Literacy in ActionLiteracy in ActionModule 3 - VocabularyModule 3 - Vocabulary

Based on 6 Chapters of the book,Based on 6 Chapters of the book,What Content-Area Teachers Should Know What Content-Area Teachers Should Know

About Adolescent LiteracyAbout Adolescent LiteracyNational Institute for LiteracyNational Institute for LiteracyUS Department of EducationUS Department of Education

And onAnd on

Strategies and Protocols found to be successfulStrategies and Protocols found to be successful

Literacy in ActionLiteracy in Action

Based on 6 Chapters of the book,Based on 6 Chapters of the book,

What Content-Area Teachers Should What Content-Area Teachers Should

Know About Adolescent LiteracyKnow About Adolescent LiteracyNational Institute for LiteracyNational Institute for Literacy

US Department of EducationUS Department of Education

The Six Modules of The Six Modules of Literacy in ActionLiteracy in Action

VocabularyVocabularyWriting FluencyWriting FluencyText ComprehensionText ComprehensionReading FluencyReading FluencyClose and Critical ReadingClose and Critical ReadingReading and Writing AssessmentReading and Writing Assessment

What is different about What is different about Literacy in Action Literacy in Action from from other literacy professional other literacy professional

development?development?

EvidenceEvidence

Your turn…Your turn…

Talk with your tablemates about Talk with your tablemates about what what “evidence” you currently use to “evidence” you currently use to measure your students’ growth in measure your students’ growth in your content area.your content area.

ShareShare

EvidenceEvidenceYou get credit for the module when You get credit for the module when you show the you show the “evidence” that the “evidence” that the strategy you used produced strategy you used produced improvement in student learning.improvement in student learning.

The first module will be Vocabulary.The first module will be Vocabulary.

You will bring to the January 21You will bring to the January 21stst meeting meeting “evidence” of the “evidence” of the vocabulary strategies you used in vocabulary strategies you used in your classroom.your classroom.

PassportPassport You received a passport. You received a passport.

This will be the way we can keep track of This will be the way we can keep track of evidence of your progress. evidence of your progress.

It is also a way for you to make sure you It is also a way for you to make sure you complete all six modules. complete all six modules.

When you have completed all When you have completed all modules, we will: modules, we will: Issue you a certificate and Issue you a certificate and Put you on a list of teachers who have Put you on a list of teachers who have

successfully completed the professional successfully completed the professional development.development.

LIA Module 3: LIA Module 3: VocabularyVocabulary

Participants will learn how to provide Participants will learn how to provide instruction and activities for students to instruction and activities for students to acquire General Academic Vocabulary (tier acquire General Academic Vocabulary (tier two words) in content areastwo words) in content areas..

1. Learn the research and background for vocabulary development.

2. Learn to implement Marzano’sSix-step vocabulary instructional plan.

3. Engage in activities to extend word knowledge.

4. Develop a plan to teach General AcademicVocabulary pertinent to your content area.

Your turn…Your turn…

At your table talk about research, At your table talk about research, instructional lessons, strategies, instructional lessons, strategies, activities, and protocols you use to activities, and protocols you use to accelerate your students’ accelerate your students’ vocabulary acquisitionvocabulary acquisition..

ShareShare

Who Wants To Be a Millionaire?

1 Million___________________________________________________$500,000___________________________________________________$250,000___________________________________________________$125,000___________________________________________________ $64,000___________________________________________________ $32,000___________________________________________________ $10,000___________________________________________________ $8,000____________________________________________________ $4,000____________________________________________________ $2,000____________________________________________________ $1,000____________________________________________________ $500____________________________________________________ $300_____________________________________________________ $200_____________________________________________________ $100_______________________________________________

VocabularyVocabulary

““It is widely accepted among researchers It is widely accepted among researchers that the difference in students’ that the difference in students’ vocabulary levels is a key factor in vocabulary levels is a key factor in disparities in academic achievement but disparities in academic achievement but that vocabulary instruction has been that vocabulary instruction has been neither frequent nor systematic in most neither frequent nor systematic in most schools.”schools.”

Common Core Standards Appendix A, pg. 32Common Core Standards Appendix A, pg. 32

VocabularyVocabulary

“…“…Research shows that if students are Research shows that if students are truly to understand what they read, truly to understand what they read, they must grasp upward of 95 percent they must grasp upward of 95 percent of the words.”of the words.”

Common Core Standards Appendix A, pg. 32Common Core Standards Appendix A, pg. 32

Common Core Vocabulary Common Core Vocabulary Anchor Standards Anchor Standards

Reading - Craft and StructureReading - Craft and StructureR4.R4. Interpret words and phrasesInterpret words and phrases as they are used in a as they are used in a

text, including determining technical, connotative, and text, including determining technical, connotative, and figurative figurative meaningsmeanings, and analyze how specific word , and analyze how specific word choices shape meaning or tonechoices shape meaning or tone..

Language – Knowledge of LanguageLanguage – Knowledge of LanguageL3.L3. Apply knowledge of language to understand how Apply knowledge of language to understand how

language functionslanguage functions in different contexts, to make in different contexts, to make effective effective choices for meaning or stylechoices for meaning or style, and to , and to comprehend comprehend more fully when reading or listening.more fully when reading or listening.

Common Core Vocabulary Common Core Vocabulary Anchor Standards Anchor Standards

Language – Vocabulary Acquisition and UseLanguage – Vocabulary Acquisition and Use

L4.L4. Determine or clarify the Determine or clarify the meaningmeaning of unknown and of unknown and multiple-meaning words and phrases by multiple-meaning words and phrases by usingusing context context cluesclues, analyzing meaningful , analyzing meaningful word partsword parts, and consulting , and consulting general and specialized general and specialized reference materialsreference materials, as appropriate. , as appropriate.

L5.L5. Demonstrate understanding of Demonstrate understanding of word relationshipsword relationships and and nuancesnuances in in word word meanings.meanings.

L6. L6. Acquire and use accurately a range of Acquire and use accurately a range of general academicgeneral academic and and domain-specific words and phrases domain-specific words and phrases sufficient for sufficient for reading, writing, speaking, and listening at the college and reading, writing, speaking, and listening at the college and career readiness level; demonstrate career readiness level; demonstrate independenceindependence in in gathering gathering vocabulary knowledgevocabulary knowledge when considering a word when considering a word or phrase important to or phrase important to comprehensioncomprehension or or expressionexpression..

Tiers of WordsTiers of Words

Isabel L. Beck, Margaret G. McKeown, and Linda Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers for conceptualizing categories of words readers encounter in texts and for understanding the encounter in texts and for understanding the instructional and learning challenges that words instructional and learning challenges that words in each category present.in each category present.

Tiers of WordsTiers of WordsTier OneTier One

Words of everyday speech usually Words of everyday speech usually learned in the early grades albeit not learned in the early grades albeit not at the same rate by all children.at the same rate by all children.

Tiers of WordsTiers of WordsTier Two Tier Two

General academic words, which are General academic words, which are far more likely to appear in written far more likely to appear in written texts than in speech.texts than in speech. Subtle or precise ways to say relatively Subtle or precise ways to say relatively

simple things. simple things. (Saunter instead of walk)(Saunter instead of walk)

Examples of Tier Two Words:Examples of Tier Two Words: relative, vary, formulate, specificity, relative, vary, formulate, specificity,

accumulateaccumulate calibrate, itemize, peripherycalibrate, itemize, periphery misfortune, dignified, faltered, unabashedlymisfortune, dignified, faltered, unabashedly

Tiers of WordsTiers of WordsTier Two Tier Two

Are not unique to a particular Are not unique to a particular discipline and are not the clear discipline and are not the clear responsibility of a particular content responsibility of a particular content area teacher.area teacher.

Are frequently encountered in Are frequently encountered in complex written texts and are complex written texts and are powerful because of their wide powerful because of their wide applicability to many sorts of applicability to many sorts of reading.reading.

Academic (Tier 2) Academic (Tier 2) Vocabulary ListsVocabulary Lists

Jim BurkeJim Burke Robert MarzanoRobert Marzano Smarter BalancedSmarter Balanced

Tiers of WordsTiers of WordsTier ThreeTier Three

Domain-specific words that are Domain-specific words that are specific to a field of study and key to specific to a field of study and key to understanding a new concept within a understanding a new concept within a text.text. Examples: lava, carburetor, legislature, Examples: lava, carburetor, legislature,

circumference, aortacircumference, aorta More common in informational textsMore common in informational texts Often explicitly defined by the author, Often explicitly defined by the author,

repeatedly used, and heavily scaffolded.repeatedly used, and heavily scaffolded.

Vocabulary – Identifying Vocabulary – Identifying TiersTiers

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

Vocabulary – Identifying Vocabulary – Identifying TiersTiers

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

Vocabulary – Identifying Vocabulary – Identifying TiersTiers

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers but they know much about how a volcano works.

Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Grade 4-5 Text Complexity Band

Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. (2006)

Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues. 

Exactly why jazz developed the way it did on the streets of New Orleans is difficult to determine even though a spate of explanations has poured forth from the scholars of the subject. Obviously, the need for it there was coupled with the talent to produce it and a favorable audience to receive it. During those early years, the local urge for musical expression was so powerful that anything that could be twanged, strummed, beaten, blown, or stroked was likely to be exploited for its musical usefulness. For a long time the washboard was a highly respected percussion instrument, and the nimble, thimbled fingers of Baby Dodds showed sheer genius on that workaday, washday utensil. 

The story of the twenties—in Chicago—is almost too familiar to need repeating here. What seems pertinent is to observe that jazz gravitated toward a particular kind of environment in which its existence was not only possible but, seen in retrospect, probable. On the South Side of Chicago during the twenties the New Orleans music continued an unbroken development.  The most sensationally successful of all jazz derivatives was swing, which thrived in the late thirties. Here was a music that could be danced to with zest and listened to with pleasure. (That it provided its younger auditors with heroes such as Shaw, Sinatra, and Goodman is more of a sociological enigma than a musical phenomenon.) But swing lost its strength and vitality by allowing itself to become a captive of forces concerned only with how it could be sold, not how it could be enriched. Over and over it becomes apparent that jazz cannot be sold even when its practitioners can be bought. Like a truth, it is a spiritual force, not a material commodity. 

During the closing years of World War II, jazz, groping for a fresh expression, erupted into bop. Bop was a wildly introverted style developed out of a certain intellectualism and not a little neuroticism. By now the younger men coming into jazz carried with them a GI subsidized education, and they were breezily familiar with the atonalities of Schonberg, Bartok, Berg, and the contemporary schools of music. The challenge of riding out into the wild blue yonder on a twelve-tone row was more than they could resist. Some of them have never returned. Just as the early men in New Orleans didn't know what the established range of their instruments was, so these new musicians struck out in directions which might have been untouched had they observed the academic dicta adhering even to so free a form as jazz. 

The shelf on jazz in the music room of the New York Public Library fairly bulges with volumes in French, German, and Italian. It seems strange to read in German a book called the Jazzlexikon in which you will find scholarly résumés of such eminent jazzmen as Dizzy Gillespie and Cozy Cole. And there are currently in the releases of several record companies examples of jazz as played in Denmark, Sweden, and Australia. Obviously, the form and style are no longer limited to our own country. And jazz, as a youthful form of art, is listened to as avidly in London as in Palo Alto or Ann Arbor.

History of Jazz

Your Turn…Your Turn…Select from the list of words Select from the list of words

from “History of Jazz”from “History of Jazz”

Six words that meet the following criterion:Six words that meet the following criterion:- 2 important for text comprehension2 important for text comprehension- 2 for word analysis (parts, scalability, 2 for word analysis (parts, scalability,

map using tree, unusual or unique form map using tree, unusual or unique form or rule)or rule)

- 2 academic vocabulary (Tier 2)2 academic vocabulary (Tier 2)

History of JazzHistory of JazzVocabulary Vocabulary

traced traced deviationistsdeviationists enlivenedenlivened flamboyantflamboyant uncommonlyuncommonly vitalvital spatespate twangedtwanged strummedstrummed gravitatedgravitated retrospectretrospect probableprobable

derivatives zest auditors sociological enigma phenomenon introverted intellectualism neuroticism atonalities contemporary bulges

Analyze the words using the Analyze the words using the Self-Awareness Chart.Self-Awareness Chart.

WORDWORD ++ ?? EXAMPLEEXAMPLE DEFINITIONDEFINITION

Directions:Directions:•Examine the list of words you have written in the first columnExamine the list of words you have written in the first column•Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.relate to the unit of study.•Place a “Place a “” next to any words for which you can write only a definition or an example, but not both.” next to any words for which you can write only a definition or an example, but not both.•Place a “?“ next to words that are new to you.Place a “?“ next to words that are new to you.You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.this chart, write in pencil.

Determine how you Determine how you will learn the word:will learn the word:

Look back at the “History of Jazz “ for Look back at the “History of Jazz “ for context cluescontext clues

Make a personal connection to the Make a personal connection to the wordword

Find dictionary definitionFind dictionary definition

Independent Word LearnersIndependent Word Learners

Self-Awareness InventorySelf-Awareness Inventory

Self-Selection of WordsSelf-Selection of WordsIn addition to teacher-selected wordsIn addition to teacher-selected words

Words in Context Words in Context Connect Known to the Unknown Connect Known to the Unknown

From From Teaching Vocabulary in All Classrooms Teaching Vocabulary in All Classrooms by Blachowicz and by Blachowicz and Fisher, Merrill Prentice Hall, 2009. Fisher, Merrill Prentice Hall, 2009.

Allen, J., Allen, J., Words, Words, WordsWords, Words, Words

Teaching words in Teaching words in context context with synonyms or definitions.with synonyms or definitions.

Guided Highlighted Reading for Vocabulary is a way to help students navigate a text that has many unknown words that need to be defined before they can read and comprehend the text.

Example of Guided Highlighted Reading Example of Guided Highlighted Reading for Vocabularyfor Vocabulary

THE HISTORY OF JAZZ THE HISTORY OF JAZZ

Historically the journey that jazz has taken can be traced with reasonable Historically the journey that jazz has taken can be traced with reasonable accuracy. That it ripened most fully in New Orleans seems beyond dispute accuracy. That it ripened most fully in New Orleans seems beyond dispute although there are a few deviationists who support other theories of its origin. although there are a few deviationists who support other theories of its origin. Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing Around 1895 the almost legendary Buddy Bolden and Bunk Johnson were blowing their cornets in the street and in the funeral parades which have always their cornets in the street and in the funeral parades which have always enlivened the flamboyant social life of that uncommonly vital city. At the same enlivened the flamboyant social life of that uncommonly vital city. At the same time, it must be remembered, Scott Joplin was producing ragtime on his piano at time, it must be remembered, Scott Joplin was producing ragtime on his piano at the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was the Maple Leaf Club in Sedalia, Missouri; and in Memphis, W.C. Handy was evolving his own spectacular conception of the blues.evolving his own spectacular conception of the blues.

In line 2 find and highlight the word that means disagreement. (dispute)In line 2 find and highlight the word that means disagreement. (dispute) In line 2 find and highlight the word that means one who departs from In line 2 find and highlight the word that means one who departs from

the norm (deviationists)the norm (deviationists) In line 5 find and highlight the word that means flashy. (flamboyant)In line 5 find and highlight the word that means flashy. (flamboyant) In line 7 find and highlight the word that means developing. In line 7 find and highlight the word that means developing.

(evolving)(evolving) In line 7 find and highlight the word that means idea. (conception)In line 7 find and highlight the word that means idea. (conception)

1234567

Teaching Individual WordsTeaching Individual WordsTo assist teachers in making word-choice decisions, To assist teachers in making word-choice decisions, researchers have proposed several criteria. In researchers have proposed several criteria. In general terms, these criteria focus on two major general terms, these criteria focus on two major considerations:considerations:

Words that are important to understand a Words that are important to understand a specific reading selection or concept.specific reading selection or concept.

Words that are generally useful for Words that are generally useful for students to know and that they are likely students to know and that they are likely to encounter with some frequency in their to encounter with some frequency in their reading. reading.

From From The Vocabulary Book The Vocabulary Book by Michael Gravesby Michael Graves

From From Vocabulary at the Center Vocabulary at the Center by Amy Benjaminby Amy Benjamin

See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; See Beck, McKeown, & Kucan, 2002; Biemiller & Slonim, 2001; Hiebert, in press; Nation, 2001). Hiebert, in press; Nation, 2001).

Why Not Teach All Unknown Why Not Teach All Unknown Words in a Text?Words in a Text?

Armbruster, Lehr, and Osborn, 2001

• The text may have a great many words that are unknown to students – too many for direct instruction.

• Direct vocabulary instruction can take a lot of class time; time that teachers might better spend having students read.

• Students might be able to understand a text without knowing the meaning of every word in the text.

• Students need opportunities to use word-learning strategies to independently learn the meanings of unknown words.

Word Selection for Explicit Word Selection for Explicit InstructionInstruction

Strategically select a relatively small number (3-10 per reading selection) of words for explicit instruction.

Select words that•are unknown•are critical to the meaning•will likely be encountered in the future

(Archer, 2008)

Marzano’s Six-Step Process Marzano’s Six-Step Process for Vocabulary Acquisitionfor Vocabulary Acquisition

Step 1: Provide a description, explanation, Step 1: Provide a description, explanation, or example of the new term.or example of the new term.

Step 2: Ask students to restate the Step 2: Ask students to restate the description, explanation, or example in description, explanation, or example in their own words.their own words.

Step 3: Ask students to construct a Step 3: Ask students to construct a picture, symbol, or graphic representing picture, symbol, or graphic representing the term.the term.

Marzano continuedMarzano continued

Step 4: Engage students periodically in Step 4: Engage students periodically in activities that help them add to their activities that help them add to their knowledge of the terms in their notebooks.knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss Step 5: Periodically ask students to discuss the terms with one another.the terms with one another.

Step 6: Involve students periodically in Step 6: Involve students periodically in games that allow them to play with the games that allow them to play with the terms.terms.

From Building Academic Vocabulary by Robert Marzano and Debra PickeringFrom Building Academic Vocabulary by Robert Marzano and Debra Pickering

Step 1: Step 1: Provide a description, Provide a description, explanation, or example explanation, or example

of the new termof the new term

neuroticismneuroticism: noun : noun

Comes from the word Comes from the word neurotic, neurotic, an an adjective adjective describing an over anxious or describing an over anxious or overly concerned person; or a overly concerned person; or a nounnoun representing a person who is over anxious representing a person who is over anxious or overly concerned. The suffix “ism” refers or overly concerned. The suffix “ism” refers to a system of belief.to a system of belief.

Example: Her neuroticism regarding feline Example: Her neuroticism regarding feline health kept her veterinarian expenses very health kept her veterinarian expenses very high.high.

Step 2: Ask students to restate Step 2: Ask students to restate the description, explanation, or the description, explanation, or

example in their own words.example in their own words.

Turn to a neighbor and put the Turn to a neighbor and put the explanation or example of explanation or example of neuroticismneuroticism in your own words. in your own words.

Step 3: Ask students to construct Step 3: Ask students to construct a picture, symbol, or graphic a picture, symbol, or graphic

representing the term.representing the term.

Draw a picture or symbol for the Draw a picture or symbol for the word, “word, “neuroticism.”neuroticism.”

Step 4 - Engage students in Step 4 - Engage students in activitiesactivities

Vocabulary TreeVocabulary TreeTo gain knowledge of Greek To gain knowledge of Greek and Latin roots and prefixes and Latin roots and prefixes and suffixesand suffixes

neuroneuro““nerve,” “nerves,” nerve,” “nerves,” ““nervous system”nervous system”

Mal-

malnourish

malign

malignant

malice

malevolent

malformed

malicious

maladjusted

malnutrition

“bad…”; “badly…”

malaisemalaria

maltreatment VocabularyTree

To gain use knowledge of Greek and Latin roots and prefixes and suffixes 

This is a strategy that focuses on meaning and develops deepdiscussion with students.

•Choose 12 – 16 words from the content that you are studying or about to study.•Write words on a 3 X 4 grid or 4X4 grid. Cut out.•Hand out sets of vocabulary cards to pairs or groups of students.•Ask students to sort (or categorize) into any kind of grouping.•Groups share results.

1) Which words did you group together? 2) Why did you group them that way?

•Discuss relevance to the chapter.•Go over definitions or explanations of concepts. Does this change the way you sorted?

Step 4 - Engage students in activitiesWord Sort Strategy

derivativeszestauditors sociologicalenigmaphenomenon

Step 4 - Engage students in Step 4 - Engage students in activitiesactivities

Word SortWord Sort: Look over the list and with : Look over the list and with your group write down all the ways you your group write down all the ways you can categorize the following words.can categorize the following words.

introvertedintellectualismneuroticismatonalitiescontemporary bulges

Step 4 - Engage students in Step 4 - Engage students in activitiesactivities

Jim Burke’s Vocabulary SquaresJim Burke’s Vocabulary Squares

Word Word neuroticismneuroticismPart(s) of SpeechPart(s) of Speech    nounnoun  

Variations, Synonyms, Variations, Synonyms, AntonymsAntonymsSynonyms: turbulence, Synonyms: turbulence, uneasiness, tension uneasiness, tensionAntonyms: calm or Antonyms: calm or calmnesscalmness

Symbol, Logo, IconSymbol, Logo, Icon Definition(s)Definition(s)    anxious state anxious state

SentenceSentenceHer neuroticism regarding feline health kept her Her neuroticism regarding feline health kept her veterinarian expenses very high.veterinarian expenses very high.  

Step 4 - Engage students in activitiesStep 4 - Engage students in activitiesLinear ArraysLinear Arrays

Linear arrays are visual representations of degree. An activity like Linear arrays are visual representations of degree. An activity like this helps students examine subtle distinctions in the words. Linear this helps students examine subtle distinctions in the words. Linear arrays may be more appropriate for displaying other types of arrays may be more appropriate for displaying other types of relationships among words. For example, many sets of words differ relationships among words. For example, many sets of words differ essentially in degree: essentially in degree:

annoyed, angry, enraged, and furious; or annoyed, angry, enraged, and furious; or

lukewarm, warm, hot, scalding. lukewarm, warm, hot, scalding.

The relationship among such words can be illustrated visually by The relationship among such words can be illustrated visually by arranging them in a line. This is a graphic organizer for depicting arranging them in a line. This is a graphic organizer for depicting graduations between two related words:graduations between two related words:

freezing– cool – tepid – hot –boilingfreezing– cool – tepid – hot –boiling

minute – small – average – huge – immenseminute – small – average – huge – immense

private – sergeant – captain – lieutenant – colonelprivate – sergeant – captain – lieutenant – colonel

past – yesterday – present – tomorrow – future.past – yesterday – present – tomorrow – future.

See See Words, Words, Words Words, Words, Words written by Janet Allen (See pages 52-53)written by Janet Allen (See pages 52-53)

See See Teaching Vocabulary to Improve Reading Comprehension Teaching Vocabulary to Improve Reading Comprehension by William Nagy (pages 16-by William Nagy (pages 16-20)20)

  

Step 4 - Engage students in Step 4 - Engage students in activities activities

Linear ArrayLinear Array NeuroticismNeuroticism ParanoiaParanoia NervousnessNervousness FluctuationFluctuation AlertnessAlertness ConcernConcern CarefreeCarefree CalmnessCalmness

CalmnessCalmness

Step 4 - Engage students in Step 4 - Engage students in activitiesactivities

Frayer Concept Attainment Frayer Concept Attainment ModelModel

Definition in your own Definition in your own wordswords

Facts/CharacteristicsFacts/Characteristics

ExamplesExamples Non Non ExamplesExamples

neuroticism

Marzano continuedMarzano continued

Step 5: Periodically ask students to Step 5: Periodically ask students to discuss the terms with one another.discuss the terms with one another.

Step 6: Involve students periodically in Step 6: Involve students periodically in games that allow them to play with games that allow them to play with the terms.the terms.

From Building Academic Vocabulary by Robert Marzano and Debra PickeringFrom Building Academic Vocabulary by Robert Marzano and Debra Pickering

Your TurnYour TurnWork in content-area groups of five Work in content-area groups of five

people.people.Select five words that are important Select five words that are important

to your content area and grade level. to your content area and grade level. Be sure to select two words that have Be sure to select two words that have

either a prefix or a suffix or both (for either a prefix or a suffix or both (for use in Vocabulary Trees, and Word use in Vocabulary Trees, and Word Sort activities). Sort activities).

Your TurnYour Turn

Decide which of the five vocabulary activities Decide which of the five vocabulary activities goes best with each word.goes best with each word.

Vocabulary TreeVocabulary Tree Word SortWord Sort Jim Burke’s Vocabulary SquaresJim Burke’s Vocabulary Squares Linear ArrayLinear Array Frayer Concept AttainmentFrayer Concept Attainment

Divide up the words so that each group Divide up the words so that each group member writes a plan for teaching one of the member writes a plan for teaching one of the words.words.

Be sure that all five activities are covered by Be sure that all five activities are covered by your group.your group.

Share with other team members.Share with other team members.

Taking it to the ClassroomTaking it to the Classroom Select 8 words from the Smarter Balanced Select 8 words from the Smarter Balanced

General Academic Vocabulary list.General Academic Vocabulary list. Direct students to fill out a Self-Awareness Direct students to fill out a Self-Awareness

Vocabulary Chart by analyzing their Vocabulary Chart by analyzing their knowledge about the assigned words.knowledge about the assigned words.

Use Marzano’s Six Step Instructional Plan Use Marzano’s Six Step Instructional Plan for vocabulary acquisition to teach each for vocabulary acquisition to teach each word.word.

Implement Steps 3– 6 with word sorts, Implement Steps 3– 6 with word sorts, vocabulary squares, vocabulary trees, vocabulary squares, vocabulary trees, Frayer’s model, and linear arrays. Frayer’s model, and linear arrays.

Evidence of Vocabulary Evidence of Vocabulary AcquisitionAcquisition

1. 1. Record the number of words each Record the number of words each student knows to the fullest extent from student knows to the fullest extent from their Self-Awareness Chart. This is your their Self-Awareness Chart. This is your pre- instruction assessment datapre- instruction assessment data..

2. Determine the number of words the 2. Determine the number of words the students know to the fullest extent (+) students know to the fullest extent (+) after instruction and activities using 8 after instruction and activities using 8 blank Vocabulary Squares as a blank Vocabulary Squares as a post-post-instruction assessment (quiz)instruction assessment (quiz). Use your . Use your judgment. judgment.

3. Tally the difference between pre- and 3. Tally the difference between pre- and post- assessment. This is the evidence of post- assessment. This is the evidence of your work.your work.

Vocabulary DataVocabulary DataClass___________________________ Grade_______Class___________________________ Grade_______

StudentStudent Pre-Pre-AssessmeAssessmentnt

DateDate Post-Post-AssessmentAssessment

DateDate Percentage of Percentage of gain or lossgain or loss

Required Evidence forRequired Evidence forJanuary 21, 2013 January 21, 2013

List of words you used with the List of words you used with the studentsstudents

Vocabulary Pre and Post Assessment Vocabulary Pre and Post Assessment data and gain and loss percentagesdata and gain and loss percentages

Vocabulary activities that promoted Vocabulary activities that promoted the vocabulary acquisitionthe vocabulary acquisition