This document outlines Marzano's six-step plan for direct vocabulary instruction. The six steps include: 1) providing a description of the term, 2) having students describe it in their own words, 3) creating a nonlinguistic representation, 4) doing activities to reinforce knowledge of the term, 5) discussing terms with peers, and 6) playing games involving the terms. Research shows that direct vocabulary instruction can increase student comprehension percentiles by over 30 points. The document also discusses selecting terms, example activities for each step, and tracking student progress in learning terms.
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This presentation explains how to implement Robert J. Marzano's 6 Steps for Building Academic Vocabulary. Including also are resources for more information about the strategy and visual aids for assisting with implementationt.
Marzano's 6 Steps for Building Academic Vocabularyjknight7074
This presentation explains how to implement Robert J. Marzano's 6 Steps for Building Academic Vocabulary. Including also are resources for more information about the strategy and visual aids for assisting with implementationt.
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Building your vocabulary is one of the easiest ways to improve the power of your writing and make any writing task that much easier. This is the "how " to improve your vocabulary.
Summary of Teaching Vocabulary by Nation (2005)
Presentation for Magister en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés, Universidad de Concepción by Sebastian Calisto Miranda
The Prestwick House Guide to Teaching Vocabulary is loaded with tips, tricks, and best practices for teaching vocabulary to high school and junior high school teachers.
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► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
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2. Introduce new vocabulary and language structures
3. Activate students knowledge and make links to prior learning
4. Model ways to construct meaning for the reader
5. Stimulate students to think critically
6. Encourage students to reflect on their learning
7. Monitor students closely while they engage and process texts
8. Build confidence as independent readers
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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http://sandymillin.wordpress.com/iateflwebinar2024
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For more information, visit-www.vavaclasses.com
2. You will:
Understand characteristics of effective
vocabulary instruction, and
Apply a six-step process for direct instruction
in vocabulary.
Incorporate various vocabulary teaching
strategies.
* 2
By the end of the next two
sessions…
3. 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.
4. 🞂 there is a 38,000,000 word gap, by age 4,
between impoverished and middle-class
children
* 4
Building academic background knowledge
through direct vocabulary instruction is
particularly beneficial for students who
do not come from advantaged
backgrounds because…
5. 🞂 18-24% increase on standardized tests for
students living in poverty
🞂 21-29% increase on standardized tests for ELL
students
* 5
Research Findings
Why should we explicitly teach
academic vocabulary using a
process?
6. Student Engagement
What influences whether students are paying attention to the teacher or
the lesson?
◆energy
◆affect/emotions
◆ interest/curiosity
◆ challenge
◆routines
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.
* 6
7. 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.
8. 🞂 BICS –language of the playground and social interaction
🞂 CALP –cognitive and academic language, the language of the
curriculum
* 8
BICS & CALP
10. Six-Steps for Teaching New
Terms
•First 3 steps – introduce and
develop initial understanding.
•Last 3 steps – shape and sharpen
understanding.
11. Step 1
•Provide a description,
explanation, or example of new
term.
•Our term for today is: Drought
Do not just repeat the
dictionary
12. Step 1 contd
•Tell a story that integrates the term
•Use digital image as the stimulus in
understanding the information
•Use current events to help make the terms
applicable to something familiar to students
•Describe your own mental pictures of the
terms
•Find or make pictures that exemplify the
term
14. Step 2 contd
• Allow the students to discus the terms in
partners or small groups
• Provide more descriptions, explanations or
examples if necessary
• Remind learners to use their own words, no
parroting of the teacher’s description or reading
from the dictionary
16. 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.
17. Step 4 contd
•Identify synonyms or antonyms
•List related words/mind mapping
•Draw a graphic
•Write a metaphor or an analogy
•Compare and contrast terms
•Sentence Stems
•Free Association (warm up)
•Venn Diagram
18. 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.
Grass is to field as word is to ______.
Decibel is to sound as _____ is to _____.
20. “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.
24. 🞂 Games are the most underused instructional
tool in education (Barth)
🞂 Games help teachers keep new terms in the
forefront of students’ thinking (Tomlinson)
🞂 Games allow students to reexamine their
understandings of terms (O’Brien)
🞂 Provide opportunities for students to work
together and possibly lowers anxiety (J&J)
Step 6 contd
26. One Way of 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.
27. Management
•10 terms in the IC Plan so 1 per week for
10 weeks to teach target terms.
•As part of the Spelling Programme set
time to engage students in vocabulary
activities, adding to knowledge base.
•Allow students to discuss terms.
•Encourage students to add information
into their language books.