6 Step Process to Building Academic Vocabulary

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6 Step Process to Building Academic Vocabulary. February 12, 2008 Andrea Bechberger CTE Specialist Prince William County Public Schools. Goal of Workshop:. Develop a systematic instructional approach for important academic terms. - PowerPoint PPT Presentation

Text of 6 Step Process to Building Academic Vocabulary

  • 6 Step Process to Building Academic Vocabulary

    February 12, 2008Andrea BechbergerCTE SpecialistPrince William County Public Schools

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Goal of Workshop:

    Develop a systematic instructional approach for important academic terms.

    6 Step Process to Building Academic Vocabulary is the first step in a county driven approach to addressing the *Literacy* initiative.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Why teach vocabulary?

    "Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school." - page 1

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Example:" Carving is appropriate for most green and blue slopes, and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you're going to face-plant."

    (highlight words you don't know)

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Academically Advantaged versus Academically DisadvantagedExperiences that give students background knowledge:

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Before you start -Create a list of vocabulary terms All identified course vocabulary terms are currently in the CTE Rigor Site curriculum maps select course from dropdown menusUnidentified course vocabulary terms are in process of being identified. Visit wiki http://pwcscte.wikispaces.com/

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Step 1 Initial Information: Introduce New Term Provide a description, explanation, or example of the new term.Find out what they know or think they knowClarify misconceptions, build on accurate information (Think, Pair, Share strategies.)Help build an understanding of the term (Think, Pair, Share linguistic and non-linguistic strategies)

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Note:This does not involve presenting a definition or asking them to look up a definition!!!!

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Working with ESL Students: Step 1If possible, explain, or have someone else explain term in students native language.Pair students or triads of students with the same native language togetherSolicit help from a bi-lingual teachers aideProvide some sort of non-linguistic representation

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Step 2 Students Restate Term Informal InformationAsk students to restate description, explanation or example in their own words.

    Provide for a more natural starting point connect prior experiences and knowledge.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Provide A Basis for Understanding An engineering student designed a wooden part to a project that required a hole drilled like this:

    When questioned as to how that could be done, replied use a right angle drill.

    What understanding was missing?

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Assignment:With a small group, discuss how your assigned strategy can be used to provide informal understanding (use corners)Report back to the workshop participants

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • StrategiesClock BuddiesAcademic NotebookFrayer ModelInspiration refer to books (available in all schools via the Novell Launcher)CornersMirror Lines

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Working with ESL Students: Step 2Permit student to write their own definition in their native languageEncourage student to record any related English terms with which they are familiar.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Step 3 Non-linguistic RepresentationAsk students to construct a picture, symbol or graphic representation

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • What if students have trouble depicting the term?

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Draw actual objectBlue Prints

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Draw an ExampleSingle Parent Family

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Represent with GraphicsProblem-Solving Process

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Dramatize with cartoons and speech balloonsI have a new and different idea!Innovation

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Does not always have to be freehand. Use:Clip ArtTracingsCut-out picturesOther ideas?

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Working with ESL Students Step 3Non-linguistic representation is extremely important when working with ESL students.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Step 4 Student/Term InteractionEngage students periodically in activities that help them add to their knowledge of the terms.Allow them to work in their vocabulary notebooks.

    (work on a couple pages in notebook)

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Notebook Styles and Organization (work on handout)Organize by theme or unitCreate headings in marginsColor codeUse alphabet on bottom of pageCan be used year to year in sequential coursesCan be used as integration tool with other coursesProvide space for students to add selected items they learn on their ownMay be adopted and required school-wide

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Revise and Add to Notebook EntriesHighlight prefix or suffixIdentify synonyms or antonymsCreate additional pictures or graphicsList related wordsAdd cautions or reminders of common confusionsTranslate in native language (ESL students)

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Working with ESL Students Step 4As much as possible, allow students to work in their native language

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Step 5 Discuss Terms with OthersPeriodically ask students to discuss terms with one another

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Note:In a CTE classroom, this step may be occurring naturally. Still:Make time and encourage revisions in notebooks (potential setting the stage, or closure activity)Question? How can this be implemented and not significantly impact class time?

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Working with ESL Students Step 5Use triads or pairs of students with the same native languageUse para or parents willing to assist

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Step 6 Review and GamesInvolve student periodically in games that allows them to play with the terms.

    The goal is to keep new terms in forefront of student thinking and allow them to reexamine their understanding of the terms.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Working with ESL Students Step 6Use pairs or triads of students with the sam native languageUse para or parents willing to help

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Possible Review Games - AssignmentRead the about the assigned activity or game.Create a double line, or double circles. Share strategy with partner in line across from you.Rotate, sharing with each additional partner.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Possible Activities (Step 4 interaction)Free AssociationSentence StemsVenn DiagramsDouble BubbleMatrixClassify TermsSolving and Analogy ProblemsCreating metaphors

    * Note: These activities align with the 9 Marzano strategies. See CTE Rigor Site.

    based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  • Review Game Activities (Step 6 - Review)What is the Question?Vocabulary CharadesName That CategoryDraw MeTalk a Mile a MinuteUse at beginning or end of class