement

Stealthyacting in a secret and sneaky way

•

Sample Sample AssessmentAssessment

• Of Mice and Men Vocab Quiz

YOUR TASKS:YOUR TASKS:•decide which words will be

explicitly taught in your unit and for which students will be accountable

•design vocab activities and assessments for your unit plan