Six step vocabulary_instruction_revised_without_notes


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  • Direct instruction (list of words) 62 percentile – not as effective of direct instruction of words related to contentGraphic that shows the importance of direct vocabulary instruction – paints a vivid picture for visual learners
  • Should include critical features – typical setting, specific physical features, how it is developed or built, its typical useFor example: The setting of a port city is usually near an ocean with easy access to open watersPhysical characteristics – large docks and equipment for unloading ships, and it is close to railroads so that cargo can be transported inlandUsually develop because early settlers coming from the ocean…Typical use – center for trade, commerce and the mixing of many cultures
  • Like talking to a friend.
  • Remember the goal of storing in long term memory.Combining this step with the use of an academic notebook creates a vehicle for the multiple exposures and the gradual shaping of understanding of terms so vital to vocabulary developmentSection in academic notebookThree columnsMy description, representation, new insight
  • Research indicatesStudents must process word multiple times (minimum of 12 times)Learning is greatly enhanced when students interact with words in a variety of ways.
  • Six step vocabulary_instruction_revised_without_notes

    1. 1. Six Step Vocabulary Instruction - Marzano Betancourt, Hollis & Rainwaters November 3, 2009 Immokalee High
    2. 2. Timed Pair Share  The teacher announces a topic, states how long each student will share and provides think time.  In pairs, Partner A shares; partner B listens.  Partner B responds with a positive gambit  Partners switch roles
    3. 3. Gambits  Copycat response ◦ “Thanks for sharing!” ◦ “You are interesting to listen to! “  Complete the sentence gambits ◦ “One thing I learned listening to you was… ◦ “I enjoyed listening to you because…” ◦ “Your most interesting idea was…”
    4. 4. One must be drenched in words, literally soaked in them, to have the right ones form themselves into the proper pattern at the right moment. -Hart Crane
    5. 5. Essential Questions How do I effectively teach vocabulary? How do I choose vocabulary to teach?
    6. 6. Essential Vocabulary CPR Academic notebooks Survival of the Fittest Semantic Feature Analysis Word Sort
    7. 7. Rationale Research conducted in the past ten years indicates that vocabulary knowledge is the single most important factor contributing to comprehension.
    8. 8. Myth Wide reading will suffice as the primary vehicle for learning vocabulary
    9. 9. Factoids  Explicit teaching of vocabulary is essential  Vocabulary demands balloons to 85,000 words at the secondary level  Conversational speech consists of only 5,000 – 7,000 words
    10. 10. Six Steps to Vocabulary Instruction 1. Teacher provided explicit/direct instruction 2. Students restate in own words 3. Students create nonlinguistic representation of term
    11. 11. Steps Continued 4. Students engage in activities 5. Students discuss terms 6. Students are involved in games
    12. 12. Step 1 Explicit Instruction  A dwarf planet is a celestial body that  (a) is in orbit around the Sun,  (b) has sufficient mass for its self- gravity to overcome rigid body forces so that it assumes a hydrostatic equilibrium (nearly round) shape,  (c) has not cleared the neighborhood around its orbit, and  (d) is not a satellite.
    13. 13. What’s the difference? Definition Description Formal language Everyday language
    14. 14. Definition/Description Word Definition Description Covert Kept from sight; secret; hidden Describes something that is done in a hidden or secret way Illusion Appearance or feeling that mislead because it is not real Something that looks like one thing but is really something else or is not there at all
    15. 15. Step 2 Restate in Own Terms
    16. 16. Academic Notebook (SSR) My Description Representation New Insight
    17. 17. Step 3 DRAWING  Draw the actual term, that is diameter, triangle, circle, etc.  Draw the familiar symbol for the term, that is DNA, Justice, etc.  Draw an actual illustration of the action the term depicts such as food chain.  Draw graphics for terms easily represented that way, that is, centralization, decentralization, etc.  Dramatize the term using cartoon bubbles that represent the meaning.
    18. 18. Term, phrase Category: (standard, unit, alphabetical…) Picture/graphicDescription: Related terms, phrases ©Marzano Research Laboratory
    19. 19. Step 4 Activities  Comparing terms  Classifying terms  Generating metaphors  Generating analogies  Revising definitions and pictures  Using understanding of roots and affixes to increase knowledge
    20. 20. Step 5 - Think Pair Share
    21. 21. Step 6 Games
    22. 22. Work in Groups CPR – (Janet Allen) Survival of the Fittest – (Janet Allen) Word Sort – (McREL) Semantic Feature Analysis – (McREL)
    23. 23. What is it? How and when do I use it?
    24. 24. GAMES
    25. 25. Occasionally, schedule games that encourage students to play with the terms.  Plan for games at least once a week.  Guide students in the review and use of important terms that you have presented.  Modify the games listed on the following slides to be used in the major subject areas and for use with your students. ©Marzano Research Laboratory
    26. 26. Definition Smefinition  This game (modeled after Scattergories), requires little or no knowledge of the relevant terms and phrases. In fact, part of the fun of the game is not knowing the definitions. It can be played in any content area (language arts, social studies, science, math), and it is best suited to upper elementary through high school students. ©Marzano Research Laboratory
    27. 27. Definition Smefinition  Break the class into teams of three, four, or five. The game can be played within each group, or it can be played with a whole class.  Give one team a bowl full of folded paper scraps on which vocabulary terms are written and a dictionary.  One member chooses a term and reads it aloud.  Write the term on the board and begin the game. ©Marzano Research Laboratory
    28. 28. Definition Smefinition  The team with the dictionary looks up the real definition of the term.  The other teams work collaboratively to develop a definition of the term.  The teacher collects all definitions and reads them aloud.  Each team, except the team with the dictionary, guesses which definition is correct.  Points are awarded for the correct definition.  Students are directed to write the word and the correct definition in their vocabulary notebooks. ©Marzano Research Laboratory
    29. 29. Stream of Consciousness  Possible definition: The water that comes out of any faucet the Dalai Lama is under.  Real definition: A form of writing in which a character’s thoughts occur and continue in random form without logic. ©Marzano Research Laboratory
    30. 30. Angle of Depression  Possible definition: How far the couch sinks down when you sit down.  Real definition: The angle at which you look down to see something that is below you. ©Marzano Research Laboratory
    31. 31. Recessive Trait  Possible definition: All of the bad things you are capable of doing but do not actually do.  Real definition: A trait that can be inherited by a child only if both parents carry the right gene. ©Marzano Research Laboratory
    32. 32. Review Activities  Free Association ◦ Call out a term (the target word) ◦ Ask students to respond with any word they believe is related to the target word. (Small or whole group ◦ Ask the last student who offers a word to explain how the word is related to the target word.
    33. 33. Which One Doesn’t Belong  Modify the game to be used in any of the four subject areas (language arts, social studies, science, mathematics).  Tailor the game to the vocabulary abilities of students.  Direct students to look a groups of terms or phrases and identify the term that does not belong. ©Marzano Research Laboratory
    34. 34. Which One Doesn’t Belong I  A story about a man battling Bipolar Disorder  A story about a man who committed a crime and is torn between turning himself in and keeping the secret to avoid punishment  A story about a woman’s abusive relationship with her husband  A story about a woman’s path to recovery from alcoholism Answer: The third option is an example of external conflict while the other three options are examples of internal conflicts. ©Marzano Research Laboratory
    35. 35. Which One Doesn’t Belong II  The school is attended by many different races, but each race tends to spend personal time with people of their own race.  A restaurant has one bathroom for people of one race and another for people of a second race.  A country allows residents of one race to vote in election but not residents of another race.  A store is owned by a person who only hires people of one race. Answer: The first option is an example of de jure segregation and the other three are all examples of de facto segregation. ©Marzano Research Laboratory
    36. 36. Which One Doesn’t Belong V  The square of the hypotenuse of a right triangle is equal to the sum of the squares of the other two sides.  a2 + b2= c2  c= square root: a2 + b2  a2 + b2 + c2= 0 Answer: Only the last option is not the Pythagorean theorem. ©Marzano Research Laboratory
    37. 37. Which One Doesn’t Belong III  Helium  Nitrogen  Oxygen  Carbon Dioxide Answer: Helium is the only gas that cannot be found in the makeup of the atmosphere. ©Marzano Research Laboratory
    38. 38. Word Selection Essential Vocabulary
    39. 39. Questions?
    40. 40. Resources %20newsletter.pdf oj41509.ppt Building Background Knowledge for Academic Achievement by Robert Marzano
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