Building Academic Vocabulary - PowerPoint Presentation

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Building Academic Vocabulary

Robert J. MarzanoDebra J. Pickering

Dedicated to Continuous ImprovementSlide2

Marzano’s Research

School FactorsCurriculum

FeedbackParent InvolvementSafe Environment

ProfessionalismTeacher FactorsInstructional Strategies

Similarities /Differences Summarizing/Note Taking Effort/Recognition Homework/Practice Nonlinguistic Representations Cooperative Learning Objectives/Feedback Generate/Test Hypotheses Questions/OrganizersClassroom ManagementCurriculum Design

Student FactorsHome EnvironmentBackground KnowledgeMotivationSlide3

Student Factors

Home Environment – Communicate about school and offer parent classesMotivation – Provide feedback on individual growth, engaging activities, long –term projects of choice

Background Knowledge – Schools can build through experiences, relationships and vocabularySlide4

Direct Approaches to Enhancing

Background Knowledge

Programs that directly increase life experiences

Relationshipsvolunteer programs clubsMentorsExperiences

postsecondary

visitations

field tripsGrand CanyonWildlifeSlide5

Systematic Vocabulary Instruction

Wide reading w/emphasis on vocabulary Ask students to identify interesting wordsKeep personal vocabulary notebook

Direct vocabulary instructionBrief demonstration of term

Imagery- based representationStudent uses own words and imagerySlide6

Marzano’s 6 Steps

Step 1 - Description

Provide a description, explanation or example of the new termPreassessment

Try to determine prior knowledgeShare aloud what they think they knowSlide7

Provide Information

Do not simply read definitionIntroduce direct experiences (field trip, speaker, internet resources)Tell a story that integrates the term

Video or computer imagesSmall groups to investigate term and shareUse current events for relevance

Describe your mental pictures of the termFind or create pictures that exemplify the termSlide8

Step 1 – Example - Math

Math teacher introduces “function”

A function is a relationship between two things like height and weight. As one goes up, the other goes up. Isn’t it generally true that as you have grown in height over years, your weight has also gone up? We could describe this relationship by saying “Your weight is a

function of your height”Creates a starting place for learning the termSlide9

Step 1 – Example - Science

Climate – Definition – The prevailing meteorological conditions, or weather, of a place, including temperature, precipitation, and wind.

Teacher introduces climate

– “Climate is the word that describes what weather is generally like in a particular place. If someone says that a place has a warm, dry climate, it means that the winters are not really cold and there is probably not much snow, plus the summers are probably pretty hot without much rain.Slide10

Step 1 – Example - LA

When presenting proper nouns, first identify the characteristics necessary for students to develop a general understanding.Example -

The Iliad and The OdysseyTeacher may introduce by saying “In Greece during the 7

th and 8th centuries B.C., two poems were immensely popular and were taught to all Greek citizens. They were The Iliad and The Odyssey.Slide11

Step 2 – Linguistic Representation

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

Students should not copy what you have saidStudents should construct their own descriptions, explanations, or examples.

Teachers need to monitor for clarity and confusionsSlide12

If students struggle with restating descriptions, explanations, or examples, you might:

Provide additional descriptions, explanations or exampleAllow students to discuss the term with partner or small group

You may move to step 3 and ask them to create a nonlinguistic representation and then return to the linguistic representationSlide13

Step 2 – Examples

Student explanation of “

percent”Describe:

Percent means how many things are out of 100 things. 75 percent means 75 out of 100Student entry of “Native American”Describe:

Native means the first people who lived somewhere, so Native American means the first people who lived in America. They lived here before we called it America. We used to call them Indians, but that did not make sense. They weren’t from India.Slide14

Step 3 – Nonlinguistic Representation

Ask students to construct a picture, symbol, or graphic representing the term or phraseChallenge: Students believe they cannot draw

Model, model, modelProvide examples of student drawings and your own

Allow students, at first, to work togetherSlide15

Challenge: Students try to “overdraw”

Model, model, modelPlay “Draw Me” and allow students to share tips on quick draws

Present a lesson on the difference between drawing and sketchingChallenge: Students would rather just copy the written definition

Discuss with them the power of picturesAllow students to work together

Ask students to share how pictures have helped them learnSlide16

Challenge: The students—and you—are having trouble depicting the term

You and students will need to practice depicting the termGo to internet and search for terms

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Some terms are more difficult to depict than others.

SuggestionsDraw the actual thing that is represented by the term.Example - diameterSlide18

Draw a symbol for the word.

Example - JusticeSlide19

Draw an example of the term.

Example – food chainSlide20

Draw a graphic that represents the word.

Centralization

DecentralizationSlide21

Dramatize the term by using cartoon bubbles to help reveal its meanings.

Ex. synthesizeSlide22

It is not necessary for students to draw everything freehand.

Ex. Students trace map of India to indicate the approximate location of New DelhiSlide23

Vocabulary Notebook

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From

ASCD 2005Slide24

Vocabulary Notebook

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From

ASCD 2005Slide25

Step 4 – Reinforcement Activities

Engage students periodically in activities that help them add to their knowledge of the terms in their notebook.

Highlight a prefix or suffix that will help students remember the meaning of the termIdentify synonyms or antonyms

Draw additional picture or graphicList related wordsWrite brief cautions or reminders of common confusionsTranslate the term into another language if needed (ESL)Slide26

Resources

Vocabulary worksheetVocabulary word box

Vocabulary mapVocabulary modelSlide27

Step 4 - Examples

If reviewing the term capital in social studies the student may write “Remember capitol with an O always refers to a building”

If reviewing the term symbiosis

, the student might add “Related words: mutualism and parasitism.”If reexamining the math term addition, the student might add “Antonym – subtraction”Slide28

Step 5 – Think:Pair:Share

Periodically ask student to discuss the terms with one another.

Think – Allow students time to review their own descriptionsPair – Compare descriptions of their terms

Describe pictures to each other Explain any new information learned Identify any areas of confusion and seek clarificationShare – Share understandings aloud with class

Highlight interesting ideas

Explain any examples of confusionsSlide29

Vocabulary Activity

With a partner or small group complete the following “steps” for the term “Habit”Preassessment – Discuss what you know

Complete – Vocabulary Worksheet (describe, illustrate, additional info)

Complete – Vocabulary map with “Habit”Discuss process and challengesSlide30

Step 6 - Games

Involve students periodically in games that allow them to play with terms.What is the question

Vocabulary charadesDraw me

Talk a Mile a MinuteElectronic GamesSlide31

Managing the Program

Student NotebookKeep vocabulary progress chart

in front Identify subject area/can color code

May place in alphabetical orderOption – Organize by themes or unitsIdentify section for students to record terms they select on their own Slide32

Managing the Program

Time1. Set aside time to engage students in activities that help them add to their knowledge.

Set aside time for students to discuss the terms with one anotherSet aside time for students to play games with their terms.

(15 to 20 minutes/1 to 2 times a week)Slide33

Focus on introducing 1

st and 2nd nine weeks terms until next staff developmentDiscuss progress in team PLC meetingsUse vocabulary worksheet, vocabulary map,

vocabulary model, vocabulary word boxUpcoming staff development will include

Review activities Vocabulary games Assessments

Implementation