Transcript 6 Step Process to Building Academic Vocabulary - CTE

6 Step Process to Building Academic
Vocabulary
February 12, 2008
Andrea Bechberger
CTE Specialist
Prince William County
Public Schools
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Goal of Workshop:
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Develop a systematic instructional approach
for important academic terms.
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6 Step Process to Building Academic
Vocabulary is the first step in a county driven
approach to addressing the *Literacy*
based on "Building Academic
initiative.
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 Disadvantaged”
Experiences that give students background
knowledge:
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Before you start 
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Create a list of vocabulary terms
All identified course vocabulary terms are
currently in the CTE Rigor Site – curriculum
maps – select course from dropdown menus
Unidentified 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 know
 Clarify misconceptions, build on accurate
information
 Help build an understanding of the term
(Think, Pair, Share strategies.)
(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 1
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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
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
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.
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
Strategies
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Clock Buddies
Academic Notebook
Frayer Model
Inspiration – refer to books (available in all schools via the
Novell Launcher)
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Corners
Mirror Lines
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Working with ESL Students: Step 2
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Permit student to write their own definition in
their native language
Encourage 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 Representation
Ask 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 object
Blue Prints
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Draw an Example
Single Parent Family
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Represent with Graphics
Problem-Solving Process
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Dramatize with cartoons and speech
balloons
I 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:
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Clip Art
Tracings
Cut-out pictures
Other ideas?
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Working with ESL Students – Step 3
Non-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 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)
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Notebook Styles and Organization
(work on handout)
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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
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Revise and Add to Notebook Entries
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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)
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Working with ESL Students – Step 4
As 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 Others
Periodically 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 5


Use triads or pairs of students with the same
native language
Use 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 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.
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Working with ESL Students – Step 6


Use pairs or triads of students with the sam
native language
Use 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 - Assignment
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Read 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)
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Free Association
Sentence Stems
Venn Diagrams
Double Bubble
Matrix
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Classify Terms
Solving and Analogy
Problems
Creating 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)
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What is the Question?
Vocabulary Charades
Name That Category
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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
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Plan to Implement:
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Schedule Time:
–
–
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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
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
Q and A; Comments
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering
CTE Recertification Points Offer:
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This workshop is worth 2 points; you need to earn 5
to receive recertification points.
Option 1 – Combine with 2 other CTE workshops
(Networking, RSS Feeds, Marzano) for 6 points
Option 2 – Combine with 1 other CTE workshop
(above) and submit and have accepted a Marzano
Strategy Lesson/Integrated Activity Plan for total of 5
points. (CTE Rigor Site, CTE Rigor (curriculum,
Marzano Lesson/Integrated Lesson Plan Template)
based on "Building Academic
Vocabulary; Teacher's Manual" by
Robert J. Marzano and Debra J.
Pickering