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8 Characteristics of Effective Direct Instuction

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8 Characteristics of Effective Direct Instuction

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Marzano's Research

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http://www.jc-schools.net/

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http://www.jc-schools.net/

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http://busyteacher.org/21009-teach-vocabulary-without-students-realizing.html

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by Susan Verner 24,484 views

One of the never-ending questions ESL teachers ask themselves is, "How do I increase my students' vocabulary?"

Learning a language and becoming fluent in that language is a long and complicated process. Much of it revolves around grammar rules and their exceptions along with discourse rules and how native speakers use language to communicate with one another. But knowing all these things won't get your students very far if they don't know vocabulary - individual words in the English language and what they refer to in the real world, be it the things we see around us or things we can't see. My guess is that no matter what area of English you are teaching, you probably include some element of vocabulary in your class. The good news is you don't have to subject your students (or yourself) to boring lists of vocabulary words that only offer a tedious memorization task. You can teach your students vocabulary without them even knowing what you are doing. Here are some ways you can slip those English words into your students' subconscious and then conscious minds.

How To Develop Your Students' Vocabulary

1. Decorate with Words

There is a reason that most people envision language classrooms with labels on everything from the clock to the pencil sharpener. Labeling the items in your classroom is a great way to teach vocabulary to your students without them even realizing it. Ok, so they might realize you have labeled the items so they will remember the names that go with each, but they might not realize they are also learning spelling whenever they read those simple classroom labels. My advice to any English teacher is to label everything. You don't need anything fancy - just scraps of paper and a black marker will make labels sufficient for this purpose. If you are worried about the labels showing when your students are taking tests, just cover them up. Get yourself a stack of large sticky notes and cover up what you don't want your students to see during the test. It's simple, and having the labels there reaps more benefits than the trouble it takes to cover them.

2. Motivate with Posters

Not every ESL student will need to learn the names for the objects in your classroom. Those words are basic English after all, but don't let that stop you from decorating with vocabulary. Put posters around your room that include or center around English words. Motivational posters are one option. They usually offer a nice picture with some less familiar words underneath. If your students' attention wanders during a lesson, they just might wander over to the saying on the poster and end up internalizing the words they see there. Grammar posters are a great option, too. Posting grammar rules around your classroom does double duty. Your students internalize the rules they read, and they also internalize the words with which those rules are written. You can also keep posters that your class creates specifically for vocabulary development. Write out your current vocabulary list and post it on the wall, post a collection of words related to an upcoming holiday, or post words that follow particular spelling patterns or pronunciation rules. All of these words on display in your classroom will help your students internalize vocabulary every day, and you won't have to take time out of class to teach them.

3. Use It. Don't Lose It

You have probably noticed it yourself and seen me write about it before: ESL teachers tend do decrease their speaking vocabulary without even realizing it in order to communicate more easily with their students. It's happened to me, and I'd bet it's happened to you, too. You can help your students learn more vocabulary by keeping your own words in check. Don't' simplify your language. In fact, do more than that. Include words in your spoken English that you know your students don't already know. When you use the words you want your students to learn, they will learn them. Don't settle for saying, "Good job," ten times a day. Change your words up: excellent work, well done, I'm impressed, you should be proud of yourself, great performance, etc. Expose your students to a variety of vocabulary right from your own lips, and they will eventually absorb what you are saying.

4. Say It and Say It Again

And while you are focusing on using unfamiliar words in your own speaking, try saying everything to your students in more than one way. Take your books out and Get out your textbooks may sound the same to you, but they won't sound the same to your ESL students. Every word they haven't encountered is a new opportunity for them to increase their vocabularies. But when you say things more than once and use different words to get your meaning across, you are actually doing two things. First, you are introducing them to new words. Second, you are also telling them what those words mean. If your students understand what take out your books means, they can probably figure out what get out your textbooks means, too. New vocabulary introduced and defined? Check.

5. Reference That

Do you keep English reference books in your classroom? You should. English only dictionaries can make a huge difference in what your students learn and how well they learn it. I am a big proponent of English only dictionaries rather than bilingual dictionaries, and you can help your students increase their vocabulary with these simple tools just by keeping them on hand in your classroom. When a student looks up a word in an English only dictionary, he finds a definition, you guessed it, in English. Likely, that definition will contain words your student does not understand. Now the point is not to send your students on a chain reaction definition hunt, going from one word to the next until he forgets the word he looked up in the first place. But likely, your student can get the gist of a definition even if he doesn't understand every word, and those words he doesn't understand, when he encounters them in enough contexts, will begin to work their way into his receptive and then productive vocabularies. Likewise, a thesaurus is a good reference book to keep around the classroom. Seeing a group of words with similar meanings, even if your students don't at first understand the nuances that make them individual words, will help your students learn vocabulary in clusters, another great vocabulary learning tool.

Vocabulary will always be a part of learning English, but it doesn't always have to be the main focus of a lesson. These are easy ways to slip new vocabulary into your students' minds and mouths without making it a big deal. Try it and see for yourself.

How do you slip vocabulary into your students' day?

P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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Get Rid Of Those Lists! How To Teach Vocabulary Without Your Students Even Realizing It

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by Susan Verner 24,484 views Learning a language and becoming fluent in that language is a long and complicated process. Much of it revolves around grammar rules and their exceptions along with discourse rules and how native speakers use language to communicate with one another.

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Also has information on morphological anaylsis

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This post is courtesy of the MCVIP vocabulary research team, which includes primary investigators Jim Baumann (University of Missouri-Columbia), Patrick Manyak (University of Wyoming), and Camille Blachowicz (National Louis University). Mike Graves (University of Minnesota, Emeritus) has been a consultant on the project, and it has been his research and writing that have formed the basis for the MCVIP instructional framework (see Mike's prior post. Also see his newest book, Teaching Vocabulary to English Language Learners by Graves, August, and Mancilla-Martinez). Other persons whose work is represented in this post and who have been instrumental in both developing MCVIP and conducting the research on it are Steven Olejnik (University of Georgia, Emeritus), Jeni Davis (University of South Florida), Justin Arner (Hillsborough Co., FL, Schools), Heather Peterson (Wyoming), and Char Cieply and Ann Bates (National Louis). Most importantly, we wish to acknowledge the teacher-participants, co-researchers, and professional friends whose expertise, enthusiasm, and insight made this project possible. Thanks to David Autenrieth, Julie O'Farrell, Carolyn Gillis, Elizabeth McDermott, Dianne Williams (Wyoming); Marie Chang-Pisano, Carol Clay, Kelly De Rosa, Tom Erf, Vanessa Herrera, Colleen Kelly, Julia Starenko (National Louis); Elizabeth Quintero, Brent Wade, Jill Walters, Heidi Watson (Missouri). A recent publication in which the researchers have contributed one or more chapters on or related to MCVIP is Vocabulary Instruction: Research to Practice (2nd ed., Kame'enui & Baumann, 2012). The research team also has a web site under construction, on which detailed information and lessons from MCVIP will be available upon its completion.

MCVIP is a research and development project funded by the U.S. Department of Education's Institute of Education Sciences. MCVIP is based on Graves's (2006, 2009) four-component vocabulary program, which includes "(1) providing rich and varied language experiences; (2) teaching individual words; (3) teaching word-learning strategies; and (4) fostering word consciousness" (2006, p. 5). Working from these four components, we have developed and evaluated the implementation of MCVIP in multiple Grade 4 and 5 classrooms in three states.

1. Providing Rich and Varied Language Experiences:
We know that students learn words informally through context by being immersed in a fertile vocabulary environment. To promote vocabulary learning through rich and varied language experiences, MCVIP teachers do the following:

Lead Students in Character Trait Analysis (Manyak, 2007) lessons, which involve reading engaging, grade-appropriate picture books and then focusing on words that describe the behaviors or actions of characters in the picture books. For example, after reading aloud Mailing May (Tunnell, 2000), the students discussed characters in the story to determine if they are ingenious, glum, cross, or plucky.

Use Vocabulary Graphics to build relational sets of words with frames and semantic maps. For Example in Keep the Light Burning, Abbie (Roop, Roop & Hanson, 1985) students used a Vocabogram (Blachowicz & Fisher, 2010) for discussing how authors used words like seafarer, wicks, and emotion in structuring their story. Vocabulary graphics promoted team talk, class discussion, and writing.

Read Aloud to Students and Provide Time for Independent Reading and Writing. Specifically, MCVIP teachers:

-- Schedule time regularly for students to read quality, self-selected books and other materials from multiple genres, which exposes them to new words in natural contexts.

-- Provide a regular time for writing, during which students can experiment with their growing vocabulary knowledge as they prepare compositions.

-- Engage students regularly in rich oral discussions, during which they begin to use the words they have learned (or are learning) in speech. They also infer the meanings of words they hear from speakers, all in a safe, supportive environment.

-- Establish a literate classroom environment that supports students' vocabulary activities and experiences. This environment includes a large classroom library and displays MCVIP word walls, instructional charts, and students own vocabulary work.

2. Teaching Individual Words

Students must learn and know well many specific individual words to be proficient language learners and users. To achieve this goal, MCVIP teachers provide instruction in two types of words:

Teach High Frequency Words that appear regularly in written text across multiple genres but go beyond the highest frequency words (e.g., basic sight vocabulary). For example, some of the fourth-grade high frequency words include struggled, worthy, prevented, vast, and rationale-words that appear commonly in written texts but which students may not know or know only in a limited fashion.

Teach Domain-Specific-Academic Vocabulary: words and expressions found in textbooks and other curricular materials that are essential for understanding and learning the content. For example, several MCVIP teachers taught a science unit titled Nature Unleashed, during which they taught academic vocabulary like organism, population, and ecosystem, which enabled students to understand and learn the science content.

Vocabulary Review Activities are essential for long-term learning. For example, MCVIP teachers use Word Walls and other tools (e.g., Smartboards, rings of word cards of words taught, dictionaries and thesauruses, games and other activities) to provide students regular review of words that had been introduced and taught.

3. Teaching Word-Learning Strategies

Another essential component of a balanced, comprehensive vocabulary instruction program is teaching students to be independent word learners. To achieve this goal, MCVIP teachers provide instruction in three types of word-learning strategies.

Contextual Analysis is a reader's ability to infer word meanings by using clues available in the sentences and paragraphs around an unknown word. MCVIP teachers provide instruction in several types of context clues, first in short, instructional texts and then in longer, authentic texts.

Morphemic Analysis, sometimes called structural analysis, is a reader's ability to recognize and use word parts that include root words, prefixes, suffixes, Latin and Greek word roots, and, as appropriate, Spanish cognates.MCVIP teachers teach lessons on frequently occurring prefixes and suffixes that are organized into semantic families. They also teach high-utility Latin and Greek roots. Lessons in contextual analysis and morphemic analysis are followed by considerable guided and independent practice in different types of texts.

Dictionaries and Thesauruses were available to students in their classrooms and became integral in MCVIP. Students referred to them during lessons, and they used them regularly when looking for precise words to include in their written compositions.

4. Fostering Word Consciousness

Successful language users develop word consciousness, or "an awareness of and interest in words and their meanings" (Graves, 2006, p. 7). Word consciousness also involves curiosity about word "histories, relationships with other words, word parts, and most importantly, the way writers use words effectively to communicate" (Nagy, 2005, p. 30). MCVIP teachers address word consciousness in several ways, which include:

Focusing on Word Categories and Relationships, in which students look for or generate semantic clusters. These may include synonymous groups of words, synonym/antonym pairs, or words on a semantic continuum (e.g., very hot to very cold) that demonstrate the multiple words that denote certain ideas and how the word have connotative difference.

Promoting Word-Play, in which students and teachers explore how writers and speakers use figurative language (e.g., simile, metaphor, personification) or playful or clever word usage (e.g., oxymorons, onomatopoeia, spoonerisms, puns, Tom Swiftys). MCVIP teachers also provide students opportunities to play word games, puzzles, and riddles (e.g., hink-pinks, anagrams, palindromes). These activities promote students' interest in words and enhance their motivation to learn and explore new words and to include them in their speech and writing.

MCVIP has been shown to be effective across our three-year research project, which was funded by the Institute of Education Sciences in the U.S. Department of Education. Our teacher co-researchers implemented MCVIP in their fourth- and fifth-grade classroom. Quantitative and qualitative findings indicated that students grew in word knowledge, acquired the ability to use word-learning strategies to infer the meanings of previously unknown words, and developed an interest in and awareness of the importance and power of a strong vocabulary.

References

Blachowicz, C. L. Z., & Fisher, P. (2010). Teaching vocabulary in all classrooms (4th ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.

Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.

Graves, M. F. (2009). Teaching individual words: One size does not fit all. New York: Teachers College Press and International Reading Association.

Kame'enui, E. J., & Baumann, J. F. (Eds.). (2012). Vocabulary instruction: Research to practice. (2nd ed.). New York: Guilford.

Manyak, P. (2007). Character trait vocabulary: A schoolwide approach. The Reading Teacher, 60, 574-577.

Nagy, W. E. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 27-44). Mahwah, NJ: Lawrence Erlbaum.

Roop, P., Roop, C., & Hanson, P. E. (1985). Keep the lights burning, Abbie. Minneapolis, MN: Carolrhoda Books.

Tunnell, M. O. (2000). Mailing May. New York: Greenwillow.

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MCVIP - A Multi-Faceted, Comprehensive Vocabulary Instruction Program (Baumann, Manyak, Blachowicz, Graves, Arner, Bates, Cieply, Davis, Peterson, & Olejnik)

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This post is courtesy of the MCVIP vocabulary research team, which includes primary investigators Jim Baumann (University of Missouri-Columbia), Patrick Manyak (University of Wyoming), and Camille Blachowicz (National Louis University). Mike Graves (University of Minnesota, Emeritus) has been a consultant on the project, and it has been his research and writing that have formed the basis for the MCVIP instructional framework (see Mike's prior post.

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http://www.jc-schools.net/

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Lots of great information on choosing words and strategies for instruction
https://www.weteachnyc.org/media2016/filer_public/f6/d7/f6d7c6b2-1ee4-4315-acdb-3ea2b8b53314/word_work_and_word_play_a_practice_guide_for_vocabulary_instruction_in_k-12_classrooms.pdf

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Say hi to our wonderful guest blogger, Alicia Christian, aka The Elementary Professor!

Vocabulary practice is something teachers are always trying to increase. Now, with more reading in the content areas, it has become critically important for students to have a well-developed vocabulary to both understand a subject and to increase fluency while reading about it.

But what can we do to give students repeated experiences with words so they can truly internalize them? Students need to read and reread words, use them in various circumstances, and have multiple encounters with words in order to truly make those words part of the students' internal lexicon. Don't break out the dictionaries and start writing definitions yet! To get you started on this quest, we have a few simple games and activities. Most of these can be played in a few minutes, making great sponge activities, and they also require little or no prep!

This quick group game is a great way for students to grow familiarity with the basics of a set of words for any subject. Each group gets a set of words (index cards are fine). Tell the class before the round how they will be sorting the words (part of speech, amount of syllables, etc...) When you say go, the first group to get them sorted correctly wins. Instruct everyone ahead of time to finish, even if other groups are done, because the first group won't win if they're not done correctly. This example is sorted by person/place/thing, but you can vary however you like. Sort the same set multiple ways. You can even have students come up with ways to sort them.

This one helps students both remember meanings of words and make connections with words, strengthening schema and familiarity. Give the whole class one vocabulary word from your content topic. They have 30 seconds to make a group list of related words. The group with the most words (they can defend relation to) at the end of 30 seconds wins. Repeat with another vocabulary word. Regular blank copy paper works fine for these. This can be done with one word from your list as a quick time filler or with the whole list during designated vocabulary practice time.

Or this chemistry vocab game:

This one is great to break up monotony and allow movement. It works especially well shortly after introducing new words or as part of introducing them. Assign each group a different word from the list. The group should make a short definition (using appropriate resources) in their own words and create a movement for it. Then each group teaches the rest of the class their definition and and movement. The whole class should practice saying it and doing the movement together. Management note: the short definition should be approved by you before teaching the class. It should also be in a complete sentence so the class practices saying the word and definition together.

Example: Furious means really angry.

The Elementary Professor (A.K.A. Alicia Christian) has an M.S. in Teaching and Curriculum and has been Teacher of the Year and County Elementary Math Teacher of the Year. She is currently writing out ideas and lessons she used in the classroom while taking a break from the school site to raise three young kids. While taking care of business at home, she is staying current in the education world by attending conferences and serving on feedback and development committees for Common Core in both her district and at the national level. You can read more about her ideas on her blog or check out her Teachers Pay Teachers store.

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5 Fun Word Games for Vocabulary Practice - Minds in Bloom

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Say hi to our wonderful guest blogger, Alicia Christian, aka The Elementary Professor! Vocabulary practice is something teachers are always trying to increase. Now, with more reading in the content areas, it has become critically important for students to have a well-developed vocabulary to both understand a subject and to increase fluency while reading about it.

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https://vocablog-plc.blogspot.com/2012/10/mcvip-multi-faceted-comprehensive.html

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https://www.visualthesaurus.com/cm/wordshop/marzanos-six-steps-to-effective-vocabulary-instruction/

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Ed researcher Robert J. Marzano suggests that we can help close the achievement gap by explicitly teaching subject-specific academic vocabulary to those students who are lacking the background knowledge to succeed in school. We urge you to check out this handy-dandy chart that demonstrates how the Visual Thesaurus can help you implement Marzano's six steps of vocabulary instruction.

Robert J. Marzano's "Six Steps to Effective Vocabulary Instruction" (steps paraphrased from Building Background Knowledge for Academic Achievement)

How the Visual Thesaurus can support
each of Marzano's Six Steps...

1. The teacher explains a new word - going beyond reciting its definition.

What better way to introduce a new term than to display an interactive word map? Teachers and students can use the interactive word map and its definitions as a springboard for explaining the term in their own words. The Visual Thesaurus goes beyond definitions by providing words in context and exposing students to the relationships that exist between the new term and other words they may already know.

2. Students restate or explain the new word in their own words.

3. Students create a nonlinguistic representation of the word.

Students can right-click on any word (control-click on the Mac) and have the option of running an Internet search or image search to find visual or representational evidence of a word.

4. Students engage in activities to deepen their knowledge of the new word.

Search the Visual Thesaurus lesson plan finder at the top of the Educators page to find lessons that are chock-full of activity and discussion ideas that take vocabulary instruction beyond rote memorization.

5. Students discuss the new word.

6. Students play games to review new vocabulary.

With the Visual Thesaurus's latest upgrade, teachers can save a customized word list as a community spelling bee.

Click here to read more articles from Wordshop.

Georgia Scurletis is Director of Curriculum for the Visual Thesaurus and Vocabulary.com. Before coming to Thinkmap, she spent 18 years as a curriculum writer and classroom teacher. Georgia has written curriculum materials for a variety of Web sites ( WGBH, The New York Times Learning Network, Edsitement) and various school districts. While teaching high school English in Brooklyn, she was a recipient of the New York State English Council's Educators of Excellence Award, the Brooklyn High Schools' Recognition Award, and The New York Times' Teachers Who Make a Difference Award. Click here to read more articles by Georgia Scurletis.

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Marzano's Six Steps to Effective Vocabulary Instruction

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Thinkmap Visual Thesaurus: Wordshop - Ed researcher Robert J. Marzano suggests that we can help close the achievement gap by explicitly teaching subject-specific academic vocabulary to those students who are lacking the background knowledge to succeed in school.

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Marzano 6 Step Process for Vocabulary Instruction

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Marzano 6 Step Process for Vocabulary Instruction

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http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

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https://mrshallfabulousinfourth.blogspot.com/

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Sonja recently wrote a post about ways we need to change our vocabulary instruction in Wordshop. I admit that I find it challenging to teach vocabulary in my classroom. I hate to blame time constraints, but I do struggle to find enough time to do Wordshop justice.

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chart for students to track how well they know words

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http://www.readingrockets.org/sites/default/files/strategy_wordmap.jpg

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http://www.education.com/activity/article/guess_my_word_second/

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Guess the Word Game | Activity | Education.com

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Here's a thought-provoking activity to make new vocabulary words "stick" in the mind of your young learner.

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Teaching Vocabulary Across the Curriculum

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Teaching Vocabulary Across the Curriculum

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http://littoolkit.pbworks.com/f/Middle%20School%20Vocabulary%20Strategies.pdf

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http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/organizers/ela/vocabulary.pdf

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http://education.ky.gov/curriculum/conpro/engla/Documents/MarzanosSixStepsFlipBookVocab.pdf

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http://bit.ly/1NeEoMr

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Suggestions of Greek and Latin Roots to Teach for Grades 2-8

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Suggestions of Greek and Latin Roots to Teach for Grades 2-8

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http://freeology.com/

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http://iblog.dearbornschools.org/mallarl/wp-content/uploads/sites/1332/2015/10/Frayer-Model-Example.pdf

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Do's and Don'ts of Effective Vocabulary Instruction

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Do's and Don'ts of Effective Vocabulary Instruction

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http://www.learningunlimitedllc.com/2014/01/infographic-10-dos-donts-effective-vocabulary-instruction/

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More free resources at  www.learningunlimitedllc.com

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http://celi.olemiss.edu/wp-content/uploads/sites/7/2014/01/StrategiesVocabulary-080808.pdf

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Great info on effective vocab instruction and strategies

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Great info on effective vocab instruction and strategies

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http://files.eric.ed.gov/fulltext/ED453515.pdf

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https://education.illinoisstate.edu/downloads/casei/AV-5-4%20Learning%20Point%20Integrated%20Vocab%20Instruction.pdf

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Alpha-List (great for content areas to have students pay attention to both Tier II and Tier III words since they will not be able to locate a Tier III word for each letter of the alphabet)

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Alpha-List (great for content areas to have students pay attention to both Tier II and Tier III words since they will not be able to locate a Tier III word for each letter of the alphabet)

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http://devotedtovocabularydevelopment.com/wp-content/uploads/2013/06/Alphaboxes.png

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http://www.fortheteachers.org/Printables/5_Minutes_Content_Vocab.pdf

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http://www.timrasinski.com/?page=presentations

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http://www.visuwords.com/