VOCABULARY

1

• VOCABULARY
• INSTRUCTION

2
Essential Questions

• What are the CODE vocabulary principles?
• What are Marzanos six steps to effective
  vocabulary instruction?
• How do the CODE and Marzano steps help struggling
  students add to their word knowledge?
• How can I implement both the CODE principles and
  Marzano process into daily intervention
  instruction?

3
Learning Targets

• I can explain the CODE Vocabulary Principles and
  Marzanos Six-step Vocabulary Instruction.
• I can implement CODE and Marzano into daily
  classroom planning and instruction.

4
(No Transcript)
5

• Acquiring the vocabulary we use for thinking and
  communicating is a linguistic achievement of
  nearly incomprehensible importance and
  complexity.
• --Phythian-Sence and Wagner (2007)

The limits of my language are the limits of my
mind. All I know is what I have words for.
Ludwig Wittgenstein (1953)
6
anticipation/Reaction Guide
Statement Agree Disagree
Vocabulary knowledge is the single most important factor in reading comprehension.
Explanation
Socioeconomic status can drastically affect vocabulary development in children.
Explanation
Students must have multiple exposures to a word and its meaning to deeply process it.
Explanation
Vocabulary has to be taught through direct and indirect means.
Explanation
7
Vocabulary Acquisition
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
The Gap continues..
1,000,000 words
100,000 words
13
Recognizing the need to teach vocabulary is
important.

• But HOW you teach
• vocabulary makes all the
• difference in a students actual word acquisition.

14

• It is imperative to be mindful of
• the serious limitations inherent in
• the three most common vocabulary
• teaching practices in K-12
• classrooms. Kevin Feldman Kate Kinsella

15
(No Transcript)
16
Effective vocabulary instruction requires

• Active and positive student participation
• (Carr Wixson, 1986)
• Personal engagement with a new word
• (Dole, Sloan Trathen, 1995)
• Opportunities for students to discuss new words
• Teaching vocabulary before reading
• (National Reading Panel 2000)
• Learning in rich contexts, incidental learning,
  and the use of computer technology
• National Reading Panel 2000)
• Providing multiple exposures to a word
  
  (Marzano., 2003)

17
Vocabulary Should Be Taught ....
18
Direct Vocabulary Instruction Works

• Building Academic Vocabulary, 2

19
Making Vocabulary Memorable )

• C
• O
• D
• E

20
Basic Principles of Vocabulary InstructionPrincip
le C

• Students remember
• vocabulary when the word is
• strongly Connected to what
• they already know and have
• experienced.

21
Principle O

• Students remember more
• information when it is
• clearly Organized.

22
Principle D

• Students remember
• vocabulary when it is Deeply
• processed through visual,
• auditory, physical, or
• emotional experiences.

23
Principle E

• Students remember
• vocabulary when they are
• given the opportunity to
• Explore or think about it in a
• variety of ways.

24
Daily Classroom Instruction for Vocabulary

• Marzanos Six-Step Approach

25
Step 1

• The teacher provides a description, explanation
  or example of the new term.

26
Step 2

• Students restate the explanation of the new term
  in their own words.

27
Step 3

• Students create a nonlinguistic representation
  of the term.

28
Step 4

• Students periodically engage in
• activities that help them
• add to their knowledge of
• vocabulary terms.

29
Step 5

• Frequently have students discuss important terms
  with one another.

30
Step 6

• Periodically engage students in games that allow
  them to play with the terms.

Games
31
Revisiting CODE

• Without using your notes, think back to the
  discussion of the CODE vocabulary principles. On
  a piece of scrap paper, jot down what you
  remember.
• Turn to a partner and see if you can fill in any
  gaps.

32
Marzano CODE
Teacher provides description, explanation, or example of new term.
Students restate explanation of the term in their own words.
Students create nonlinguistic representation of term.
Students periodically do activities that help them add to their knowledge of vocabulary terms.
Periodically, students are asked to discuss terms with one another.
Periodically, students are involved in games that allow them to play with the terms.
C
C
D
ODE
CODE
ODE
33
Lets Revisit the Guide
Statement Agree Disagree
Vocabulary knowledge is the single most important factor in reading comprehension.
Explanation
Socioeconomic status can drastically affect vocabulary development in children.
Explanation
Students must have multiple exposures to a word and its meaning to deeply process it.
Explanation
Vocabulary has to be taught through direct and indirect means.
Explanation
34
Reflective Journal

• Many teachers see vocabulary as
• necessary for better reading. Few, however,
  realize its long-term effect on learning,
  achievement, thinking, communication.
• --Bromley, 2002 Watts, 1995
• Learning Targets
• I can explain the CODE principles of vocabulary
  instruction and Marzanos six steps.
• I can implement CODE and Marzano into my daily
  classroom planning and instruction.

35
Bibliography

• Wagner, Richard, Andrea E. Muse and Kendra R.
  Tannenbaum. Vocabulary Acquisition Implications
  for Reading Comprehension. Guilford Press New
  York, 2007.
• Wittgenstein, Ludwig. Philosophical
  Investigations, 1953.
• Hart, Betty Risley, Todd R. Meaningful
  Differences in the Everyday Experience of Young
  American Children. Paul H. Brookes Publishing
  Baltimore, 1995.
• Nagy, W., Anderson, R. C. (1984). How many
  words are there in printed school English?
  Reading Research Quarterly, 19, 304-330.
• Feldman, Kevin Kate Kinsella. Narrowing the
  Language Gap The Case for Explicit Vocabulary
  Instruction. Scholastic, 2005.
• Dole, Slone, and Trathen. The Cornerstones of
  Reading Comprehension Teaching for Vocabulary
  and Text Understanding. (2002) Retrieved from
  the World Wide Web http//www.designedinstruction
  .com/learningleads/reading-vocabulary-text.pdf
  (June, 2010).
• Marzano, Robert. Building Backgraound Knowledge
  for Academic Achievement. ASCD 2003.
• Carr, E., Wixson, K.K. (1986). Guidelines for
  evaluating vocabulary instruction. Journal of
  Reading, 29, 588595.
• National Reading Panel. Put Reading First.
  National Institute for Literacy, 2001.
• Silver, H., Strong, R., Perini, M. (2007). The
  Hidden Skills of Academic Literacy.
• Alexandria. Thoughtful Education
  Press.
• Bromley, K. (2004). Rethinking vocabulary
  instruction. The Language and Literacy
• Spectrum, 14(Spring), 3-12.