Marzano, Pickering, Pollock (pp. 123-129)

Today’s Objectives

Increase Vocabulary AchievementGain an understanding of the research related to best teaching practices for vocabulary development.

Examine ways to guide instruction.

VocabularyClassroom Instruction That Works:

Research-based Strategies for Increasing Student Achievement

Research & TheoryA strong relationship exists between vocabulary and several important factors:

Intelligence

Ability to comprehend new information

Level of income

Q #1:a,b,c

(Marzano, Classroom, 123)

Systematic Vocabulary Instruction

Futile?

Low-yield?

Impractical?

Inadequate, considering quantity of words needed?

Inferior approach, compared to a program of voluminous reading?

(Marzano, Classroom, 124)

Systematic Vocabulary InstructionThis approach is rare in the U.S.

—McKeown & Curtis, 1987

The number of words in “printed school English” is about 85,000.

—Nagy, et al., 1984

Typical learning of 400 new words/year is not adequate to cope with the volume of new words needed.

—Stahl & Fairbanks, 1986(Marzano, Classroom, 124)

Q #3:False

Q #7:False

Systematic Vocabulary Instruction

…one of the most important instructional interventions teachers can use, particularly with low-achieving students.

—Becker et al., 1977

Analysis of the research provides a strong case for systematic instruction in vocabulary at virtually every grade level.

Q #4:False

Q #2:a

(Marzano, Classroom, 124)

Generalization #1

…students need to be exposed to the word at least six times…to ascertain and remember its meaning.

—Jenkins et al., 1984

Students must encounter words in context more than once to learn them.

Q #5:d

(Marzano, Classroom, 124-125)

#1: Multiple Encounters

Characteristic FactorChances of

Learning New Word

Ability

Low 8%

Medium 12%

High 19%

LevelGrade 4 8%

Grade 11 33%

Density (proportion of new words)

High: 1 of 10 7%

Medium: 1 of 74 14%

Low: 1 of 150 30%

Q #6:a,b,c

(Marzano, Classroom, 125)

Generalization #2Instruction in new words enhances learning those words in context.

Students with prior instruction on words were about 33% more likely to understand new words in their reading than students who have no prior instruction.

—Jenkins, et al., 1984

Q #8:d

(Marzano, Classroom, 126)

#2: Prior Instruction

Prior instruction can be minimal—

Provide a word list with definitions and example sentences.

Allow about 40 seconds of study time per word.

Q #9:a

(Marzano, Classroom, 126)

Instructional Techniques:

Identify a limited number of terms and phrases critical to a topic.

Conduct a 5-step process that provides multiple exposures to students in multiple ways.

(Marzano, Classroom, 128)

5 STEP PROCESS

STEP 1 – Present students with a brief explanation or description of the new term or phrase.

STEP 2 – Present students with a nonlinguistic representation of the new term or phrase.

STEP 3 – Ask students to generate their own explanations or descriptions of the term or phrase.

(Marzano, Classroom, 128-129)

5 STEP PROCESS

STEP 4 – Ask students to create their own nonlinguistic representation of the term or phrase.

STEP 5 – Periodically ask students to review the accuracy of their explanations and representations.

(Marzano, Classroom, 128-129)

Generalization #3One of the best ways to learn a new word is to associate an image with it.

Instructional techniques employing the use of imagery produced achievement gains in word knowledge that were 34 percentile points higher than techniques that did not.

—Powell, 1980

Q #10:True

(Marzano, Classroom, 126)

#3: Use of Imagery

Achievement gains with imagery:

37 percentile points higher than having students continually review word definitions

21 percentile points higher than having students generate their own sentences to demonstrate understanding of new words

(Marzano, Classroom, 126)

#3: Use of Imagery

Some nonlinguistic representations:

making physical models

generating mental pictures

drawing pictures and pictographs

engaging in kinesthetic activity

Window PaningSelect vocabulary words from social studies.Conduct a class discussion of the words and their meanings. If there are words the students do not know, dictionaries may be used. List the words and write brief meanings on the back of the page of window panes.Write each word in the bottom of a window pane.Discuss and decide which drawings will represent the words. Keep the drawings simple. Use of color is optional.Everyone draws the same picture. Students fill in their window pane as you complete yours on the overhead.

TerquainDraw a picture about a key word from your word collection or about a key concept in the text.

Follow the steps below to create a three-line poem.

Line #1: the word

Line #2: two or three words about this key word or concept

Line #3: a feeling or synonym related to this word

Definition PoemChoose a key word in the text or an important concept word from your word collection.

Follow this pattern:1. Name it.2. Describe it, rename it. 3. Tell where it would be found.4. Tell more about it.5. Use emotion words to tell how you feel

about this.6. Explain why you used the emotion words

on line 5.

Frayer Model Take a sheet of paper and fold it into four equal sections. (See example.)Choose a word.Write the word in the center of the paper.In the upper left section answer the question, “What is it?” (definition)In the upper right section answer the question, “What is it like?” (characteristics)Write examples of the word in the lower left section.Write non-examples of the word in the lower right section.Finally, based on the information you recorded, write a definition of the concept on the back of the paper.Share with your partner.

Visual Vocabulary Quadrant

Select a vocabulary word.

Take a sheet of paper and fold it into four equal sections.

Write the word in the upper left section of the paper.

Write the text definition in the lower left section.

Draw a visual representation of the word in the upper right section.

Make a personal connection, an example, or characteristics in the lower right section.

Manifest

Destiny

The belief in the 19th century Slide that the U.S. would, and had the right to, inevitably expand westward all the way to the Pacific Ocean

Destined to get bigger

Generalization #4Direct vocabulary instruction works.

Teaching vocabulary directly increases student comprehension of new material by ? percentile points.

—Stahl & Fairbanks, 1986

(Marzano, Classroom, 127)

#4: Direct InstructionStudent A: Receives instruction

Student B: Receives no instruction

When they take a test on the new content and B receives a score at the 50th percentile (= average), how does A’s performance compare?

B

50

A

62

Gain = 12percentile

points

Q #11:b

(Marzano, Classroom, 127)

Generalization #5Direct instruction on words that are critical to new content produces the most powerful learning.

Student achievement will increase by ? percentile points when vocabulary instruction focuses on specific words that are important to what students are learning.

—Stahl & Fairbanks, 1986

Q #12:a

(Marzano, Classroom, 127-128)

#5: Relevant Word SelectionStudent A: Receives instruction on relevant words

Student B: Receives no systematic instruction

When they take a test on the new content and B receives a score at the 50th percentile (= average), how does A’s performance compare?

B

50

A 83

Gain = 33percentile

points

(Marzano, Classroom, 127-128)