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BUILDING ACADEMIC VOCABULARYA workshop presented at Montgomery Complex 12/5/09Highlighting Marzano strategies for direct instruction of academic vocabularyMAIN IDEAS:Marzano (2005) says the best thing teachers can do to help students understand the content is to givethem direct instruction for the vocabulary of the content area. When all teachers in a school focus on thesame academic vocabulary and teach in the same way, the school has a powerful comprehensiveapproach. It’s even more powerful if an entire district uses the same method. Choosing critical words(not just any words) is key to developing the students’ background knowledge.Students from low socio-economic status neighborhoods tend to come to school without the vocabularythat helps them to be successful in school. If students can learn 20 critical words in each content areaper year through direct instruction, they are very likely to indirectly learn another 750 to 1500 words inthose content areas. If you think that’s too optimistic, halving or quartering those numbers still offersthe potential for great gain. Some studies show a 24% to 40% gain in general achievement after usingMarzano’s six-step process for direct instruction of vocabulary. Without direct instruction, lowerperforming students tend to learn only 8% of the vocabulary indirectly (through independent reading, forexample). Higher performing students may learn 16% of the vocabulary indirectly.Research shows that a general education student requires about 12 encounters with a new word for thestudent to really know that word. A special education student may require as many as 50 encounterswith a new word. In addition, if students do not know the vocabulary, they really do not know thecontent area. Therefore, if we want them to learn our content area, vocabulary is a good place to start.Some examples of activities and games are attached so that students can have a variety of encountersand experiences with a word.Refer to Classroom Instruction that Works (p. 123-129) for more vocabulary information.Peggy Jackson, SLPRio Grande High SchoolMarch 3, 2010 jackson_peg@aps.edu
 
CONTENTS:Academic vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1The Marzano six-step process for vocabulary instruction . . . . . . . . . . . . . . . . . . . . . 2Deepening Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3An example of vocabulary strategies for Social Studies . . . . . . . . . . . . . . . . . . . . . . .4Forms that students can use to record their vocabulary words. . . . . . . . . . . . . . . . .5-12including one rubric for knowledge levelCarousel Brainstorming, an example of an activity/game (one of the six steps) . . . . 13Common Sense, a word game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Latin Roots and Greek Stems, ideas for using . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16Common Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18Vocabulary Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Kangaroo Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Chart showing the Average Retention Rate after 24 hours . . . . . . . . . . . . . . . . . . . . 21Lists of words by content area and grade levels (from other states) . . . . . . . . . . 22-25Language Arts. . . . . . . . . . . . . . . . . . . 22Math . . . . . . . . . . . . . . . . . . . . . . . . . . 23Science . . . . . . . . . . . . . . . . . . . . . . . . 24Social Studies. . . . . . . . . . . . . . . . . . . 25Academic Vocabulary Resources (sites, books, etc. for activities/games). . . . . . 25-26
 
1ACADEMIC VOCABULARYWhat is Academic Vocabulary?It is the vocabulary critical to understanding the concepts of the content taught in schools. In identifyingacademic vocabulary for instruction, teachers must remember that not all terms are of equal importance.Some terms are critically important.Some are useful but not critical.Some are interesting but not useful.Staff of U-46 developed a “draft” list of academic vocabulary words that students are expected tounderstand and use at each grade level. You can find the list on the U-46 web site (www.u-46.org/roadmap).Why teach Academic Vocabulary?According to Marzano (2005) the strongest action a teacher can take to ensure that students have theacademic background knowledge to understand the content they will encounter is providing them withdirect instruction in these terms. When students understand these terms, it is easier for them tounderstand the information they will read and hear in class.Factoids*Vocabulary assessed in first grade predicted over 30% of reading comprehension variance in 11
th
grade (Cunningham and Stanovich, 1977).*While four encounters with a word did not reliably improve reading comprehension, 12encounters did (McKeown, Beck, Omanson, and Pople, 1985).*One of the most critical services a teacher can provide, particularly for students who do not comefrom academically advantaged backgrounds, is systematic instruction in important academicterms (Marzano and Pickering, 2005).*The same student placing at the 50
th
percentile in reading comprehension, with no directvocabulary instruction, placed at the 83
rd
percentile when provided specific instruction inacademic vocabulary (Stahl and Fairbanks, 1986).
ELL Students and Academic Vocabulary
Marzano and Pickering (2005), emphasize, the importance of teaching ELL academicvocabulary in a systematic approach. They suggest that vocabulary programs thatemphasize high-frequency terms fail to provide the background knowledge needed forstudent success in the content areas. Students learn high-frequency words through widereading of fiction and information text.
References
Cunningham, A. and Stanovich, K (1977). Earl reading acquisition and its relation to reading experience and ability10 years later.
 Developmental Psychology, 33,
934-945.Marzano, R., and Pickering, D. (2005).
 Building academic vocabulary: Teacher’s manual.
Alexandria, VA: ASCD.McKeown, M., Beck, I, Onanson, R., and Pople, M. (1985). Some effects of the nature and frequency of vocabularyinstruction on the knowledge and use of words.
 Reading Research Quarterly, 20
, 522-535.
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