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    Marzano Vocab PDF

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    Abdul Karim
    The document outlines Marzano's six step process for teaching academic vocabulary. The steps include: 1) Providing a description, explanation or example of the new term; 2) Asking students to restate the description in their own words; 3) Asking students to construct a picture or symbol representing the word; 4) Engaging students in activities to expand their knowledge of terms; 5) Asking students to discuss terms with one another; and 6) Involving students in games with the terms. The process emphasizes hands-on learning activities to build understanding and retention of new vocabulary words.

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    Marzano Vocab PDF

    Uploaded by

    Abdul Karim
    161 views13 pages
    The document outlines Marzano's six step process for teaching academic vocabulary. The steps include: 1) Providing a description, explanation or example of the new term; 2) Asking students to restate the description in their own words; 3) Asking students to construct a picture or symbol representing the word; 4) Engaging students in activities to expand their knowledge of terms; 5) Asking students to discuss terms with one another; and 6) Involving students in games with the terms. The process emphasizes hands-on learning activities to build understanding and retention of new vocabulary words.

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    The document outlines Marzano's six step process for teaching academic vocabulary. The steps include: 1) Providing a description, explanation or example of the new term; 2) Asking students to restate the description in their own words; 3) Asking students to construct a picture or symbol representing the word; 4) Engaging students in activities to expand their knowledge of terms; 5) Asking students to discuss terms with one another; and 6) Involving students in games with the terms. The process emphasizes hands-on learning activities to build understanding and retention of new vocabulary words.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    161 views13 pages

    Marzano Vocab PDF

    Uploaded by

    Abdul Karim
    The document outlines Marzano's six step process for teaching academic vocabulary. The steps include: 1) Providing a description, explanation or example of the new term; 2) Asking students to restate the description in their own words; 3) Asking students to construct a picture or symbol representing the word; 4) Engaging students in activities to expand their knowledge of terms; 5) Asking students to discuss terms with one another; and 6) Involving students in games with the terms. The process emphasizes hands-on learning activities to build understanding and retention of new vocabulary words.

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    Marzano’s Six Step Process

    Teaching Academic Vocabulary

    1. Provide a description, explanation, or example of the new


    term. (Include a non-linguistic representation of the term
    for ESL kids.)

    2. Ask students to restate the description, explanation, or


    example in their own words. (Allow students whose primary
    existing knowledge base is still in their native language to
    write in it.)

    3. Ask students to construct a picture, symbol, or graphic


    representing the word.

    4. Engage students periodically in activities that help them add


    to their knowledge of the terms in their notebooks.

    5. Periodically ask students to discuss the terms with one


    another. (Allow in native language when appropriate)

    6. Involve students periodically in games that allow them to play


    with terms.
    1. Provide a description, explanation, or example of the new term.
     Looking up words in dictionaries is not useful for teaching vocab
     Provide a context for the term
     Introduce direct experiences that provide examples of the term
     Tell a story that integrates the term
     Use video as the stimulus for understanding information
     Ask students to investigate the term and present the information to
    the class (skit, pantomime, poster, etc.)
     Describe your own mental picture of the term
     Find or create pictures that explain the term

    2. Ask students to restate the description, explanation, or example


    in their own words.
     Monitor and correct misunderstandings
     Must be student’s original ideas, not parroting the teacher

    3. Ask students to construct a picture, symbol, or graphic


    representing the word.
     Model, model, model
     Provide examples of student’s drawings (and your own) that are rough but
    represent the ideas
     Play “Pictionary”
     Draw an example of the term
     Dramatize the term using speech bubbles
     Let them find a picture on the internet, if necessary
    4. Engage students periodically in activities that help them add to
    their knowledge of the terms in their notebooks.
     Highlight prefixes, suffixes, root words that will help them remember the
    meaning of the term
     Identify synonyms and antonyms for the term
     List related words
     Write brief cautions or reminders of common confusions
     Translate the term into another language for second language students
     Point out cognates to words in Spanish
     Write incomplete analogies for students to complete
     Allow students to write (or draw) their own analogies
     Sort or classify words
     Compare similarities and differences

    5. Periodically ask students to discuss the terms with one another.


     Think-Pair-Share
     Compare their descriptions of the term
     Describe their pictures to one another
     Explain to each other any new information they have learned (“aha’s”)
     Identify areas of disagreement or confusion and seek clarification
     Students can make revisions to their own work

    6. Involve students periodically in games that allow them to play with


    terms.
     Pictionary
     “Oops” (formerly known as “Bang”)
     Upset the fruit basket
     Memory
     Jeopardy (vocab words are on the board, players make up a question to define)
     Charades
     Name that Category ($100,000 Pyramid)
     Password
     Talk a Mile a Minute (like Catch Phrase)
     Bingo (you give definition, kid marks the word)
     Create a skit (assign groups of 3-4 kids 3 vocab words to make a skit out of)
     Swat Game (post 2 sets of words, kids on 2 teams compete to find words first and swat with fly-swatter)
    BEFORE you begin your next UNIT of INSTRUCTION:

    1. What Power Indicators (standards) are included in this Unit? List indicators.
    -
    -
    -
    2. What is the key academic vocabulary needed in this Unit? List words.
    -
    -
    -
    -
    -
    -
    Plan for direct vocab. instruction: (Marzano’s 6 Steps for Teaching Vocab.)

    1. YOU provide a description, explanation or example. (story, sketch,


    powerpoint)
    2. Ask students to re-state or re-explain meaning in their own words. (journal,
    community circle, turn to your neighbor)
    3. Ask students to construct a picture, graphic, or symbol for each word.
    4. Engage students in activities to expand their word knowledge. (add to their
    notes, use graphic organizer format)
    5. Ask students to discuss vocabulary words with one another. (collaborate)
    6. Have student play games with the words. (Bingo w/definitions, Pictionary
    Charades, )

    3. Plan to provide or activate background knowledge:


    __ Study Trip __ Guest Speaker (expert)
    __ Bring In Live Sample __ Bring In Actual Artifacts
    __ Theme Day (“Indian Day”)

    __ Video (United Streaming) __ Show Photos


    __ Posters __ Models of Actual Items
    __ Graphic Organizer __ PowerPoint
    __ Community Circle Topic __ Read Aloud (story)
    __ Other

    4. Now you are ready to plan your Unit’s lessons, activities, and assessments.
    Vocabulary Four Square
    _______________________
    _______________________
    _______________________
    Meaning Picture
    _______________________
    _______________________
    _______________________
    Word Sentence
    Word
    Picture
    __________________

    ____________
    _________________________
    _________
    Synonym

    ____________________
    Antonym

    In my own words: ____________________________________________

    _________________________________________________________

    Sentence _________________________________________________

    _________________________________________________________

    Word
    Picture
    __________________

    ____________
    _________________________
    _________
    Synonym

    ____________________
    Antonym

    In my own words: ____________________________________________

    _________________________________________________________

    Sentence _________________________________________________

    _________________________________________________________
    Connect Two

    Choose two words from your list. Describe to your partner or group
    how those two words are related. You all need to write how they are
    connected. Then your partner can choose two other words.

    Example:
    ______Courteous_______ and ___drenched____
    are connected because a courteous person will
    share his umbrella so someone doesn’t get
    drenched.___________

    ___________________________and
    _________________
    are connected because _____________________
    ________________________________________
    ________________________________________

    __________________________and
    __________________
    are connected because _____________________
    ________________________________________
    ________________________________________
    YES
    !
    NO
    Word Context Clue Definition Quick Draw Connection
    WEBSITES

    Article on using student friendly definitions versus typical dictionary definitions.


    http://www.schoolsmovingup.net/cs/smu/download/rs/10753/McKeown.LearningWordMeaning.p
    df?x-r=pcfile_d

    This article discusses what it means to learn vocabulary and also a few ways promote vocabulary
    acquisition. The authors also talk about word consciousness.
    http://www.schoolsmovingup.net/cs/smu/download/rs/10061/BaumannCh12%20(SchoolsMovingU
    p%20Showcase%201).pdf?x-r=pcfile_d

    “Browse our webinar archives, where you can watch and listen to full web presentations by
    leaders in the field of school improvement.” Each archive includes questions, discussions, and
    accompanying resources from the live webinar.
    http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/past.htm

    Elfrieda Hiebert presentation on Strategic Vocabulary Selection: Choosing words for narrative
    and informational texts.
    http://www.textproject.org/presentations/summer-2008-strategic-vocabulary-selection

    Resource page from Illinois School District U-46 on academic vocabulary including links to
    activities and games.
    http://www.u-46.org/roadmap/dyncat.cfm?catid=477

    Reference site on the English language; word origins, Greek & Latin roots, historical development
    of English.
    http://wordinfo.info/

    Reference sites for word origins, synonyms, antonyms.


    www.dictionary.com
    www.thesaurus.com

    Example from a teacher of building background knowledge: Using a “dresser” analogy to teach
    the structure of informational text.
    http://www.mail-archive.com/understand@literacyworkshop.org/msg00234.html

    A verbatim transcript of a presentation given by Bob Marzano: What Works in Schools: A


    Research-Based Approach to School Improvement.
    www.simulconference.com/ASCD/2003/scs/3170a.shtml

    Click on the English Language Learners link to find more ideas about teaching academic
    vocabulary. Doing What Works website.
    http://dww.ed.gov
    BOOKS

    Accelerated Vocabulary Instruction Strategies for Closing the Achievement Gap for all
    Students by Nancy Akhavan; Scholastic, 2007.
    Creating a Robust Word-Learning classroom, Includes ideas for read-aloud lessons &
    content areas, includes a packet of graphic organizer overheads.

    Bringing Words to Life Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown,
    & Linda Kucan; The Guilford Press, 2002.
    Rationale for teaching vocabulary, how to choose words to teach (Tier 1, Tier 2, Tier 3),
    how to teach vocabulary.

    Building Academic Vocabulary (Teacher’s Manual) by Robert Marzano & Debra J. Pickering;
    ASCD, 2005
    Creating a list of academic vocabulary words how to teach them. Includes academic
    vocabulary word lists for content areas.

    Building Background Knowledge for Academic Achievement Research on What Works in Schools
    by Robert Marzano; ASCD, 2004
    Rationale for building background knowledge and how to build it. Includes lists of
    academic vocabulary for content areas.

    Getting into Words Vocabulary Instruction that Strengthens Comprehension by Shira Lubliner;
    Paul H. Brookes Publishing, 2005.
    Strategies to strengthen comprehension, develop metacognitive skills & build word
    knowledge. Includes cue cards for students in both English & Spanish.

    Words, Words, Words Teaching Vocabulary in Grades 4-12 by Janet Allen, Stenhouse
    Publishers, 1999.
    Developing effective practices in vocabulary instruction. Includes 22 effective graphic
    organizers to use.

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