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Vocabulary Alphabox

Vocabulary Alphabox. Brainstorm a variety of methods for vocabulary instruction. Write each method in a box on the Alphabox sheet according the beginning letter of the method (i.e., pictures P box.) Circle the three most frequently used methods.

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Vocabulary Alphabox

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  1. Vocabulary Alphabox • Brainstorm a variety of methods for vocabulary instruction. Write each method in a box on the Alphabox sheet according the beginning letter of the method (i.e., pictures P box.) • Circle the three most frequently used methods. • Underline the three least frequently used methods. • Place a star next the methods that are most effective. • Process your findings with a partner.

  2. Comprehension Background Knowledge Vocabulary Comprehension,Comprehension, Comprehension! To seriously influence a student’s reading comprehension, effectivevocabularyinstruction is essential.

  3. Factors Influencing Vocabulary Development:Memory

  4. Factors Influencing Vocabulary Development:Retention and the Brain - Changes in Capacity of Working Memory with Age Sousa, David A. How the Brain Learns. 2nd ed. Thousand Oaks: Corwin P, Inc., 2001.

  5. Factors Influencing Vocabulary Development:K-12 Sensory Preferences

  6. BICS-L1 BICS-L2 CALP-L2 CALP-L1 Common Underlying Proficiency (CUP) Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy

  7. Successful vocabulary development relies on: • Focusing on important words • Providing effective instruction

  8. Focusing on Important Words: Choosing Words to Teach Words have different levels of utility: • Readily learned • In between • Extremely infrequent • Effective vocabulary instruction focuses on terms that have the highest probability of improving student achievement.

  9. Focusing on Important Words: Three Tiers • The most basic words • Rarely require instruction in school • Develop through oral language use • Examples: clock, baby, and happy Tier 1: Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

  10. Focusing on Important Words: Three Tiers • Words whose frequency of use is quite low and often limited to specific domains • Usually best learned when needed in the content area • Examples: isotope, lathe, and peninsula Tier 3: Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

  11. Focusing on Important Words: Three Tiers Tier 2: • High-utility words for mature language users • Refined labels for concepts children know • Examples: crucial, dynamic, and momentum • Good candidates for direct instruction Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press, 2002.

  12. Comprehension Background Knowledge Vocabulary It Is a Cycle Here is where effective instruction enters the picture!

  13. Providing Effective Instruction:What should it include? • Should be: • Rich • Details continuously added • Frequent • Multiple exposures • Meaningful • Association & connections • Systematic • Should not be: • Look & remember • Rote verbal rehearsal • “Look it up”

  14. Six-Step Process for Learning New Terms Step 1 Describe/Explain Step 2 Restate Step 3 Illustrate Step 4 Record Step 5 Discuss Step 6 Review Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary. Alexandria: Association for Supervision and Curriculum Development, 2005.

  15. Six-Step Process for Learning New Terms: Key Ideas To helps students develop an understanding of vocabulary, these key ideas should be applied: • Make vocabulary meaningful • Tap into prior knowledge • Provide context • Break the vocabulary into chunks • Make connections Marzano, Robert J., and Debra J. Pickering. Building Academic Vocabulary. Alexandria: Association for Supervision and Curriculum Development, 2005.

  16. Strategies to Support Vocabulary DevelopmentWhere do these fit among the Marzano’s Six Steps?

  17. Vocabulary S.E.E.D.

  18. Science S.E.E.D.

  19. Concept Wheel

  20. Concept Wheel

  21. Math Concept Wheel

  22. Alphabox

  23. Alphabox for Language Arts

  24. A student reads a chunk of the text & draws about what happened. Another chunk of text is read & the student is asked to draw again. This pattern is repeated until the story is completely read. The pictures can be used to summarize the text orally or in writing. Sketch-to-Stretch

  25. Realia Bilingual Word Cards Pictures Vocabulary Picture Cards Visuals Sphere

  26. Show and tell Concept attainment Total Physical Response (TPR) Drama use to act out vocabulary Word Splash Word webs Graphic organizers Acrostics Think-pair-share Foldables Additional Strategies

  27. Your thoughts:What additional strategies have you used?What strategy do you plan to use first with students?

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