Intro to Vocabulary Programs
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Learn about research and technology that supports the use of a powerful surface learning strategy, vocabulary programs (d=0.63), for hybrid learning.
In this session, you will learn how to enhance semantic maps and the Frayer Model with technology. You will walk away with specific digital tools and how to use them to build vocabulary so essential to reading comprehension.
Wait, wait, before we get started!! Let's take a moment to ask ourselves, "How do I feel today?"
Acknowledging our feelings can get us feeling "meta" and assist us in moving forward in line with, or in spite of, how we feel.
Acknowledging our feelings can get us feeling "meta" and assist us in moving forward in line with, or in spite of, how we feel.
In Today's Session
Why don't you try a new mapping tool, yED Live, via the web to keep track of your reflections? Or, use a piece of paper and pencil to map your learning, understandings, and new vocabulary.
I. Learning Intentions
Want to maximize student growth? Select instructional strategies that work best for different phases of learning.
Prior knowledge is the information and educational context a learner already has before they learn new information. A learner's understanding of educational material can be improved by taking advantage of their prior knowledge before dealing with the new material (Source).
Activate Prior Knowledge through the use of strategies like graphic organizers, concept maps, KWL charts, anticipatory sets, and brainstorming (Source).
Activate Prior Knowledge through the use of strategies like graphic organizers, concept maps, KWL charts, anticipatory sets, and brainstorming (Source).
Surface Learning
Content focused.
At this stage, you introduce students to concepts, skills, and/or strategies. Think of it as building a strong foundation. Strategies seek to help student gain requisite knowledge needed to move forward to deep learning.
Deep Learning
Relationship in and among contents.
We define deep learning as a period when students consolidate their understanding and apply and extend some surface learning knowledge to support deeper conceptual understanding . . . We think of this as a 'sweet spot' that will often take up more instructional time, but can be accomplished only when students have the requisite knowledge to go deeper.
Transfer Learning
Transfer of new skills to new situations or tasks.
Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.
Source: Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
Here's how Carrie Rosebrock represents Surface, Deep, and Transfer learning strategies that are relevant to Reading. Be sure to read her blog entry and explanation for another interpretation of Hattie's work.
How does an awareness of learning intentions influence what strategies you choose to use in the classroom? Share your response in five words in chat.
II. Surface Learning Strategies
Surface learning does not mean superficial learning. Rather, surface learning is a time when students are initially exposed to concepts, skills, and strategies.
Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply.
Explore the SOLO Taxonomy to learn more about learning intentions.
III. Vocabulary Programs (d=.63)
"We think with words, therefore to improve thinking, teach vocabulary. "
-A. Draper and G. Moeller
"The effective size for vocabulary programs according to Hattie is 0.63. One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read" (Source).
This includes programs to build the vocabulary, subject matter vocabulary, and make connections to other words.
Here are some types of activities that fit into Vocabulary Programs:
Frayer Models
Semantic maps
Word and concept sorts - closed, open
Wide reading
Morphology instruction - roots/affixes, word sums (e.g. "re+form+ing")
Key Insight: Teach academic vocabulary,
don't assume students know it.
IV. Frayer Model
Want to use the Frayer Model with Google Tools? Be sure to explore Google Slides and Google Jamboard (see 16 examples). Both offer many opportunities to create interactive, online learning experiences.
Some technologies that lend themselves to Vocabulary Programs:
Frayer Model
Frayer Model (Google Slides)
Google Slides
"Teachers can use Google Slides and the Frayer Model to engage students in vocabulary review beyond the classroom. I created a Google Slide deck with a slide for each of the vocabulary words in the text. I used the Frayer Model to provide structure to the review activity."
-Catlin Tucker, Facilitate a Deep Dive into Vocabulary with Google Slides and The Frayer Model
The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to:
- Define target vocabulary
- Apply their knowledge by generating examples and non-examples
- Give characteristics, and/or
- Draw a picture to illustrate the meaning of the word.
(Source)
Follow these steps when introducing the Frayer Model:
The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery).
Students restate or explain the new word in their own words (verbally and/or in writing).
Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation).
Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors).
Students discuss the new word (pair-share, elbow partners).
Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).
For an easy, ready to go activity that emphasizes some of Marzano's steps, see the Frayer Model below.
Paper Slide Videos
Do your students struggle learning new vocabulary words? Make those words come alive through video. All you need is a device with a camera, paper, and markers/crayons. Work in small groups to create awesome content, whether it's a vocabulary video or animated GIF.
V. Mapping Tools
Semantic maps are great tools for students to design and figure out the relationships between words.
“Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another" (Kholi and Sharifafar, 2013). These almost graphic organizers are not pre-made, but made by the students to help "web" out their ideas.
[Semantic maps] build on students’ background knowledge or schema. While drawing on prior knowledge, it recognizes important components and shows the relationships among them" (Kholi and Sharifafar, 2013) as cited in Vocabulary and Fluency Classroom Strategies
yED Graph Editor : yEd can be installed on your computer (Windows, Mac, GNU/Linux) and works well. Or, try it in your web browser
You can create graphic organizers using its simple layout. It also scales up to meet the needs of grades 9-12 and adult learners. I made the semantic map shown right with yED Graph Editor; click the map to see it on the web. Watch a video overview
Draw-1.m4vSolutions such as Microsoft Immersive Reader make picture dictionaries and computer-assisted read-aloud ubiquitous.
It appears in popular apps like Microsoft OneNote, Flipgrid, Wakelet, and the Microsoft 365 suite.
There are many technologies to assist students in creation of semantic maps. Some tools include:
Bubbl.us: This is a web-based browser tool for creating concept or semantic maps. One of its features includes the ability to collaborate with others.
Draw.io: Looking for an easy to use, browser-based diagramming or graphic organizer creator? Look no further than Draw.io. It works in your browser, but allows you to save to whatever cloud storage system you prefer, such as Dropbox, OneDrive, or Google Drive. Watch a video overview
How does an awareness of learning intentions influence what strategies you choose to use in the classroom? Share your response in five words in chat.
VI. Interactive Word Walls
“The Word Wall teaching strategy creates a place in the classroom where students display the meanings of important ideas using words and pictures.
As students encounter new vocabulary in a text or video, creating a word wall offers one way to help them comprehend and interpret ideas in the text.” (Source)
Look at a word wall. Vocabulary words focused on a topic? Connect your words to an online resource using a QR code. This will make it interactive.
Teaching Vocabulary with Flocabulary
VII. Wide Reading
This involves providing access to a wide variety of reading materials at different levels of difficulty.
"Wide reading (source) is when students independently read books, magazines, or other available materials for an extended period of time..." (D. Fisher, D. Ross, & M. Grant, 2010). Different from free, voluntary reading, this method is focused on a specific topic where students choose and read materials at their own reading level from a teacher-created collection of texts, but build knowledge needed for the grade level text being read as a class (D. Fisher, D. Ross, & M. Grant, 2010; D. Fisher & N. Frey, 2016).
Wide Reading with Digital Media
Resources abound for wide reading opportunities. Give them a try.
Resources abound for wide reading opportunities. Give them a try.
How do you decide on what digital reading materials to share with students in blended/hybrid/remote learning settings?
VIII. Reflecting On Science
Comprehension strategies can be useful–when delivered in limited doses and connected to specific content.
But cognitive science has shown that the primary factor in whether you’re able to understand what you read is whether you possess
- relevant background knowledge and
- vocabulary.
Vocabulary and Google JamBoard
Manifest Destiny Vocabulary Jamboard
Students used #Jamboard to collaboratively #ispy all the items in the picture. Shoutout to @MrsSchroetlin @D54Keller for the great idea to introduce #manifestdestiny #ditchbook #eduducttape
Honoring Indigenous Peoples
Consider discussing "Reversing Manifest Destiny" (by artist Charles Hilliard) image featuring White Buffalo Calf Woman. Reversing Manifest Destiny symbolizes the return of Indian Lands to Indian Hands.
Michele Klein (@Sh3llyLynn84) offers an easy way to play Tic-Tac-Toe Vocabulary. You can adapt her slideshow for your own use.
Concept Sorts with Venn Diagrams
What Are Concept Sorts?
Use the concept sort activity to organize words into groups. Discuss why they chose to put those words together. Consider comparing words using 2-circle or 3-circle Venn Diagram tools (learn more).
Asking students to discuss with their peers to group vocabulary words according to category. Use Venn Diagrams as a simple way organize content.
Venn Diagram Tools
Google Slides (via Alice Keeler)
And there are many more online. Be sure to read the Concept Sorts blog entry at TCEA TechNotes.
IX. Explicit Vocabulary Instruction
“Vocabulary learning research with students…over the last 25 years has repeatedly reported that teachers should provide students with (1) explicit vocabulary instruction, (2) repeated exposures to new words” (source).
Learning Chocolate presents itself as a vocabulary learning platform that focuses on several languages.
Ready to speak and write in English, but lack the words? As a dual language speaker, I have found myself in this situation. Although I can express myself without the right word, it’s more fun to have the right vocabulary. Learning English Online offers several tools to get you started, such as:
Over 300 word lists for beginners to advanced learners
A personalized vocabulary trainer that will help you practice difficult words
Many exercises and word games that help you learn the words
Want to Learn More about Strategies That Work?
