August
th
20
Academic Vocabulary, Word Walls, and Anchor Charts
Debrief Previous Day’s
Learning
Stand up, Hand up, Pair Up
 Jot
down three take-aways you had from
yesterday’s learning.
 Stand
up, find a partner, and high five. Take
turns sharing. The person with the most
teaching experience goes first.
 Repeat
this process two more times.
Objectives for Today
Clarify and understand the importance of teaching
academic vocabulary and using activities with the
students to internalize the meaning of the terms.
Experience using interactive word walls and anchor
charts to help students better understand academic
vocabulary and specific content concepts.
Set a goal for implementing instructional strategies to
teach content specific concepts and vocabulary.
Academic Vocabulary
Instruction
Impact of Direct Vocabulary Instruction
Percentile Rank on Test
90
80
70
60
50
40
30
20
10
0
No Vocabulary Instruction
Direct Vocabulary Instruction
Source: Building Academic Vocabulary by Robert J. Marzano and Debra J. Pickering
How Do I Teach Academic Vocabulary?

Teach Specific Vocabulary Words Directly
o
o

These are words that are specific to an assignment
The method chosen reflects how extensively you
want your students to understand the vocabulary
chosen.
Teach Important Words in Depth
o
o
Integrate the most important academic vocabulary
into your instructional routine
Possibly use Marzano’s 6 step process.
Adapted from 2010 Texas Education Agency/ University of Texas System/ Education Service Center Region X111
Criteria for Choosing Important
Academic Vocabulary





Determine the “big ideas”(major concepts) of the unit which
students will need to develop a deep understanding
Think about how these overall ideas are reflected by the
vocabulary and concepts.
Select the important words that develop these “big ideas” in
depth
Use the Academic Vocabulary section of the TEKS Clarifiers in
Eduphoria
Introduce and develop these words at the beginning of the
unit of study, during and after.
Examples:

ELAR – Plot, Paragraphs

Math – Place Value, Decimals

Science – Safety, Senses

Social Studies – Civil Rights, Rules
A Six-Step Process for Teaching New
Terms
1.
Provide a description, explanation, or example of the new term.
2.
Ask students to restate the description, explanation, or example in
their own words.
3.
Ask students to construct a picture, symbol, or graphic representing
the term.
4.
Engage students periodically in activities that help them add to
their knowledge of the terms in their notebooks.
5.
Periodically ask students to discuss the terms with one another.
6.
Involve students periodically in games that allow them to play with
terms.
(Marzano and Pickering, 2005)
Step 1: Provide a description, explanation,
or example of the new term.

Introduce direct experiences that provide examples of the term.

Tell a story that integrates the term.

Use a video or computer images as the stimulus for understanding the
information.

Ask individual students or small groups to do some initial investigation
into the term and present the information.

Use current events to help make the term applicable to something
familiar to the students.

Describe your own mental pictures of the term.

Find or create pictures that exemplify the term.
Step 2: Ask students to restate the
description, explanation, or example in their
own words
Step 3: Ask students to construct a picture,
symbol, or graphic representing the term
• Model drawings
• Provide examples
of students’
drawings and your
own drawings that
are rough but that
represent the
ideas
• Allow students, at
first, to work
together.
Step 3: Science Example
Step 3: Social Studies Example
Income tax is the money we pay to the government that they
use to provide things we all need, like roads. The money is
taken out of our paychecks.
Step 3: Mathematics Example
A fraction tells you how many parts a whole thing is
divided into (denominator) and then how many of those
parts you are thinking about (numerator). Example: 4/10
Demonstrating Addition in Kindergarten
or First Grade
Verbal-Visual Word Association
Frayer Diagram
4-Fold Vocabulary
Multiple Representations
Summarize Marzano’s First Three Steps
in 7 Words
1. Provide a description, explanation, or example of
the new term.
2. Ask students to restate the description,
explanation, or example in their own words.
3. Ask students to construct a picture, symbol, or
graphic representing the term.



Describe it.
Restate it.
Provide a visual.
Step 4: Engage students periodically in
activities that help them add to their
knowledge of the terms in their notebooks
Examples:

Comparing Terms

Classifying Terms

Solving Analogy Problems

Identify Synonyms or Antonyms for the term

Highlight a Prefix or Suffix That Will Help Students
Remember the Meaning of a Term
Comparing Terms
A and B are similar because they both

________________

________________

________________
A and B are different because
A is __________, but B is ___________.
A is __________, but B is ___________.
A is __________, but B is ___________.
Comparing Terms

Fun and Enjoyment are similar because they both

________________.

________________.

________________.

Fun and Enjoyment are different because

Fun is____, but Enjoyment is ___________.

Fun is____, but Enjoyment is ___________.

Fun is____, but Enjoyment is ___________.
Comparing Terms

Fractions and Decimals are similar because they both

________________.

________________.

________________.

Fractions and Decimals are different because

Fractions ______, but Decimals ______.

Fractions ______, but Decimals ______.

Fractions ______, but Decimals ______.
Comparing Terms Activity
A First Year Teacher and a Veteran Teacher are similar because they both

________________

________________

________________
A First Year Teacher and a Veteran Teacher are different because
A First Year Teacher is __________, but a Veteran Teacher is ___________.
A First Year Teacher is __________, but a Veteran Teacher is ___________.
A First Year Teacher is __________, but a Veteran Teacher is ___________.
Venn Diagrams – Place Numbers or Words in a
Venn Diagram and Have Students Guess the
Labels
Roots and Affixes

Understand the roots and affixes that frequently
occur in each discipline

Roots and Affixes can be used across disciplines

Make connections to words in previous learning

Examples
 ELAR:
Tricycle – Three (tri) wheels
 Math:
Triangle – Three (tri) angles
Step 5: Periodically ask students to
discuss the terms with one another
Think Pair Share
Image Streaming
Think – Pair - Share

Think: Review your explanation and visual image of the two words
______ and _______.

Pair: Discuss your picture and explanation with another peer.

Share: Share your observations with the whole group
Image Streaming
Student A: Talks about everything he or she knows about a
vocabulary word with no interruptions.
Student B: Listens
Student B: Talks about everything he or she knows about the
same vocabulary word with no interruptions.
Student A: Listens
Student A and B share information on what they each talked
about and how their ideas are related to one another.
Step 6: Involve students periodically in games
that allow them to play with terms

Vocabulary Activities

Vocabulary Games

Interactive Word Wall Activities
Word Sorts - Activity
Possible Word Sort Categories:

Root Words

Prefixes

Suffixes

Concepts
Types of Sorts:

Open Sorts – students create their own categories to sort words learned

Closed Sorts – students categorize words based on categories already
established by the teacher
Vocabulary Tic Tac Toe

Draw a large tic-tac-toe grid on the board. Put a vocabulary word in each box.

Divide the class into 2 teams (X’s and the O’s)

Determine the starting team and have the first person on that team give the definition
of a word on the grid.

If correct, the team gets the X or O, and it is the next team’s turn.

The first team with 3 in a row wins.
Who Wants to be a Millionaire?
 Write
the dollar amounts on the next slide
where it can be seen by the students.
 Divide
 The
the class into 2 teams.
first student on each team goes to the
board. The teacher reads the definition. The
first student to write the correct word for the
definition gets the next dollar amount for
his/her team. Continue this process until a
team gets $1,000,000.
Who Wants to be a Millionaire?
$100
$250
$500
$1,000
$2,500
$10,000
$25,000
$50,000
$100,000
$250,000
$500,000
$1,000,000
Who Wants to Have $20?

Write the dollar amounts on the next slide where
it can be seen by the students.

Divide the class into 2 teams.

The first student on each team goes to the board.
The teacher reads the definition. The first
student to say the correct word for the definition
gets the next dollar amount for his/her team.
Continue this process until a team gets $20.
Who Wants to Have $20?
$1
$2
$3
$4
$5
$6
$7
$8
$9
$10
$20
Marzano’s Six-Step Process for Teaching
New Terms
To Introduce a new term and
develop an initial understanding
of it:
1.
Provide a description, explanation, or
example of the new term.
2.
Ask students to restate the
description, explanation, or example
in their own words.
3.
Ask students to construct a picture,
symbol, or graphic representing the
term.
Different types of multiple exposures
that students should experience over
time to help them shape and sharpen
their understanding of the terms
4.
Engage students periodically in
activities that help them add to their
knowledge of the terms in their
notebooks.
5.
Periodically ask students to discuss the
terms with one another.
6.
Involve students periodically in games
that allow them to play with terms.
Image Streaming
Activity
Teacher A: Talks about everything he or she will commit to
doing to support vocabulary understanding with no
interruptions.
Teacher B: Listens
Teacher B: Talks about everything he or she will commit to
doing to support vocabulary understanding with no
interruptions.
Teacher A: Listens
Teachers A and B share information on what they each talked
about and how their ideas are related to one another.
Types of Self-Assessment
Scale for Self-Evaluation of Knowledge of Terms
Knowledge Level
Description
Level 4
I understand even more about the term than I was
taught.
I understand the term and I’m not confused about any
part of what it means.
I’m a little uncertain about what the term means, but
I have a general idea.
I’m very uncertain about the term. I really don’t
understand what it means.
Level 3
Level 2
Level 1
ESSENTIAL
CHARACTERISTICS
EXAMPLES
VISUAL THAT MAKES A
CONNECTION FOR ME
WORD
WALLS
NONEXAMPLE
Word Walls: What It Is
“A word wall is a systematically
organized collection of words
displayed in large letters on a
wall or other large display place
in the classroom. It is a tool to
use, not just display. Word walls
are designed to promote group
learning and be shared by a
classroom of children.”
McCarrier, Pinnell & Fontas (2000): Interactive Writing: How
Language & Literacy Come Together, K-2. (p. 46).
ESSENTIAL
CHARACTERISTICS
EXAMPLES
VISUAL THAT MAKES A
CONNECTION FOR ME
WORD
WALLS
NONEXAMPLE
Word Walls: What It Is
“A word wall is a systematically
organized collection of words
displayed in large letters on a
wall or other large display place
in the classroom. It is a tool to
use, not just display. Word walls
are designed to promote group
learning and be shared by a
classroom of children.”
McCarrier, Pinnell & Fontas (2000): Interactive Writing: How
Language & Literacy Come Together, K-2. (p. 46).
ESSENTIAL
CHARACTERISTICS
EXAMPLES
VISUAL THAT MAKES A
CONNECTION FOR ME
WORD
WALLS
NONEXAMPLE
Word Walls: What Research Says
• Students must encounter words in context
more than once to learn them (an average of
6 times).
• One of the best ways to learn a new term is to
associate an image with it.
• Direct vocabulary instruction enhances
students’ ability to read and learn subject
matter content.
• Rote memorization of definitions is ineffective
for the majority of students, especially ELL
learners.
Using Word Walls: What Research Says
• Teacher describes, uses or illustrates the new term
• Students explain the new term in their own words
• Students draw a picture to represent the new term,
engaging the non-linguistic learning styles
• Students use the words in other contexts and in their
writing
• Students discuss the terms with peers
• Students participate in vocabulary games using word
walls
Word Walls: Station Rotation
•
•
•
•
•
•
Six stations; 5 minutes each
About 8 people at a station
Rotate and move in any order
Add information to complete your Frayer
model
Optional: Take your device to record
examples that resonate with you
Be ready to come back and share out
The following slides show the 6 Stations’
contents
Station A:
Where To Find Words For The Word Wall

For each content area standard, the academic
vocabulary is now listed on the updated clarifiers

For each content area standard, the academic
vocabulary is now listed on the 2015-16 updated
clarifiers

See the example clarifiers to help you determine
the most important words for your word wall this
first six weeks
Station A:
Using Graphic Organizers With The Word Wall

A word wall is a teaching tool to use

What activities can you set up so students can
interact with the words?

Take a look at some of the graphic organizers
your students can use to interact at different
levels with your words
Station B:
5 Keys To A Successful Word Wall
 Use
it as a teaching tool – not just for display
 Commercially
prepared words can be a good start, but
move toward student-created enhancements; studentcreated is best
 Remove
words that students have mastered or when your
purpose has changed
 Focus
on essential words they need to know – introduce
about 5 words a week
 Teachers
will need to model interactions with word walls,
especially at the beginning of the year
Station B:
Good…Better…Best In Word Walls

Take a look at some of the
examples of word walls

Using the rubric, how would you
rate these examples?
Student created
word walls
Students use
to speak and
write to
define: “My
rock has an
oval shape,
a smooth
texture, is
gray and it is
big.”
Definitions, terms and realia as examples
Word with shared investigation as
illustration for meaning
Combination
math/science
word wall with
concrete
examples
Math word wall with realia
Use of
realia in
reading
Personal
word map
as part of
overall all
word wall
Term,
definition
and realia
for
examples
Commercially made
cards
Teacher
made with
student
Frayer
models
Station C:
2 Word Wall Activities
 Print
out pictures, words and definitions and have
students match in the following ways:
Word
to image
Word
to definition
Image
to definition
Word,
image and definition all together
 Roll
the Dice activity (see below)
Station D:
2 Word Wall Activities
 $100,000
Pyramid (see below)

Mark words to use on the word wall or display on white board

Find a partner and use the mini-Pyramid game board to try it out
 Check
off 5 (see below)
Station D:
2 Word Wall
Activities
Teacher’s Edition!
interactive
word wall vocabulary
anchor chart relevance
standards
coach
rigor
V
OC
ABU
LARY
PYRAMID
Station E:
3 Word Wall Activities
 Vocabulary
dominoes (see baggie)

Blank templates can easily be found online

Use with word to definition, or up the rigor and have students justify the connection between content words (i.e.
“heat can go with melting because when something melts, it is heating up”)
 Come
Forward (see below)
 Thinking Bubble (see below)
Station F:
2 Word Wall Activities
 Linking
Guiding Questions & Academic Vocabulary
(see Social Studies example)

Use the Guiding Questions from the Unit Overviews and the Academic Vocabulary

Students will answer the unit’s Guiding Questions using the vocabulary in speaking, with writing stems or in openended responses
 Give
Me a Hint (see below)
Station F:
Linking Unit Overview Guiding Questions and
Unit Academic Vocabulary
Example below is from Grade 3 Social Studies Unit 3:
What is the purpose of a map and globe?
Understanding
Geography Reading and Using a Map
What is a compass rose, grid system and symbols?
What is map scale? Why is it important in understanding the size of
places and the distance between locations?
What are all the parts of a map?
Why is reading and interpreting a map important to you?
How would a map work if some of the parts were missing?
Why would a map change over time?
Use
Compass Rose
Unit Academic Vocabulary
Unit Guiding Questions
How do you use cardinal and intermediate directions to find places in a
relationship to where we live?
Identify
Grid System
Symbols
Cardinal directions
Intermediate
directions
Locate
Maps
Globes
In relation to
Scale
Distance
Word Walls: Share Out
Anchor Charts
Anchor Chart
What makes it an anchor chart?

Anchors a specific piece of learning within the
environmental print of the room.

Students and teachers interact with the chart on
multiple occasions.

The chart stays in the learning environment and is
accessible to students to refer back to.
Why use anchor charts?

Builds academic environmental print in the room.

Gives students a place to refer back to new
learning.

Non-linguistic representation builds memory and
comprehension.

The chart can be used as a focus point for class
discussion.
Non-linguistic Representation
Pictures, drawings, doodles,
diagrams, and other
examples are powerful not
only for our youngest
students, but for our
language learners as well.
Non-linguistic
representation is shown to
increase memory as well as
build vocabulary.
The Pinterest Conundrum
 It
doesn’t have to be adorable.
 You
don’t have to be an artist.
 There
is instructional power in creating
them WITH your students.
 Seeing
the anchor chart over time and
referring back to it helps students cement
their learning and move learning from short
term memory to working and then long
term memory.
Reading
Math
Science
Social Studies
Storage
It’s Your Turn
 Get
with your grade level team.
 Open
your envelope and examine the
learning standard that is inside.
 Together
with your group, create an anchor
chart that would be helpful to your
students.
 Anchor
Walk.
charts will be shared in a Gallery
Gallery Walk
 Look
 On
 Be
at the displayed anchor charts.
sticky notes leave positive feedback.
ready to share out something great from
two different content areas.
Making Thinking Visible:
Compass Points
Compass Points
N-Need to know. What information
do you still need?
E-Excited. What are you excited
about?
S-Suggestions. What do you suggest?
W- Worries. What worries do you
have?
Objectives for Today
Clarify and understand the importance of teaching
academic vocabulary and using activities with the
students to internalize the meaning of the terms.
Experience using interactive word walls and anchor
charts to help students better understand academic
vocabulary and specific content concepts.
Set a goal for implementing instructional strategies to
teach content specific concepts and vocabulary.