Transcript Academic Vocabulary Instruction using Marzano’s Six

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You will:
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Understand characteristics
of effective vocabulary
instruction, and
Apply a six-step process
for direct instruction in
vocabulary.
Incorporate various vocabulary teaching
strategies.
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Impact of Direct Vocabulary
Instruction
•Research shows a student in the 50th percentile
in terms of ability to comprehend the subject
matter taught in school, with no direct vocabulary
instruction, scores in the 50th percentile ranking.
•The same student, after specific content-area
terms have been taught in a specific way, raises
his/her comprehension ability to the 83rd
percentile.
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there is a 38,000,000 word gap, by age 4,
between impoverished and middle-class
children
the majority of our students live at or below
the poverty line
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9-12% increase on standardized tests for
students living in poverty
15-21% increase on standardized tests for ELL
students
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What influences whether students are paying attention to the teacher or the
lesson?
energy
affect/emotions
 interest/curiosity
 challenge
What influences students’ beliefs about the importance what they are
learning or doing?
perceptions of learning
long term goals
short term goals
perception of relevance /usefulness
What influences students’ sense of efficacy related to the task or learning
 perceptions of intelligence
 past experiences
Level of autonomy
 perceptions of access to knowledge and resources.
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What It Means to Us…
•It is not necessary for all vocabulary terms
to be directly taught.
•Yet, direct instruction of vocabulary has
been proven to make an impact.
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Tier One consists of words such as clock, baby, and happy
whose meanings students are likely to know.
Tier Two is made up of words such as fortunate, maintain, and
merchant that are “likely to appear frequently in a wide
variety of texts and in the written and oral language of
mature language users” (2002, p. 16), but whose meanings
students are less likely to know.
Tier Three is made up of words such as irksome, pallet, and
retinue that appear in text rarely. Although these rare words
are often unknown to students, their appearance in texts is
limited to one or two occurrences, and because they are often
specific to particular content, students can use the context of
texts to establish their meaning.
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Six-Steps for Teaching New
Terms
•First 3 steps – introduce and
develop initial understanding.
•Last 3 steps – shape and sharpen
understanding.
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Step 1
•Provide a description,
explanation, or example of new
term.
•Our term for today is:
“equation”
Step 2
•Students restate explanation
of new term in own words.
Step 3
•Students create a
nonlinguistic representation of
term.
Internet Clipart Resources:
•Madrid Teacher
•Vocabulary Quiz Using Images
Step 4
•Students periodically do activities
that help add to knowledge of
vocabulary terms.
A list of activities can be found at:
TeachNet, GameAquarium, quizlet.com, sedl.org,
Word Scrambler, myplick.com and the
cmsdmathcoaches.pbworks.com.
Review Activity
Solving Analogy Problems
•One or two terms are missing. Please think
about statements below, turn to your elbow
partner and provide terms that will complete
following analogies.
Inch is to ruler as word is to ______.
Decibel is to sound as _____ is to _____.
Step 5
•Periodically students are asked to
discuss terms with one another.
“Talk a Mile a Minute”
Activity
•Teams of 3-4
•Designate a “talker” for each round.
•Try to get team to say each word by
quickly describing them.
•May not use words in category title or
rhyming words.
Wave
Pacific
Tropical fish
Algae
Moon
Ship
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Measurement
Inch
Foot
Centimeter
Millimeter
Yard
Meter
Geometry
Radius
Congruent figures
Pi
Similar figures
Reflection
Vertex
Segment
Step 6
•Periodically students are
involved in games that allow
them to play with terms.
A variety of games are available at this
website: PowerPoint Games, Word Game Boards,
Excel Games, WORDO, Twister, Fly Swat.
Vocabulary Charades
Game Activity
•Please stand.
•Using your arms, legs, and bodies, show
the meaning of each term below:
–radius
–diameter
–circumference
Keeping Track of Student Progress
Level 4:
I understand even more about the term than when
I was taught.
Level 3:
I understand the term and I’m not confused about
any part of what it means.
Level 2:
I’m a little uncertain about what the term means,
but I have a general idea.
Level 1:
I’m very uncertain about the term. I really don’t
understand what it means.
Management
•1, 2, 3 terms per week for 30 weeks to
teach target terms.
•Set aside time periodically to engage
students in vocabulary activities, adding
to knowledge base.
•Allow students to discuss terms.
•Encourage students to add information
to notebooks.
5 Components for Scaffolding Formal
Mathematical Vocabulary
The AISD Elementary Mathematics Department
lists 5 components for scaffolding
students’ understanding and use of informal
vocabulary with formal mathematical
vocabulary:
5 sides
polygon
5400
pentagon
House
shape
Final Thoughts
•Teachers, schools, and districts that
embrace a comprehensive approach of
building academic vocabulary will see
impressive results in classrooms and on
achievement tests.