1. Building Academic Vocabulary
Buncombe County Schools
Middle and High School Teachers
November 29, 2012

2. Norms
• Apply the information to your teaching situation.
• Be open to the ideas of every person.
• Be respectful to presenters and learners and
give your full attention to the topics by: silencing
phones, keeping sidebar conversations to a
minimum, and not working on other things.

3. Prior Knowledge Place Mat
• At your table, draw a circle
map.
• In the middle, write
“academic vocabulary.”
• Divide the circle into “pie
pieces” equal to the number
of participants at your table.
• Choose the closest pie piece
& record anything you know
about academic vocabulary,
including strategies you use
or have seen.
• Use words, pictures, and
symbols.
• Discuss your knowledge with
your tablemates.

4. How do our students feel?
When the lights suddenly went out, I
purchased the nearest thing: an
echinated vine! Such was my distress
that I immediately defenestrated the
plant.
1. What object was echinated?
2. What happened to the plant?

5. Academic Vocabulary: A Two-
Headed Monster!
• Content Vocabulary = words or concepts
specific to a single
discipline
• Academic Language = process or test
words common to
multiple disciplines

6. Vocabulary in my Content
Using a text from
your content area,
make a list of
important vocabulary
for an upcoming unit.

7. Whose job is
it to teach
this
vocabulary
to your
students?

8. • So how do we go
about teaching these
concepts to our
students?
• What does the
research say?

9. Research Says…
Systematic vocabulary instruction is one
of the most important instructional
interventions that teachers can use,
particularly with low-achieving students.
Marzano, 2004

10. Page 134
RESEARCH CONNECTIONS
• Students need to be exposed to a word
at least six times in context to learn the
meaning of the word.
• Subject-specific terms are the best
target for direct vocabulary instruction.

11. A Six-Step Process for Teaching New Terms
Ask students to Ask students to
Provide a
restate the construct a
description,
description, picture, symbol,
explanation, or
explanation, or or graphic
example of the
example in their representing the
new term.
own words. term or phrase.
Engage students Involve students
in activities that Periodically ask
periodically in
help them add to students to
games that allow
their knowledge of discuss the terms
them to play with
the terms in their with one another.
terms.
notebooks.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano Page 135

12. Turn & Talk
Can you name all
of Marzano’s
six steps
to teaching
vocabulary?

13. How do I decide which vocabulary
is important to teach directly?
– CCSS/ESS
– EOCs/EOGs/Common Exams
– Marzano’s Building Academic Vocabulary
– National organizations
– PLCs/Content Teams

14. Dividing and Conquering
content vocabulary words
need to know good to know nice to know
content vocabulary words
“I know that, and I could teach it myself” “I’m pretty sure I know it” “Huh?”

15. Content Vocabulary
Create a tree map at your table,
categorizing essential vocabulary from a
unit in your content area.
content vocabulary words
need to know good to know nice to know

16. Strategies for Student Self-Assessment
• STRESSS Test/So That’s a Word?
(knowledge rating charts)
• 4 Corners
• Say What???

17. “Say What???”
• Read the excerpt from a
high school science text.
• As you read, jot down any
words a student might have
difficulty with (one word per
sticky note).
• At your table, see if you can
eliminate some of the sticky
notes by defining words for
one another.
• Post remaining words on the
“Say What” poster.

18. Stop and Jot
Take a minute to record
how you might adapt
these vocabulary self-
assessment strategies in
your classroom:
• 4 corners
• STRESS Test/ “That’s a
Word”
• Say What???

19. A Six-Step Process for Teaching New Terms
Ask students to Ask students to
Provide a
restate the construct a
description,
description, picture, symbol,
explanation, or
explanation, or or graphic
example of the
example in their representing the
new term.
own words. term or phrase.
Engage students Involve students
in activities that Periodically ask
periodically in
help them add to students to
games that allow
their knowledge of discuss the terms
them to play with
the terms in their with one another.
terms.
notebooks.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano Page 135

20. Step 1: What are some strategies for
introducing the vocabulary?
• Assess prior knowledge
• Show a picture, video, or digital image
• Tell a story integrating the term
• Use a contextual sentence
• Use current events familiar to students
• SEEP/ 3 column vocab/Dinner Party

21. S. E. E. P.
Stem Examples Explanations Picture
(prefix, root, or (from students) (whole class or (individual student
suffix) small group) association)
Mal- -Draco Malfoy
(Harry Potter) Bad
-Malificent
(Sleeping Beauty)
-Malpractice
-Malevolent

22. Now You Try It
• Create a SEEP
Stem Examples Explanation Picture
foldable using a root
or affix from your
content area.

23. Dinner Party
Directions: Find the “guests” who have place cards similar to yours. Sit down at a
table for your “dinner party.” Discuss what you have in common.

24. Stop and Jot
Take a minute to record how
you might adapt these step 1
(introduction) strategies in
your classroom:
• Assess prior knowledge
• Show a picture, video, or digital image
• Tell a story integrating the term
• Use a contextual sentence
• Use current events familiar to students
• SEEP/ 3 column vocab/Dinner Party

25. A Six-Step Process for Teaching New Terms
Ask students to Ask students to
Provide a
restate the construct a
description,
description, picture, symbol,
explanation, or
explanation, or or graphic
example of the
example in their representing the
new term.
own words. term or phrase.
Engage students Involve students
in activities that Periodically ask
periodically in
help them add to students to
games that allow
their knowledge of discuss the terms
them to play with
the terms in their with one another.
terms.
notebooks.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano Page 135

26. Steps 2 & 3: What are some strategies for
re-stating and illustrating the vocabulary?
• SEEP/ 3 Column Vocabulary
• Circle Map
• Frayer Model
• Cartoons
• Charades

27. Circle Map

28. harsh or
inhuman mad,
frustrated,
rumors,
“When I broke up
nasty
with him, she
started vicious
rumors about me.”
Angry
vicious people and
bullies often
say vicious
remarks
from about the
ones they
“Confessions… cruel want to hurt.
Bully”
synonym

29. Frayer Model
definition in
picture
student’s own words
vocabulary concept
examples other info/new thinking

30. Frayer Model in Math

31. How have you adapted
the Frayer Model in your content?
• Foldables
• Examples/Non-Examples
• Characteristics/Non-Characteristics
• Use in a Sentence
• Synonyms/Antonyms
• Part of Speech
• Inference/ “I Think” Statement
• Other?

32. Now You Try. . .
• Choose a content vocabulary word from
your earlier list.
• Create either a circle map or Frayer
Model illustrating the concept.
• Make sure to include a visual
representation.

33. Stop and Jot
Take a minute to record how you
might adapt these step 2 & 3
(re-state & illustrate) strategies
in your classroom:
• SEEP/ 3 Column Vocabulary
• Frayer Model
• Circle Map
• Cartoons
• Charades

34. A Six-Step Process for Teaching New Terms
Ask students to Ask students to
Provide a
restate the construct a
description,
description, picture, symbol,
explanation, or
explanation, or or graphic
example of the
example in their representing the
new term.
own words. term or phrase.
Engage students Involve students
in activities that Periodically ask
periodically in
help them add to students to
games that allow
their knowledge of discuss the terms
them to play with
the terms in their with one another.
terms.
notebooks.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano Page 135

35. Step 4: What are some activities to add to
student knowledge about the vocabulary?
• Dump & Clump
• Tagxedo.com,Wordle.net
• Thinking Maps
• 3 X 3 Vocabulary Grid

36. Dump and Clump
The Dumpster
The Clumpster

38. Tagxedo.com

39. Wordle.net

40. Double-Bubble Map

41. Use the
meaning of
each part to
write the
definition of
the whole
word.
Brace Map

42. Add the
meaning of
each part in
parentheses.

43. Page 138
WORD
PARTS
“Teaching word parts
enhances students’
understanding of terms.”
Robert Marzano
Brace Map with manipulatives

44. Power Plant
mitochondria
Bridge Map

45. Bridge Map

46. Bridge Map

47. 3X3 Vocabulary Grid
virus influenza pandemic
vaccine replicate immunity
immune system antibodies infectious
“In order to recover from influenza, your body must replicate antibodies to fight the virus.”

48. Now You Try It. . .
• Using some of the words you chose
earlier from your content text, create a
Thinking Map or 3 X 3 Vocabulary Grid.
• Make sure to include a summary
sentence.

49. Stop and Jot
Take a minute to
record how you
might adapt these
step 4 (activities)
in your classroom:
• Word Splash
• Dump & Clump
• Wordle
• Thinking Maps
• 3 X 3 Vocabulary Grid

50. A Six-Step Process for Teaching New Terms
Ask students to Ask students to
Provide a
restate the construct a
description,
description, picture, symbol,
explanation, or
explanation, or or graphic
example of the
example in their representing the
new term.
own words. term or phrase.
Engage students Involve students
in activities that Periodically ask
periodically in
help them add to students to
games that allow
their knowledge of discuss the terms
them to play with
the terms in their with one another.
terms.
notebooks.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano Page 135

51. Step 5: What are some strategies for
student discussion about the vocabulary?
• Turn and Talk
• Sentence Frames
• AB Dyad
• Vo-back-ulary

52. Sentence Frames
• A ________ is different than a
_________ because . . .”
• mean/median
• simile/metaphor
• proton/neutron
• socialist/communist
• I am like a ________ because I . . .”
• parabola
• oxymoron
• river basin
• legislative branch

53. AB Dyad
• Student “A” defines, describes,
analyzes, etc. the
vocabulary word.
• Student “B” summarizes, adds to,
corrects, etc. whatever
was said by Student “A”

54. Vo-back-ulary
• Pick a need-to-know word from
your content area.
• Write the word on a post-it note
and place it on someone’s back
(not at your table).
• As the music plays, move around
the room.
• When the music stops, find a
partner and provide each other
clues to identify the words.
• When word is identified, you may
sit down.
• Continue switching partners until
word is identified or time is up.

55. Stop and Jot
Take a minute to record
how you might adapt
these step 5 (discussion)
strategies in your
classroom:
• Turn and Talk
• Sentence Frames
• AB Dyad
• Vocabulary

56. A Six-Step Process for Teaching New Terms
Ask students to Ask students to
Provide a
restate the construct a
description,
description, picture, symbol,
explanation, or
explanation, or or graphic
example of the
example in their representing the
new term.
own words. term or phrase.
Engage students Involve students
in activities that Periodically ask
periodically in
help them add to students to
games that allow
their knowledge of discuss the terms
them to play with
the terms in their with one another.
terms.
notebooks.
Building Background Knowledge for Academic Achievement
Debra Pickering and Robert Marzano Page 135

57. Step 6: What are some games that allow
students to play with the vocabulary?
• White Boards
• Pictionary
• Jeopardy
• Twister
• Definition Fishing
• Looping (“I Have. . . Who Has?”)
• Mile-a-Minute/Pyramid Game

58. Page 141
After the game, students should record the
clues, illustrations, examples that helped
them guess each vocabulary word.

59. Now You Try. . . .
(Let’s play the pyramid game)

60. Vocabulary Instruction
Sentence Frayer Circle Map Say What??? Dump & Vo-Back-ulary
AB Dyad frames Model Clump
Tagxedo.com

61. Stop and Jot
Take a minute to record how
you might adapt these step 6
(games) in your classroom:
• White Boards
• Pictionary
• Jeopardy
• Definition Fishing
• Looping (“I Have. . . Who Has?”)
• Mile-a-Minute/Pyramid Game

62. How can we help our students retain vocabulary
concepts even after moving on to a new unit?
• Word Walls
• Concept Charts

63. Word Walls
Word Wall = an ongoing, organized display of
key words that provides visual reference for
students throughout a unit of study or a term.
These words are used continually by teachers
and students during a variety of activities.
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/ThinkLitWordWalls.pdf

64. Concept Charts
Concept Chart = in vocabulary, a labeled
display of key words organized in a
conceptual arrangement.

65. Current Content Vocabulary

67. Moving Current Vocabulary to
Conceptual Word Wall

73. Concept Chart

75. Concept Chart

77. Concept Chart

78. Structural Analysis
Concept Chart
Prefix Base Word Suffix
trans port ation
re port
port able

80. Vocabulary Games
with Word Walls & Concept Charts

81. Vocabulary Games
with Word Walls & Concept Charts
• 20 Questions
• Charades
• 30 seconds
• Mile-a-Minute
• Mind-Reader

82. Mind-Reader
• Choose a word from the word wall.
• Moving from general to specific, create
five clues about the word.
• Ask students to number 1-5.
• After each clue, students write a guess.

83. Who am I?
Civil rights advocate
?
U.S. president
Brother killed
Published author
“Ask not what your country . . . “

84. Turn and Talk
• As the music plays, move
around the room.
• When the music stops,
find a partner (not from
your table).
• Talk to each other
about how you might use
concept charts/word
walls in your classroom.

85. Stop and Jot
Take a minute to record how
you might adapt concept
charts/concept word walls in
your classroom.

86. Academic Language:
“Bricks & Mortar”
Bricks = Technical words specific to a discipline
Mortar= General but sophisticated words used to
communicate complex thoughts
(process or test words & phrases, idioms)

87. Content Area Bricks (Content Mortar
Words) (Academic
Language)
English Language Imagery, That is, implied,
Arts alliteration, contains, leads us
theme, metaphor to believe
History/Social Revolution, Therefore, as a
Studies monarchy, result,
emancipation consequently,
consist of
Math Reciprocal, If…then, end up
hypotenuse, with, derive, take
matrix, obtuse care of
Science Mitosis, gravity, Hypothesize,
sublimation, force variable, infer,
results in

88. Professional Article
• Use the anticipation guide to record your
beliefs about academic language.
• Read “Narrow the Academic Language Gap to
Reduce the Achievement Gap” looking for
evidence to support or argue against your
beliefs.
• Revise your thinking on the guide.

89. Connect to your Content Area
What are some “mortar”
words in your content
text?

90. 3 Tiers of Vocabulary
Academic Vocabulary
Tier 1 Tier 2 Tier 3
Everyday Words High Frequency Content Specific
Multiple Meaning
All Contents

91. What are some strategies for
teaching these “mortar” words?
•Diagnose the words students need to know.
(Use Say What?, etc.) Turn & Talk at tables.
•Implement instruction based on Marzano’s six
steps. Turn & Talk at tables.
•Increase Student Output. (Ask students to
talk and write using the academic language).

92. How Do We Increase Student Output?
•Use “mortar” words in learning targets and
ask students to use and discuss them.
•Use sentence starters or sentence frames that
incorporate the “mortar words.” Students can
use the frames in discussions or writing.
•Ask students to annotate thinking as a
formative assessment tool.

93. Use “mortar” words in learning targets and ask
students to use and discuss them.
I can identify soil forming factors that
influence the type and quality of soil.
• What words might a 6th grade student not know? (Say What???)
• What is the difference between “type” and “quality?” (Turn & Talk)
• What thinking process does the word “influence” suggest?

94. Use sentence starters or sentence frames that
incorporate the “mortar words.” Students can
use the frames in discussions or writing.
“Say Something”

95. Ask students to annotate thinking as a
formative assessment tool.
• INSERT
• Vocabulary Sort

96. Annotating Thinking as Formative Assessment
Let’s practice how
students might use
academic language
with EOG/ACT
examples.

97. EOGs/EOCs/ACTs/Common Exams
• Let’s look at some
common test prompts:
Jigsaw Reflection
– In expert groups:
• What academic language do
you see that might hinder
student comprehension?
– In home groups:
• Are there words that you
found that are common to
more than one subject?

98. Stop and Jot
Take a minute to record how
you might approach choosing
academic language and
teaching students to use it.

99. So What’s Next???
By February 15, 2013:
 1st collaboration with a literacy coach
(co-planning, co-teaching, class visit)
 Completion of Moodle assignments
By April 12, 2013:
 2nd collaboration with a literacy coach
(co-planning, co-teaching, class visit)

100. Thank you for your Participation!!!