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3/14/2019

Bringing Tier II Academic Vocabulary To Life Mt. Healthy City Schools Janis Bellon School Improvement
Bringing Tier II Academic
Vocabulary To Life
Mt. Healthy City Schools
Janis Bellon
School Improvement Consultant

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• Review theory and research • Discuss our current classroom vocabulary instruction, compare with Marzano’s
• Review theory and research
• Discuss our current classroom
vocabulary instruction, compare
with Marzano’s Six-Step
Approach
Agenda
• Review possible classroom
implementations
• Reflective debrief – What are our
opportunities and next steps?
• +/Δ Session
• Dismiss

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Norms BE PRESENT SEEK GIVE KEEP STUDENTS ASSESS OPPORTUNITIES CONSTRUCTIVE FIRST PERSONAL CHALLENGES NEEDS
Norms
BE PRESENT
SEEK
GIVE
KEEP STUDENTS
ASSESS
OPPORTUNITIES
CONSTRUCTIVE
FIRST
PERSONAL
CHALLENGES
NEEDS

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Vocabulary Instruction Theory – Yo, Marzano!
Vocabulary Instruction Theory – Yo, Marzano!
Vocabulary Instruction Theory – Yo, Marzano!

Vocabulary Instruction Theory – Yo, Marzano!

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Theory – Reviewing the Vocabulary Tiers

4 Theory – Reviewing the Vocabulary Tiers Tier I Tier II Tier III Everyday words encountered

Tier I

Tier II

Tier III

Everyday words encountered in everyday conversation. High frequency usage, needs no classroom review

Words that are needed in an academic context, and provide access to more complex topics and discussions outside of the everyday. These are words that can also span across multiple topic and subject areas.

Words that are relevant for specific subjects or content-area discourse. These are words that could be considered jargon, being isolated to a specific subject area.

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Why focus on Tier II Vocabulary?

Subject
Subject

Mastery

Vocabulary

Descriptive

Vocabulary

Foundational

Acts as a bridge between established vocabulary and the content taught in a specific subject area – helps to DESCRIBE with ACCURACY

Vocabulary

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1. Explain 6. 2. Demonstrate Gamify Understanding Marzano’s Six- Step Process for Vocabulary 5. Instruction
1.
Explain
6.
2.
Demonstrate
Gamify
Understanding
Marzano’s Six-
Step Process
for Vocabulary
5. Instruction
3.
Reflect
Show
and
and
Refine
Write
4.
Discuss

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Classroom Implementation Interactive Word Walls

Classroom Implementation Interactive Word Walls

A centralized location for employed vocabulary that students can approach

Continued visitation of included vocabulary

Enhanced with further interaction – inclusion of visuals, realia (if possible), cognates

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Classroom Implementation The Frayer Model • Students begin with given vocabulary word and definition •
Classroom Implementation The Frayer Model • Students begin with given vocabulary word and definition •

Classroom Implementation The Frayer Model

Students begin with given vocabulary word and definition

Students then are given at least three other opportunities to interact with the word itself

Objective: student owns conceptualization of the term.

Several opportunities for modification

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Classroom Implementation Shades of Vocabulary

Students are given template and base word (usually Tier I)

Students then create their own vocabulary card that enhances the base word, either ranking words by intensity or preciseness.

Paint cards – great hack. Easy to replicate on Word.

Creates a usable visual to encourage elevated vocabulary usage

Paint cards – great hack. Easy to replicate on Word. • Creates a usable visual to
Paint cards – great hack. Easy to replicate on Word. • Creates a usable visual to

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Classroom Implementation Alphabet Word Banks • Usually identified as an elementary-level strategy • Very helpful
Classroom Implementation Alphabet Word Banks • Usually identified as an elementary-level strategy • Very helpful

Classroom Implementation Alphabet Word Banks

Usually identified as an elementary-level strategy

Very helpful for ELLs and struggling readers/writers

Collects vocabulary and allows for categorization

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• Collects vocabulary and allows for categorization 11 Classroom Implementation Cloze Passages • Extended
Classroom Implementation Cloze Passages
Classroom
Implementation
Cloze Passages

Extended reading passages with words intentionally omitted

Can be used with/without a word bank

Reinforces instruction of Tier II vocabulary OR can further reinforce metacognition of reading with context clues, syntax awareness

of Tier II vocabulary OR can further reinforce metacognition of reading with context clues, syntax awareness

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Classroom Implementation Word Webs • Helps students create associative relationships with collected vocabulary •

Classroom Implementation Word Webs

Helps students create associative relationships with collected vocabulary

Easily adapted to work with interactive word walls

Several online tools to assist, including Visuwords

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Reflection

Possible roadblocks Immediate implementation Use with special populations (ELLs, SWDs, GTs)

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I like

+/Δ

I wonder…

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References

Ferlazzo, Larry. “Enriching Academic Vocabulary: Strategies for Teaching Tier Two Words to E.L.L. Students.” The New York Times, The New

York Times Company, 29 Nov. 2017, www.nytimes.com/2017/11/29/learning/lesson-plans/enriching-academic-vocabulary-strategies-for- teaching-tier-two-words-to-ell-students.html.

Marzano, Robert. “A Comprehensive Approach to Vocabulary Instruction.” Voices from the Middle, vol.20, no.1. National Council of

Teachers of English, Sept. 2012.

Marzano, Robert. “The Art and Science of Teaching / Six Steps to Better Vocabulary Instruction.” Six Steps to Better Vocabulary Instruction -

Educational Leadership, ASCD, Sept. 2009, www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Six-Steps-to-Better- Vocabulary-Instruction.aspx.

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