Marzano's 6 Steps for Building Academic Vocabulary

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This presentation explains how to implement Robert J. Marzano's 6 Steps for Building Academic Vocabulary. Including also are resources for more information about the strategy and visual aids for assisting with implementationt.

Text of Marzano's 6 Steps for Building Academic Vocabulary

  • 1. Marzanos Six-Step ProcessLIS 688: Jenna KnightforBuilding AcademicVocabulary

2. How it works An academic notebook is used for recording vocabularybuilding information. The notebook is a spiral notebook or3-ring binder. 2 The teacher begins vocabulary instruction in Step 1 bygiving students and informal descriptive definition of thevocabulary word. Students progress through the steps in order building upknowledge of the terms as they go. Pictorial representations (Step 3) help solidifyunderstanding. Activities such that extend understanding (Step 4) such asgroup discussion (Step 5) and games (Step ) buildunderstanding. Implementing the strategy across subject matter is mosteffective. 3. The 6 Stepsp.33 3 4. Step 1: DescriptionHOW?Put the word incontextShow picturesTell a storyWHAT?Teacher identifiesvocabulary thatmay be new tostudents.Gives adescriptivedefinition of theword includingexamples andpictures. 5. Step 2: RestateHOW?Record in thevocabularynotebookDiscuss term withpeers to buildingunderstandingSeek additionalinformation fromother sources ie.Books, Internet, etc.WHAT?Students describeand explain theterm as it relates tothem.Marzanos followup study (2009)found that studentsmust restate theterm in their ownwords for maximumgrowth. 4 6. Step 3: SymbolsHOW?Go beyondpaper and pencil.Allow students toexperiencemultiple visualand graphic toolsto illustration theirunderstanding.WHAT?Students createan illustration,drawing, orgraphic.According toMarzano (2009)this step has beenfound to becrucial.4 7. Step 4: ActivitiesHOW? Identify and associateprefix, suffix, and rootwordsAntonyms andsynonymsAnalogiesMetaphorsRevise description andrecord in notebook asunderstanding isexpanded (p.99)2WHAT?Provide activitiesto expandmeaning of thetermsMakeconnections 8. Step 5: DiscussionHOW?Favorite word?Mostchallengingword?Word that haschanged yourperspective?WHAT?Organizestudents intogroups and askthem to discussterms in theirnotebooks(p.101)2 9. Step 6: GamesHOW?Pantomime:acting out termPictionaryVocabulary DiceCootie CatcherFinger GameWHAT?Vocabularygames stimulateinterest andenthusiasm aboutvocabulary aswell as providemultipleexposures toterms (p.102)2 10. Why use this strategy?Vocabulary knowledge is knowledge; theknowledge of a word not only implies a definition,but also implies how that word fits into the world.1The actual words we know, then, are tags orlabels for our packets of knowledge.2Building vocabulary can not only enhanceunderstanding in the subject being taught, butallows students to increase their understanding ofthe term as they make real-world connections. 11. Using the Strategyin the Library Program 12. AASL Application 1.1.1: Follow an inquiry-based process in seeking knowledge incurriculum subjects, and make real-world connection for using thisprocess in own life. 1.1.2: Use prior and background knowledge as context for newlearning. 2.1.3: Use strategies to draw conclusions from information and applyknowledge to curricular areas, real-world situations, and furtherinvestigation. 2.1.6: Use the writing process, media and visual literacy, andtechnology skills to create products that express new understandings. 2.3.1: Connect understanding to the real world 3.1.3: Use writing and speaking skills to communicate newunderstandings effectively. 4.1.2: Read widely and fluently to make connections with self, theworld and previous reading. 4.1.5: Connect ideas to own interests and previous knowledge andexperience. 4.1.8: Use creative and artistic formats to express personal learning. 4.3.1: Participate in social exchange of ideas, both electronically andin person. 13. In generalStudents can use Marzanos Six-Steps for Building AcademicVocabulary for building on the AASL Framework 14. Pros & ConsCollaboration building Variation is limited- Stepsshould not be skippedReal-world connections Notebook is requiredStudent learning artifact Difficult to implement withoutschool-wide supportDifferentiation is centralHighly engaging, interesting,& fun 15. ModificationsCons WorkaroundsVariation is limited- Steps younot be skippedSpread vocabulary workacross multiple lessonsStart out with Steps 1 and 2and build up to using all 6stepsNotebook required Explore using digitalnotebooks (OneNote)(LiveJournal) or word walls(Padlet)Difficult to implement withoutschool-wide supportTry starting out small withinthe library. Strategyproduces data showingstudents growth which canstimulate more interest. 16. #1 Rule for SuccessCOLLABORATION!!Without collaboration betweenteachers and the librarian, thelibrarian cannot focus his or her lessontoward curricular goals which wouldexpand on the vocabulary work inclass.Students would miss out on buildingreal-world connections. 17. For More InformationVocabulary Gamesfor the Classroom byLindsay Carletonand Robert J.MarzanoBuilding BackgroundKnowledge forAcademicAchievement byRobert J. MarzanoA Six-Step Processfor TeachingVocabulary byASCD 18. Posters 19. Works Cited 1. Butler, S., Urrutia, K., Buenger, A., Gonzalez, N., Hunt, M.,& Eisenhart, C. (2010). A review of the current research onvocabulary instruction, p.2. Retrieved from 2. Marzano, R. J. (2004). Building Background Knowledgefor Academic Achievement: Research on What Works inSchools. Alexandria, VA, USA: Association for Supervision &Curriculum Development (ASCD). Retrieved from 3. Tyson, Kimberly. (2012). Vocabulary instructionalstrategies: Marzanos 6-step process. Retrieved from 20. Works Cited (2) 4. Marzano, R. (2009). The art and science of teaching: Sixsteps to better vocabulary instruction. Teaching for the21st Century, 67(1), 83-84. Retrieved from