June 14, 2012
9:45-11:30 Session 2
§ Vocabulary – A Common List
§ Vocabulary Strategies
§ Activities and Assessment
A Common List
Common Core Math Vocabulary
Information and word lists combined Utah and
• Tennessee list – Marzano’s research
• Utah list – Common Core State Standards
Where can you find these lists?
What is included?
vThe Academic Word Lists from Tennessee
vThe Word Wall Cards with Definitions and
Graphics from Utah (Grades K - 7)
vResearch, Teaching Ideas, and Activities
Materials Currently Available for
Young 5s through 4th grade
• The Word Wall Cards from Utah
• Integrated lists in Word Documents organized by
Common Core headings and grade levels
• Vocabulary Cards
– 1st through 4th grade cards can be self-correcting
– Given a word bank, fill in the blank.
• 1st grade (19 quizzes)
• 2nd grade (19 quizzes)
• 3rd grade (12 quizzes)
• 4th grade (20 quizzes)
• SMART Notebook Activities that include all of
the math vocabulary words for the year for
grades 2 and 3.
ØAsk me about “A Minute or a Miss”.
• SMART Notebook Page – Name Parts of an
Equation (grade 3)
• Gamemaker Games for K and 3 from Seth
Works in Progress (if you see the
• Complete the SMART Notebook Activities for K, 1, and 4
• Complete the Gamemaker Games for 1, 2, and 4
• Student Exemplars for Writing and Illustrating
• Activity pages that can be used for practice and assessment in
other formats such as…
Ø writing / illustrating with scoring rubrics
• Vocabulary Games
Ø Vocab on an Easel
Go to Teachershare
• Show examples of the materials that are
• Discuss priorities for additional resources.
The following ideas are from:
Vocabulary Instruction for
by Hallie Kay Yopp, Ruth Helen Yopp, and Ashley
Strategies for Teaching Words
Vocabulary instruction should involve:
• Learning words in rich contexts
• Repeated exposure and multiple opportunities to
use new words
• Exploring relationships among words
• Active engagement with words on the part of the
• A variety of practices
(from the National Reading Panel (NICHD 2000))
Strategies for Creating Word
1. Word Walls
2. Words of the Week
3. Word Jars
4. Word Journals
6. Ten Important Words
7. Word Charts
1. Friendly Explanations (Pg. 124)
2. Semantic Maps (Pg. 126)
3. Frayer Model (Pg. 128)
4. Concept of Definition Map (Pg. 131)
5. Verbal and Visual Word Association (Pg. 134)
6. Word Maps (Pg. 135)
7. Semantic Feature Analysis (Pg. 136)
8. Nonlinguistic Representations (Pg. 138)
9. Vocabulary Self-Collection Strategy (Pg. 138)
Reinforcing and Extending
Understanding of Words
1. Oral Presentations
2. Bookmaking and Other Written
• Teachers identify words that serve particular
instructional purposes, record them on strips of
cardstock, and post them on a bulletin board in
• Teachers draw students’ attention to the words
by talking about them and inviting students to
use them in their written work.
* Variation: Phrase Wall – record powerful phrases
along with the source (Pg. 91)
Words of the Week
• Select one or two words each week.
• “With enthusiasm and fanfare, the words are
introduced and explained at the beginning of the week,
and then teachers and students challenge one another
to use the words throughout the week – on the
playground, in the lunchroom, in the classroom, and in
their homes.” (Pg 92)
*Consider implementing a school wide Good Word! card system.
Cards can be turned in for rewards such as line leader, chalkboard
Inspired by the book Donavan’s Word Jar by Monalisa
DeGross (1998), this strategy involves depositing interesting
words into a word jar.
• Students must find out what a word means before they can
put it in the jar.
• Periodically, the students dump the words from the jar and
talk about them. How do they sound? What do they mean?
Where did we hear them?
• They might use them in sentences, sort them, add them to
a word wall, or to their personal dictionaries. (Pg. 93)
• Students record words in a daily word journal
and share why it is important.
• Writing should convey the students’
understanding of the word and as well as
their efforts to make personal connections to
• The teacher shows the illustrations in a text – usually an
informational text – and asks the students to anticipate the
words the author may have used.
• Students share their predicted words along with their
reasons for selecting those words.
• Students are organized into groups of 3 or 4 and are given
20 to 40 small cards per group.
• Students record words related to the topic on the cards
and then organize the cards by category adding category
headings and possibly additional word cards. (continued)
• The teacher asks the students to select three
words for discussion with the class:
1. A word they think every group has
2. A word they think no other group has
3. A word that interests them
• The group records these words on 3 large cards.
• The words are displayed and the teacher leads a
discussion of the word choices, meanings,
relation to the topic, and why they were selected.
Ten Important Words
• After introducing a text, the teacher asks the students to independently
read it and identify 10 important words.
• Important words are ones that the students believe are key to
understanding the information shared by the author.
• The students record their words on separate sticking notes.
• The class makes a bar graph.
• The teacher leads a discussion about the words, their selection, their
meanings, why they are important…
• The students independently write a single sentence summary of the
reading selection and share it with a partner or small group.
• Variations: Revise initial selection of 10 important words.(Pg. 98-99)
Words, meanings, and related symbols are
recorded on a chart.
Educational Games that focus on words:
• Upwords, Balderdash, Boggle, Password, Scrabble,
Scattergories, Pictionary, Cranium, Syzygy
Games that can easily be adapted for math
• Jeopardy, Are You Smarter than a 5th Grader,
Tribond, Blurt, Who Wants to Be a Millionaire?,
• Student-friendly explanations use familiar
terminology to explain the meanings of words, as
well as how the word might be used and by
• Using everyday language, teachers share the
meanings and contextual information, including,
if appropriate, nuances or connotations that
make it clear how a word might be used.
Semantic Maps are graphic organizers that
display the knowledge associated with a
concept. put together
combine equal groups
The Frayer Model offers a structure for
providing friendly definitions of a word along
with related characteristics, examples, and non-
Concept of Definition Map
Students are taught the category to which a
word belongs, characteristics of the word, and
Verbal and Visual Word
This strategy requires students to think about a
word in several ways and to record their
thinking in boxes.
target word picture
definition personal connection
Students are asked to copy the “map” and
complete it for various words.
• Name the word.
• Define it.
• Provide an example sentence.
• Tell what it is like.
Semantic Feature Analysis
This strategy is used to show how words differ.
• Information is stored in memory in linguistic
and nonlinguistic forms.
• When introducing vocabulary words some
nonlinguistic forms to consider are act it out,
draw, paint, sculpt, and pantomime.
Vocabulary Self-Collection Strategy
• Students collect words that they deem
important and share them with the class.
• Words are selected from these collections to
study as a class.
• This strategy promotes student engagement
and can be motivating.
Words sorts require students to sort words into
• Open sorts are sorts in which the students
sort according to categories that are
meaningful to them.
• In closed sorts the structure is provided for
Content Links or Word Links
• The teacher prepares a list of words related to a unit of study. The words
are written on separate cards and distributed one to each student.
• Students circulate through the room to find a student with whom to link.
Discussing connections is encouraged.
• The goal is to find a partner whose word is related to his or her own word
in some way.
• After pairs are formed, students share the meanings of their words and
tell how they are related.
• Students then break their links and find a new partner.
• Variations: Link larger groups, find hierarchical groupings
• Carousels are an effective way to provide and
reinforce definitional and contextual information.
• Carousels require the students to rotate around
the classroom – like a carousel – moving from
one posted vocabulary chart to another and
completing a task at each chart.
• Provide a short amount of time at each chart and
a signal to move to the next chart.
Carousels – Same Word, Different Task
• All students consider the same word and the
task at each chart is different.
• Chart task might include: definition, sentence,
synonyms, antonyms, picture, context,
Carousels – Different Words, Same
• A different word is posted on each chart.
• Each group draws a task card from a deck (i.e.
definition, sentence, picture, synonyms, antonyms,
connections, graphic organizer, examples…)
• Each group completes the same task from the card
that they drew for each of the different words on the
• Share the charts to conclude the activity.
Carousels – Different Words, Different
• Each chart has a different word that has been studied.
• At their first chart, every group writes a definition of
• At the second chart, every group reads the word and
the definition and then writes a sentence.
• At the next chart they might read the previous groups’
work and write some synonyms.
Carousel - Frayer Model
• Students complete the Frayer Model as they
do a carousel rotation
• Linear arrays, also known as semantic gradients, are
useful when students are learning adjectives and
adverbs for which there are scalar antonyms.
• Scalar antonyms are words that represent a range of
meanings including a neutral term such as hot, warm,
tepid, cool, and cold.
• Randomly distribute cards with the five scalar
antonyms. Have the students with the cards go to the
front of the room and have the class help arrange
them in order from one extreme to the other.
Linear Arrays – in math
Greatest to Least / Least to Greatest
Øfractions, decimals, percents
Øunits of linear measurement
Øunits of volume
Øpolygons by number of sides
Ten Important Words Plus
Using words from the 10 Important Word Activity, the
class continues with other selected tasks.
Task cards might include:
• Write other forms of the word • Draw a picture
• Generate sentences, • Act out the word
• Share a real-life
• List antonyms or synonyms
• Identify where you might • Return to the text and
expect to hear this word
find sentences with the
• Find a dictionary definition word
• Find multiple meanings • Explain the meaning in
the sentences you find
• Ask students prepare and deliver
presentations on a topic.
• Provide target words if necessary.
• Consider requiring visuals.
Bookmaking and Other Written
• Constructing books help students summarize or expand their
Ø Types of books to consider: Alphabet books, How to books, Accordian
books, All about (topic)
• Writing Roulette is a strategy in which a teacher identifies
four or five words that students must use in a piece of writing.
Students in small groups begin writing, with the task of using
at least one of the target words in the first few sentences. The
teacher calls time and the students pass their papers to the
right and add to the writing on the paper received. The last
writer in each group reviews to make sure each target word
was used. Share.
• Consider Poetry