Cindy Koss, Ed.D. Assistant State Superintendent Kerri White, M.Ed. Executive Director High School R

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Cindy Koss, Ed.D.Assistant State
SuperintendentKerri White, M.Ed.Executive
Director High School Reform
Building academic vocabulary (BAV)
Sandy Garrett State Superintendent of Public
Instruction Oklahoma State Department of Education
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Goals for session

• Identify why we need to teach academic vocabulary
  to build student background knowledge
• Identify the six-step process to teach academic
  vocabulary
• Provide examples for implementing the Building
  Academic Vocabulary process

Oklahoma State Department of Education Office of
Standards and Curriculum
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What do you think?

• Not really To a great extent
• 2 3
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• To what extent do you believe that building
• general and academic vocabulary is one of the
• more important goals of education?
• To what extent do you believe you are already
• doing this for all of your students?
• How do you know?
• If not, why not?

Office of Standards and Curriculum Oklahoma State
Department of Education
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Why do we need to teach academic vocabulary?

• All students arrive at school with some amount of
  background knowledge it is just different
• Children of middle class have heard 48,000 words
  before coming to school
• Children of poverty have heard 13,000 words
  before coming to school

Office of Standards and Curriculum Oklahoma State
Department of Education
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This is about teaching specific vocabulary with a
specific process.
Building background knowledge
Office of Standards and Curriculum Oklahoma State
Department of Education
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expectation

• All students will master challenging subject
  matter in the core subject areas.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Educational research Compelling fact

• What students already know about the content
  when they come to school is one of the strongest
  indicators of how well they will learn new
  information relative to the content.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Background knowledge

• Prior to entering school, a child acquires
  academic background knowledge through rich
  educational experiences.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Children of poverty

• Children of poverty come to school with
  significantly fewer academic background
  experiences than other children.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Words heard in an hour

• Poverty 615
• Middle class 1,251
• Upper class 2,153

Office of Standards and Curriculum Oklahoma State
Department of Education
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Word poverty

• The gap in word knowledge between advantaged
  and disadvantaged children is
• word poverty.
• Louisa Moats, 2001

Office of Standards and Curriculum Oklahoma State
Department of Education
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Research information

• There is an established correlation between
  academic background knowledge and
• Success on test scores
• Level of reading comprehension, irrespective
• of reading ability
• Speed and accuracy of study behavior
• Student interest in material

Office of Standards and Curriculum Oklahoma State
Department of Education
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Eight research-based Characteristics -
effective Vocabulary instruction

• 1. Descriptions rather than definitions,
  especially initially are critical.

Office of Standards and Curriculum Oklahoma State
Department of Education
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2. Students must represent their knowledge of
words in both linguistic and non-linguistic ways
Effective vocabulary instruction
Office of Standards and Curriculum Oklahoma State
Department of Education
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Effective vocabulary instruction

• 3. Involve the gradual shaping of word meanings
  through multiple exposures.

Office of Standards and Curriculum Oklahoma State
Department of Education
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4. Teaching word parts enhances
students understanding of terms.
Effective vocabulary instruction
Office of Standards and Curriculum Oklahoma State
Department of Education
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Effective vocabulary instruction

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

Office of Standards and Curriculum Oklahoma State
Department of Education
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6. Students should discuss the terms they
are learning.
Effective vocabulary instruction
Office of Standards and Curriculum Oklahoma State
Department of Education
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Effective vocabulary instruction

• 7. Students should play with
• the words.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Effective vocabulary Instruction

• 8. Instruction should focus on terms that have a
  high probability of enhancing academic success.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Six steps to building Academic vocabulary (BAV)
Office of Standards and Curriculum Oklahoma State
Department of Education
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Building academic vocabulary

• Six-step research-based process for concept
  development
• Provide a description, explanation, or example
  for a new term.
• Ask students to restate the description,
  explanation, or example in their own words.
• Ask students to construct a picture, symbol, or
  graphic representing the term.
• Engage students periodically in activities that
  help them add to their knowledge of the terms in
  their notebooks.
• Periodically ask students to discuss the terms
  with one another.
• Involve students periodically in games that allow
  them to play with terms.

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• Step 1
• Provide a description or explanation with
  multiple examples, both linguistically and
  nonlinguistically, of the new term.

BAV Step 1
Office of Standards and Curriculum Oklahoma State
Department of Education
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Teacher tip for step 1

• Create and deliver student friendly descriptions
  and/or explanations with multiple examples, both
  verbal
• and visual.

Office of Standards and Curriculum Oklahoma State
Department of Education
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outlier
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outlier
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outlier
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Step 2
Bav step 2

• Ask students to restate the description,
  explanation, and/or examples in their own words.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Teacher tip 2

• Monitor accuracy of student writing.
• Accept definitions that are only partially
  correct to be revisited later in the process.
• Use questions/prompts to promote student thinking
  without providing the answer.
• Do not provide a written definition.

Office of Standards and Curriculum Oklahoma State
Department of Education
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definition
outlier
Office of Standards and Curriculum Oklahoma State
Department of Education
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BAV Step 3

• Ask students to construct
• a picture, symbol or graphic
• representing the term or
• phrase.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Teacher tip 3

• Some students will say, I cant draw. Model,
  model, model and encourage students.
• Check accuracy of illustration.
• Students can use any visual representation.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Graphic representation
Office of Standards and Curriculum Oklahoma State
Department of Education
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Students rate their current level of
understanding of the word.
After step 3
Office of Standards and Curriculum Oklahoma State
Department of Education
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Tracking progress

• v -- I understand even more about the term than
  I have been taught.
• v -- I understand the term and am not confused
  about its meaning or usage.
• v- -- Im not sure I understand the term, but I
  have some idea as to its meaning.
• X I really dont understand the term at all.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Tracking progress
Office of Standards and Curriculum Oklahoma State
Department of Education
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Introducing new words

• Almost always introduce only one new word in a
  lesson.
• How many words you introduce in a week is a
  professional teacher decision.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Student notebook

• Use notebook from one year to the next
• Select terms from 4 or 5 subject areas
• Record subject area in border
• Color-code pages
• Alphabetize
• Organize by subject area, unit, theme, or topic

Office of Standards and Curriculum Oklahoma State
Department of Education
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Student notebook

• Use a two-column format for terms and phrases.
• Provide room for student initial descriptions and
  explanations.
• Leave space for student graphic representations.
• Leave space for additional comments and future
  revisions.

Office of Standards and Curriculum Oklahoma State
Department of Education
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The first three steps are the initial teaching of
the word. The second three steps are for
reinforcing the word.
bav steps
Office of Standards and Curriculum Oklahoma State
Department of Education
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Example of two-week schedule
Office of Standards and Curriculum Oklahoma State
Department of Education
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Step 4
BAV STEP 4

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

Office of Standards and Curriculum Oklahoma State
Department of Education
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Teacher tip 4

• Create and determine the activity.
• Balance paper/pencil and hands-on activities.
• Use various student groupings (pairs, small
  groups, whole class, individual).
• Variety is important!

Office of Standards and Curriculum Oklahoma State
Department of Education
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Free association
Students say words that they think of when they
hear a particular term. For example, upon hearing
fraction, students might respond with words such
as decimal, numerator, denominator, half, thirds,
parts, whole, invert, and so on. The last person
to say a word must explain how that word is
related to the target.
Office of Standards and Curriculum Oklahoma State
Department of Education
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With a partner, discuss the synonyms and antonyms
of the word outlier and then create an analogy
using it.
Synonyms and antonyms
Office of Standards and Curriculum Oklahoma State
Department of Education
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outlier _______ herbivore cowa.
omnivoreb. hermitc. homeostasisd. bull
analogy
Office of Standards and Curriculum Oklahoma State
Department of Education
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analogy

• One or two terms are missing. Please think about
  statements below, turn to your elbow partner and
  provide terms that will complete following
  analogies.
• Bone is to skeleton as word is to ______.
• Rhythm is to music as _____ is to _____.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Graphic representation
Office of Standards and Curriculum Oklahoma State
Department of Education
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Step 5
Bav step 5

• Periodically ask students to
• discuss the terms with one
• another.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Teacher tip 5

• Provide a context for the discussions.
• Model initially the thinking process involved in
  discussions.
• Monitor discussions ensuring everyone
  participates.
• Add information to vocabulary sheets.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Graphic representation
outlier _______ herbivore cowa.
omnivoreb. hermitc. homeostasisd. bull
Office of Standards and Curriculum Oklahoma State
Department of Education
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Bav step 6
Step 6

• Involve students periodically in
• games that allow them to play
• with terms.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Teacher tip 6

• Provide initial development of games
• Never use vocabulary in the game format prior to
  the other steps!
• Add information to vocabulary notebooks
• Effective classroom management is essential to
  this step.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Talk a mile a minute
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Talk a mile a minute

• Create a team of 3-4.
• Designate a talker for each round.
• Try to get team to say each word by quickly
  describing them.
• May not use words in category
• title or rhyming words.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Things associated with the Internet
Google Search Engine Wiki Face Book Home
Page Blog Twitter
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Things associated with today
Building Background Knowledge Nonlinguistic
Vocabulary Consistency Research Graphic
Representation
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Things associated with math
Circumference Diameter Square Rectangle Right
triangle Hypotenuse Rhombus
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Vocabulary charades
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Vocabulary charades

• Please stand.
• Using your arms, legs, and bodies, show the
  meaning of each term below
• radius
• diameter
• circumference

Office of Standards and Curriculum Oklahoma State
Department of Education
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Name that category
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Name that category

• This engaging game helps students focus on the
  attributes of concepts represented by or
  associated with terms as they try to determine
  what the terms in a list have in common.
• The object of the game is for a clue giver, who
  sees one category at a time on the game board, to
  list words that fit that category until teammates
  correctly identify the category name.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Vocabulary Terms Phrases
Things that conduct heat
200 POINTS
Parts of the digestive system
Prime numbers
100 POINTS 100 POINTS
100 POINTS 100 POINTS
Things that are living
Liquids
Adverbs
50 POINTS 50 POINTS 50 POINTS
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Vocabulary Terms Phrases
Types of Internet sites
200 POINTS
Sources of energy
Countries in Asia
100 POINTS 100 POINTS
Parts of the solar system
Punctuation marks
Fractions
50 POINTS 50 POINTS 50 POINTS
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Representatives of The Arts
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SUMMARY reflections
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True or false?

• With the person behind you, decide if the
• following statements are true or false.
• 1. Reading 14 minutes a day means reading over
  1,000,000 words a year.
• 2. Preschool or childrens books expose you to
  more challenging vocabulary than do prime-time
  adult TV shows.
• 3. Vocabulary can be learned through reading and
  talking.

Office of Standards and Curriculum Oklahoma State
Department of Education
70
Consider this

• Background knowledge is more important to
  understanding of reading than IQ.
• Vocabulary instruction in specific content-area
  terms builds up students background knowledge in
  content area.
• Students who understand content for example, in a
  state mathematics standards document regarding
  data analysis and statistics have understanding
  of terms such as mean, median, mode, range,
  standard deviation, and central tendency.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Schoolwide focus

• When all teachers in a school focus on the same
  academic vocabulary and teach in the same way,
  school has a powerful comprehensive approach.
• When all teachers in a district embrace and use
  the same comprehensive approach, it becomes even
  more powerful.

Office of Standards and Curriculum Oklahoma State
Department of Education
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Its not an intervention unless we do it
schoolwide/districtwide.--Dr. Robert Marzano
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resources
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Oklahoma State Department of EducationWeb site
Building Academic Vocabulary Web
Page
resources
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Marazano, R.J. (). Building Background
Knowledge for Academic Achievement Research on
What Works in Schools. VA ASCD.Marzano, R.J.
and Pickering, D.J. (2005) Building Academic
Vocabulary Teachers Manual. VA ASCD.
resources
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BAV Step 1 Additional examples

• Step 1
• Provide a description or explanation with
  multiple examples, both linguistically and
  nonlinguistically, of the new term.

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etiquette
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clue
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rhythm
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projection