CMCSS Toolbox – Strategies CMCSS Toolbox – Strategies and Techniques and Techniques

Part I: Teaching VocabularyPart I: Teaching Vocabulary

Consulting TeachersConsulting Teachers

August, 2006August, 2006

Why are we here?Why are we here?

• Strategic Plan/High School Literacy Strategic Plan/High School Literacy SupportSupport

• Toolbox-Techniques and StrategiesToolbox-Techniques and Strategies

• High School ReformHigh School Reform

• Student Achievement/Reading Student Achievement/Reading Comprehension through Vocabulary Comprehension through Vocabulary InstructionInstruction

High School Literacy High School Literacy SupportSupport

Toolbox: Based on Reading Strategies

Reading in Content Area I

Reading in Content Area II

Language!

Students with

Severe

Needs

Outcomes:Outcomes:

• Develop an understanding of the relationship Develop an understanding of the relationship between reading and vocabulary between reading and vocabulary development.development.

• Develop an understanding of the importance Develop an understanding of the importance of before, during, and after reading of before, during, and after reading instruction. instruction.

• Learn the six step process for teaching Learn the six step process for teaching essential academic vocabulary and practice essential academic vocabulary and practice application of the process.application of the process.

• Utilize graphic organizers in teaching Utilize graphic organizers in teaching vocabulary.vocabulary.

What do we know about What do we know about students, reading students, reading comprehension, and vocabulary comprehension, and vocabulary instruction?instruction?• The Matthew Effect The Matthew Effect

• Good Reasons for Teaching Good Reasons for Teaching VocabularyVocabulary

• Some vocabulary must be taught Some vocabulary must be taught through direct instructionthrough direct instruction

What is the Matthew Effect?What is the Matthew Effect?

• Refers to the idea that some kids come Refers to the idea that some kids come to school from less academically to school from less academically advanced environments than their advanced environments than their peers when it comes to early reading peers when it comes to early reading skills. These less fortunate peers tend to skills. These less fortunate peers tend to get left behind. Like the line in get left behind. Like the line in Matthew’s Gospel, the rich students get Matthew’s Gospel, the rich students get richer, and the poor students get poorer. richer, and the poor students get poorer. (Keith Stanovich). (Keith Stanovich).

Example of the Matthew Effect:Example of the Matthew Effect:

PercentilPercentile Ranke Rank

MinutesMinutes

Per DayPer DayMinutes Minutes Per DayPer Day

Words Words Read Per Read Per YearYear

Words Words Read Per Read Per YearYear

BooksBooks TextText BooksBooks TextText

9898 65.065.0 67,367,3 4,358,0004,358,000 4,733,004,733,0000

9090 21.221.2 33.433.4 1,823,0001,823,000 2,357,002,357,0000

8080 14.214.2 24.624.6 1,146,0001,146,000 1,697,001,697,0000

7070 9.69.6 16.916.9 622,000622,000 1,168,001,168,0000

6060 6.56.5 13.113.1 432,000432,000 722,000722,000

5050 4.54.5 9.29.2 282,000282,000 601,000601,000

4040 3.23.2 6,26,2 200,000200,000 421,000421,000

3030 1.81.8 4.34.3 106,000106,000 251,000251,000

2020 0.70.7 2.42.4 21,00021,000 134,000134,000

1010 0.10.1 1.01.0 8,0008,000 51,00051,000

22 00 00 0 0 8,0008,000

(Anderson, R.C., 1992)

A student in A student in the 10th the 10th percentilepercentile reads about reads about 60,000 words 60,000 words in a year in 5th in a year in 5th grade.grade.

A student in A student in the 50th the 50th percentile percentile reads about reads about 900,000 words 900,000 words a year in the a year in the 5th grade.5th grade.

Average Average students students engage in engage in about 15 times about 15 times as much as much practice in a practice in a year compared year compared with low with low achieving achieving students.students.

• A student in the 20th A student in the 20th percentile reads books percentile reads books ______ minutes a day.______ minutes a day.

• This adds up to This adds up to _________words read _________words read per year.per year.

• A student in the 80th A student in the 80th percentile reads books percentile reads books ______ minutes a day.______ minutes a day.

• This adds up to This adds up to __________ words __________ words

read per year.read per year.

.7

21,000

1,146,000

14.2

Minutes PerDay

Words Read PerYear

PercentileRank

Books Text Books Text

98 65.0 67.3 4,358,000 4,733,000

90 21.2 33.4 1,823,000 2,357,000

80 14.2 24.6 1,146,000 1,697,000

70 9.6 16.9 622,000 1,168,000

60 6.5 13.1 432,000 722,000

50 4.6 9.2 282,000 601,000

40 3.2 6.2 200,000 421,000

30 1.8 4.3 106,000 251,000

20 0.7 2.4 21,000 134,000

10 0.1 1.0 8,000 51,000

2 0 0 0 8,000

WIDE READING – VOLUME READING

Some Good Reasons for Some Good Reasons for Teaching Vocabulary…Teaching Vocabulary…

• The major factor in text difficulty is vocabulary (Klare, 1984) The major factor in text difficulty is vocabulary (Klare, 1984) • Knowledge of vocabulary is highly correlated with reading Knowledge of vocabulary is highly correlated with reading

comprehension (Nagy & Scott, 2000)comprehension (Nagy & Scott, 2000)• There is even a close correlation between vocabulary There is even a close correlation between vocabulary

development at age 3 and reading comprehension in 11development at age 3 and reading comprehension in 11thth grade (Cunningham & Stanovich, 1997)grade (Cunningham & Stanovich, 1997)

• Vocabulary is implicated in the “4th grade slump” and the Vocabulary is implicated in the “4th grade slump” and the failure of beginning reading programs to ensure later failure of beginning reading programs to ensure later success (Chall & Jacobs, 2003)success (Chall & Jacobs, 2003)

Direct Instruction of Direct Instruction of VocabularyVocabulary• Vocabulary Instruction is one of the essential Vocabulary Instruction is one of the essential

elements of literacy development for elements of literacy development for students at risk (RAND Reading Study Group, students at risk (RAND Reading Study Group, 2002)2002)

• To learn a word requires between 6 to 10 To learn a word requires between 6 to 10 exposures to the word in context (Jenkins, exposures to the word in context (Jenkins, Stein, and Wysocki, 1984)Stein, and Wysocki, 1984)

• Chances of learning the word from context Chances of learning the word from context depends on student’s ability level, grade depends on student’s ability level, grade level, and background knowledge (Marzano & level, and background knowledge (Marzano & Pickering, 2004)Pickering, 2004)

Impact of Direct Vocabulary Impact of Direct Vocabulary InstructionInstruction

50

83

0102030405060708090

No VocabularyInstruction

DirectVocabularyInstruction

Percentile rankon test

The direct vocabulary instruction was on words

related to content and the effect size is .97

Vocabulary Simulation: A Vocabulary Simulation: A Difficult StartDifficult Start

The bleet and the gelz are The bleet and the gelz are borat at their nonporteze of borat at their nonporteze of

what is haldon in the what is haldon in the narbrack.narbrack.

Questions?Questions?

Any Questions?Any Questions?

Teaching VocabularyTeaching Vocabulary

A six step process adapted A six step process adapted from Marzano and Pickeringfrom Marzano and Pickering

Process of Learning Process of Learning VocabularyVocabulary• The success of vocabulary mastery is The success of vocabulary mastery is

most influenced by quality instruction most influenced by quality instruction from the teacher.from the teacher.

• The six step process goes from general The six step process goes from general learning to specific learninglearning to specific learning– Establish set, the initial Establish set, the initial

introduction/learning of the word (steps 1-introduction/learning of the word (steps 1-3)3)

– Provide multiple exposures (steps 4-6)Provide multiple exposures (steps 4-6)

Step 1: The teacher will model Step 1: The teacher will model and explain what the new word and explain what the new word meansmeans

• Ask what students know about the Ask what students know about the wordword

• Use this information to confirm, Use this information to confirm, clarify, and/or build on the word clarify, and/or build on the word meaningmeaning

Ways to model, give a Ways to model, give a description, explanation, or description, explanation, or exampleexample• Give direct experiences that will Give direct experiences that will

provide examples of the wordprovide examples of the word• Tell a story that uses the wordTell a story that uses the word• Use video or computer images to aid Use video or computer images to aid

in understandingin understanding• Divide students into small groups and Divide students into small groups and

ask students to present a student ask students to present a student friendly description or explanation of friendly description or explanation of the wordthe word

Ways to model, give a Ways to model, give a description, explanation, or description, explanation, or example contd: example contd: • Relate the word to current events Relate the word to current events

that are familiar to the studentthat are familiar to the student

• Use your own mental pictures to Use your own mental pictures to describe the worddescribe the word

• Use pictures as examples of the termUse pictures as examples of the term

A Cautionary NoteA Cautionary Note

• Initial understanding of the word Initial understanding of the word does not involve giving students a does not involve giving students a dictionary definitiondictionary definition or asking them or asking them to look up the definitionto look up the definition

• The goal of step 1 is to have a The goal of step 1 is to have a general understanding of the wordgeneral understanding of the word

Model and Practice Step 1Model and Practice Step 1

Model or explain what the Model or explain what the word means.word means.

Step 2: The student will Step 2: The student will define the term in his/her define the term in his/her own words own words

• Initial understanding of the word is Initial understanding of the word is still a work in progressstill a work in progress

• Students should not merely copy what Students should not merely copy what you have saidyou have said

• Students’ work can be very simple at Students’ work can be very simple at this stage of learning this stage of learning

• Students record their work on a Students record their work on a selected vocabulary graphic organizerselected vocabulary graphic organizer

3 Things to do if students 3 Things to do if students struggle with Step 2:struggle with Step 2:

• Provide additional descriptions, Provide additional descriptions, explanations, or examplesexplanations, or examples

• Allow students to talk about the word Allow students to talk about the word with a partner or in a small group.with a partner or in a small group.

• Move on to step 3 and ask students Move on to step 3 and ask students to create a picture, and then go back to create a picture, and then go back and restate their understanding and restate their understanding using words using words

Students restate meaning Students restate meaning contd.contd.

• Students use a graphic organizer to Students use a graphic organizer to record initial description of the wordrecord initial description of the word

• Teachers may consider keeping an Teachers may consider keeping an academic notebookacademic notebook

Model and Practice Step 2:Model and Practice Step 2:

Define the term in your own Define the term in your own words.words.

Step 3: Ask students to Step 3: Ask students to illustrate the word by illustrate the word by creating a picture, symbol or creating a picture, symbol or graphic of the wordgraphic of the word• Modeling is important in the beginningModeling is important in the beginning• Allow students to work togetherAllow students to work together• Show examples of your work, as well as, Show examples of your work, as well as,

other student workother student work• Ask students to share stories of how Ask students to share stories of how

pictures have helped them learnpictures have helped them learn• If you or your students are having trouble If you or your students are having trouble

with a word, go to the Internet and do a with a word, go to the Internet and do a searchsearch

• Students record work on a selected Students record work on a selected vocabulary graphic organizervocabulary graphic organizer

Model and Practice Step 3:Model and Practice Step 3:

Illustrate the wordIllustrate the word

Step 4: Students Step 4: Students expand word expand word knowledge with activities knowledge with activities (use graphic organizers)(use graphic organizers)• Allow students to add to or revise initial word Allow students to add to or revise initial word

description within graphic organizerdescription within graphic organizer• Allow students to record new insightsAllow students to record new insights• Additional activities:Additional activities:

– Highlight word part to aid students in Highlight word part to aid students in remembering the meaning of the wordremembering the meaning of the word

– Identify synonyms or antonyms Identify synonyms or antonyms – List related wordsList related words– Draw an additional picture or graphicDraw an additional picture or graphic– Write brief reminders or cautions of commonly Write brief reminders or cautions of commonly

confused wordsconfused words– ELL- translate the word into student’s native ELL- translate the word into student’s native

languagelanguage

Model and Practice Step 4Model and Practice Step 4

Plan activities to deepen word Plan activities to deepen word knowledge knowledge

Step 5: Provide students with Step 5: Provide students with opportunities to opportunities to share new share new word knowledge with peers word knowledge with peers • Discussions can be informal or structuredDiscussions can be informal or structured• Structured Activity: Think-Pair-ShareStructured Activity: Think-Pair-Share

• Think: Give students “think time” to individually Think: Give students “think time” to individually review their word and graphic organizerreview their word and graphic organizer

• Pair: Organize students into pairs and ask them to Pair: Organize students into pairs and ask them to discuss their descriptions and pictures of the word discuss their descriptions and pictures of the word with their partners; this would also include areas of with their partners; this would also include areas of confusion and seeking clarificationconfusion and seeking clarification

• Share: Students are invited to share new thoughts or Share: Students are invited to share new thoughts or understandings they have discussed in their pairs; understandings they have discussed in their pairs; encourage students to share examples of confusions encourage students to share examples of confusions that have come up during discussionsthat have come up during discussions

• Students are asked to make additions and revisions Students are asked to make additions and revisions to their graphic organizer to their graphic organizer

Model and Practice Step 5Model and Practice Step 5

Discuss word with partner Discuss word with partner using Lansdown cardusing Lansdown card

Questions?Questions?

Any Questions?Any Questions?

Step 6: The teacher will Step 6: The teacher will provide multiple provide multiple interactions with the wordsinteractions with the words• Listen for misconceptions and areas of Listen for misconceptions and areas of

confusionconfusion

• Encourage students to work together to ensure Encourage students to work together to ensure that everyone is learning the word correctlythat everyone is learning the word correctly– Draw MeDraw Me– Talk a Mile a MinuteTalk a Mile a Minute– Name that CategoryName that Category– Vocabulary CharadesVocabulary Charades– What is the QuestionWhat is the Question– Exit games and questionsExit games and questions

Model and Practice Step 6Model and Practice Step 6

Provide multiple interactions.Provide multiple interactions.

Managing Vocabulary Managing Vocabulary InstructionInstruction

• Use process with essential Use process with essential vocabulary vocabulary

• Keeping a vocabulary notebook is Keeping a vocabulary notebook is recommendedrecommended

• Principal expectationPrincipal expectation