Based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 6 Step Process to Building Academic Vocabulary Original

based on "Building Academic Vocabulary; Teacher's Manual" by

Robert J. Marzano and Debra J. Pickering

6 Step Process to Building Academic Vocabulary

Original idea from Andrea BechbergerPrince William County Public Schools

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

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Goal:

To develop a systematic instructional approach for important academic terms.

The 6 Step Process to Building Academic Vocabulary is the first step in building understanding in all subject areas.


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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


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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)


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Discuss:

What are experiences that give students background knowledge?

“Academically Advantaged” versus “Academically Disadvantaged”


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Before you start -

Create a list of vocabulary terms

All identified course vocabulary terms are currently in the County curriculum maps –


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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 know Clarify misconceptions, build on accurate

information (Think, Pair, Share strategies.)

Help build an understanding of the term (Think, Pair,

Share – linguistic and non-linguistic strategies)


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Note:

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


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Working with ESL Students: Step 1

If possible, explain, or have someone else explain term in student’s native language.

Pair students or triads of students with the same native language together

Solicit help from a bi-lingual teacher’s aide Provide some sort of non-linguistic

representation


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Step 2 – Students Restate Term “Informal Information”

Ask students to restate description, explanation or example in their own words.

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


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Provide A Basis for UnderstandingTo define the term right angle….

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?


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Strategies

Clock Buddies Interactive Notebook Frayer Model Inspiration computer graphing program Corners Mirror Lines


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Working with ESL Students: Step 2

Permit student to write their own definition in their native language

Encourage student to record any related English terms with which they are familiar.


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Step 3 – Non-linguistic Representation

Ask students to construct a picture, symbol or graphic representation


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What if students have trouble depicting the term?


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Draw actual object

Blue Prints


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Draw an Example

Single Parent Family


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Represent with Graphics

Problem-Solving Process


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Dramatize with cartoons and speech balloons

I have a new and different

idea!

Innovation


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Does not always have to be freehand. Use:

Clip Art Tracings Cut-out pictures Other ideas?


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Working with ESL Students – Step 3

Non-linguistic representation is extremely important when working with ESL students.


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Step 4 – Student/Term Interaction

Engage 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)


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Notebook Styles and Organization (work on handout)

Organize by theme or unit Create headings in margins Color code Use alphabet on bottom of page Can be used year to year in sequential courses Can be used as integration tool with other courses Provide space for students to add selected items

they learn on their own May be adopted and required school-wide


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Revise and Add to Notebook Entries

Highlight prefix or suffix Identify synonyms or antonyms Create additional pictures or graphics List related words Add cautions or reminders of common

confusions Translate in native language (ESL students)


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As much as possible, allow students to work in their native language


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Step 5 – Discuss Terms with Others

Periodically ask students to discuss terms with one another


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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?


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Use triads or pairs of students with the same native language

Use para or parents willing to assist


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Step 6 – Review and Games

Involve 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.


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Use pairs or triads of students with the same native language

Use para or parents willing to help


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Mirrors

Use new vocabulary word Create a double line, or double circles.

Share meaning with partner in line across from you.

Rotate, sharing with each additional partner sitting at your table.


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Possible Activities (Step 4 – interaction)

Free Association Sentence Stems Venn Diagrams Double Bubble Matrix

Classify Terms Solving and Analogy

Problems Creating metaphors

* Note: These activities align with the 9 Marzano strategies.


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Review Game Activities (Step 6 - Review)

What is the Question? Vocabulary Charades Name That Category

Draw Me Talk a Mile a Minute

Use at beginning or end of class period

Use when students are lethargic or need energized

Use for review


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Plan to Implement:

Schedule Time:– Direct instruction for Step1 (Introduce), Step 2 (Restate)

and Step 3 (Non-linguistic representation)– Student interaction time for Step 4 (Term interaction),

Step 5 (Sharing), Step 6 (Review) Monitor accuracy of student work Keep track of student progress

Documents

Based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 6 Step Process to Building Academic Vocabulary Original