View source for UNIT 3: How can academic vocabulary instruction be implemented across the curriculum?

[[ETAP 623 Spring 2014]] |[[Alicia Fernandez Mini-Course| Introduction]] | [[UNIT 1: What is academic vocabulary instruction? Why is it essential to successful learning outcomes across the curriculum?| UNIT 1]] | [[UNIT 2: How to teach academic vocabulary across the curriculum? | UNIT 2]] | [[UNIT 3: How can academic vocabulary instruction be implemented across the curriculum?  | UNIT 3]]
[[File: Mini Course Title.png|center|Image on center]]                                                                                                                                         
'''Learning Objectives:'''
* Participants will learn to integrate Marzano's Six-Step process into Tier Two words direct vocabulary instruction.  
* Participants will apply the demonstrated strategies and tools to their lesson plan's instructional text to facilitate direct  instruction of general academic terms.<br/><br/>
=='''Application of Strategies and Tools Used in Vocabulary Instruction'''==
                                                                                                                                      
[[File:Tier 2 selection planning example.png|[http://www.ride.ri.gov/Portals/0/Uploads/Documents/Common-Core/Academic-Vocabulary-PowerPoint.pdf Source: Rhode Island Dept. of Education]|thumb|500px|right]]

[[File:Frayer model four-square example 2.jpg|[http://keeleygriffin5thgrade.weebly.com/uploads/1/3/2/2/13223365/frayer_model_four-square_example.jpg  Source: Keeley Griffin 5th grade Weebly]|thumb|325px|left]]                                                                                                                                                                                                                                                                                                                                               
The first rule of direct vocabulary instruction is to explain, not define target terms. This section will explain by demonstrating how you can implement specific strategies and tools into your teaching techniques.

Marzano’s '''Six-Step Model''' is summarized in six words:  '''1) Description''', '''2) Restate''', '''3) Drawing''', '''4) Activities''', '''5) Discussion''', and '''6) Games'''. Use the first three steps to introduce new words to students. The next three steps give students multiple exposures of the new word for review and retention. 

Next, let’s look at the process of Tier 2 Word selection in action once again. Click [[File:Tier 2 selection example.pdf]] for the sample reading, ''Freedom Walkers''. The planning template example (image on right, click for full size) connects the selection criteria to Marzano’s teaching strategies. Steps 3 and 4 in the planning template refer to the ''Frayer Model'' graphic organizer, which uses examples and non-examples to reinforce understanding (image on left, click for full size) and is generally used in Steps 1-3 of the ''Six-Step Model''.

The ''Frayer Model'' organizer example on the left indicates that the student is associating the word ''contrast'' across disciplines.  This is exactly what is needed! 

The '''Visual Thesaurus'''  provides another great example of a [http://www.visualthesaurus.com/cm/wordshop/marzanos-six-steps-to-effective-vocabulary-instruction/  template] for teaching a word using the ''Six-Step Model''. <br/><br/>                                                                                                                                                                                                                                                                                                                                                                                                                                                                           ''See the '''Graphic Organizers and Templates''' section below for materials to use with your students''.<br/><br/><br/>

=='''Examples of Direct Vocabulary Instruction Lessons'''==
[[File:6 step model lesson timing.png|[http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf  Source: Berkeley Unified School District]|thumb|550px|right]]
In this section, we will review examples of direct vocabulary lessons via videos and written lesson plans. As you can see in the image on the right, the suggested timing for Marzano’s Six-Steps for teaching a word is 15-20 minutes total. Of course, this can vary but it is a good starting point.

'''These are some authentic examples of the strategy in the classroom''':                                                                                                                                                                                                                                                                 
[[File:Video icon.png|left|30px]] '' Max Brand uses word walls to support vocabulary development in this [http://bcove.me/9i28gzzg  '''video''']’’. <br/><br/>
[[File:Video icon.png|left|30px]] '' April Kelley demonstrates explicit instruction of the word "involved" in this [http://www.youtube.com/watch?v=uqw6y7pQB8c  '''video''']''.<br/><br/>

[[File:Video icon.png|left|30px]]  '' April Kelley demonstrates explicit instruction of the word "violent" in this [http://www.youtube.com/watch?v=-NMzKYWRBJg '''video''']''.<br/><br/>

'''These are some example lesson plans from experts in the field''':

[[image:bluearrowbullet.gif]]  The Berkeley Unified School District provides an effective model lesson plan with suggestions for articulation, guided practice, and collaborative practice. Click [[File:BUSD Sample Academic Vocabulary Lesson Plan.pdf]].

[[image:bluearrowbullet.gif]]  Accomplished educator Rosa Clara Salazar provides a methodical lesson plan for integrating the Six-Step process into a geography lesson. Click for [[File:Salazar Vocabulary Lesson Plan.pdf]].

[[image:bluearrowbullet.gif]]   This is a lesson plan template which includes pre and post assessment of vocabulary knowledge. Click  [[File:Academic Vocabulary lesson plan template.pdf]].

[[image:bluearrowbullet.gif]]  This is a Six-Step organizer with instructional supports. Click [[File:6-step organizer extensions.supports.pdf]]. <br/><br/>

=='''Graphic Organizers and Templates'''==

   [[File:Vocabulary journal.jpg|[http://nolessonplan.wordpress.com/2013/05/12/interactive-journal/  Source: No Lesson Plan Behind] |thumb|350px|right]]

Visual representations are pivotal to the successful implementation of direct vocabulary instruction. Graphic organizers provide a means for text and graphics to come together to further learning.  As seen in the beginning of UNIT 3, the ''Frayer Model'' graphic organizer is often used as a template for students to record their word learning. Many instructors encourage students to compile all of their work in one place, such as a '''Vocabulary Notebook''' or '''Vocabulary Journal''' (see image on right).  This allows students to build a personal knowledge base for reflection.

There are a wide variety of graphic organizers and you can choose to use whichever fits the instructional needs best. These are some examples and templates to get you started:

[[image:bluearrowbullet.gif]]  This one requires students to use context clues and other information to formulate a personal meaning for a word.  Click [[File:WordDetectiveGO.pdf ]]

[[image:bluearrowbullet.gif]]  The ''Frayer Model'' organizer asks students to provide a definition of the word, Facts or Characteristics of the word, examples, and non-examples.  This leads students to a deeper understanding of a word and its relationship to their own lives.  Click [[File:BlankFrayerModel.pdf]]

[[image:bluearrowbullet.gif]]  Similar to the Frayer’s organizer but uses a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Click [[File:Word+Map.pdf ]]

[[image:bluearrowbullet.gif]]  This document recaps the ''Six-Step'' process and includes several organizers and templates for instructional use. Click [[File:Six Step Process.pdf]]

Finally, these are some additional templates:

[[image:bluearrowbullet.gif]]  These two self-assessment templates get students   thinking about what it means to know the meaning of a word.  They also allow instructors to access prior knowledge.  Click [[File:Vocabulary Student Selfassessment.pdf]]  and [[File:VOCABULARYSELF.pdf]]

[[image:bluearrowbullet.gif]] This is a template for a Vocabulary Journal. Click [[File:Word+Journal.pdf ]]

[[image:bluearrowbullet.gif]] This is a template for accessing word meaning via context. Click [[File:Context Clue Vocabulary Exercise blank.pdf ]]<br/><br/>

=='''ACITIVITY 6 – FINAL PROJECT'''==

[[File:Writing icon.jpg|left|40px]]

[[File:6 steps in 6 words.png|[http://helloliteracy.blogspot.com/2011/08/marzanos-six-steps-for-vocabulary.html  Source: Hello Literacy Blogspot]|thumb|150px|right]]  
Are you ready? It’s time to meet the challenge of including direct instruction of critical academic vocabulary in your lesson plans. We have covered a lot of examples and information regarding how to make this happen. Your final project requires you to create or adapt a lesson plan for your specific content area which does the following:<br/><br/>

* Selects at least three Tier 2 general academic terms from the lesson's instructional text.

* Provides direct instruction of the terms using Marzano’s ''Six-Step'' Model.

* Implements at least one digital tool and one graphic organizer.<br/><br/>

You can always go back and review the information in the mini-course and also access additional sources listed in the '''References and Resources Sections'''.

[[image:bluearrowbullet.gif]]  This is the template for Tier 2 word instructional planning used at the beginning of '''UNIT 3''' and it should be helpful in formulating the rationale for the lesson. Click [[File:Tier 2 Words - Planning Template.pdf]]

[[image:bluearrowbullet.gif]]  This is the rubric for assessing your lesson plan. Click [[File:Rubric for Vocabulary Lesson Plan Development.pdf]]. Please submit your final lesson plan and self-assessment by posting in the [[Talk:UNIT_3:_How_can_academic_vocabulary_instruction_be_implemented_across_the_curriculum?|3 Discussion section''']]                                                                                                                                                                                                                                                                                                                                                             .<br/><br/>
[[image:arrowbullet.png]] Please click here to go back to [[UNIT 2: How to teach academic vocabulary across the curriculum? | UNIT 2]].

[[image:arrowbullet.png]] Please click here to go back to [[UNIT 1: What is academic vocabulary instruction? Why is it essential to successful learning outcomes across the curriculum?| UNIT 1]].

[[image:arrowbullet.png]] Please click here to return to [[ETAP 623 Spring 2014 | ETAP 623 Spring 2014 Home Page]].<br/><br/>

=='''One More Thing...'''==

On a final note, students need to discover that vocabulary and reading do not have to be quiet, boring activities. Here is a [http://www.youtube.com/watch?v=Hs0sV7YpURY video] of "The 12 Powerful Words" set to the tune of Pharrell Williams’ ''Happy'' song. It is fun and infectious and will have kids learning these words before they know it.

Learning words can be fun!!

[[File:Happy sun.jpg]]

=='''References and Resources'''==

Austin Independent School District. (n.d.) ''Building a bridge to academic vocabulary in mathematics''. [PDF document]. Retrieved from http://curriculum.austinisd.org/math/elem/resources/general/M_el_res_acVocabBridge.pdf

Berkeley Unified School District, Office of Professional Development. (2013, May) ''BUSD grade level academic vocabulary''. [PDF document]. Retrieved from http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf

Colorado Springs School District 11. (n.d.). ''Six-Step academic vocabulary instruction''. Retrieved from http://www.d11.org/Instruction/Literacy.LanguageArts/Pages/Six-Step-Academic-Vocabulary-Instruction.aspx

Feldman, K., & Kinsella, K. (2005). ''Narrowing the language gap: The case for explicit vocabulary instruction''. New York: Scholastic. Retrieved from http://teacher.scholastic.com/products/authors/pdfs/narrowing_the_gap.pdf

Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. ''The Reading Teacher'', 64, 5–14. Retrieved from http://voiceofsandiego.org/wp-content/uploads/2013/05/187283f0-56e7-11df-86f8-001cc4c03286.pdf.pdf

Larson, L., Dixon, T., & Townsend, D. (2013). How can teachers increase classroom use of academic vocabulary?. ''Voices from the Middle'', 20(4), 16-21. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0204-may2013/VM0204How.pdf

Marzano, R. J., & Pickering, D. J. (2005). ''Building academic vocabulary: Teacher's manual''. Alexandria, VA: Association for Supervision and Curriculum Development.

Newaygo County Regional Educational Service Agency. (n.d.). ''Marzano’s Six Step process''. [PDF document]. Retrieved from http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf                                                                                                                                                                                                                                                                                                                                                    

Oklahoma Department of Edcuation. (n.d.) ''Building academic vocabulary''. Retrieved from http://ok.gov/sde/building-academic-vocabulary#Links

Oregon Department of Education. (2011, November 7). ''Session 4: Academic vocabulary, 6-12 ELA & content teachers''. Common Core State Standards - ELA & Literacy Module 1. [PowerPoint slides]. Retrieved from http://www.ode.state.or.us/search/page/?id=3454

Oxnevad, S. (2011, July 10). ''Cool Tools for Teaching Vocabulary''. [Web log comments]. Retrieved from http://d97cooltools.blogspot.com/2011/07/cool-tools-for-teaching-vocabulary.html#.U1--aldOAXg

Rhode Island Department of Education (2012, June). ''Focusing on general academic vocabulary to enhance understanding of complex texts''. [PDF file]. Retrieved from http://www.ride.ri.gov/Portals/0/Uploads/Documents/Common-Core/Academic-Vocabulary-PowerPoint.pdf

Salazar, R.C. (2010) ''Vocabulary lesson, China: The place and the peoples''. U.S Pedagogy Lessons. Fullbright-Hays Group Project Abroad, Texas A&M University. Retrieved from http://worldroom.tamu.edu/FullBright/china.htm

Tyson, K. (2013, May 26) ''No tears for tiers: Common core tiered vocabulary made simple''. [Web log post]. Retrieved from http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

West Virginia Department of Education (n.d.) ''Vocabulary development''. Retrieved from http://wvde.state.wv.us/strategybank/vocabulary.html