Post on 29-Jan-2018
todaysmeet.com/sjsdscience928
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Links to Documents
Core Document for Learning Cycle Planning
Science Look-fors
Today’s Agenda Diigo
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
6 Step Process to Building Academic Vocabulary
September 28, 2011
Terri Johnson
Instructional Coach/Science
Saint Joseph School District
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Goal of “Mini-lesson”:
Develop a systematic instructional approach for important academic terms.
Use the 6 Step Process to Building Academic Vocabulary within the Learning Cycle Developed through the Lesson Study.
based on "Building Academic 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
Why?
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.
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Consider This
Background knowledge is more important to the understanding of reading than IQ.
Vocabulary instruction in specific content-area terms builds up student’s background knowledge in content area.
Students who understand content for example, in a state mathematics standards document regarding data analysis and statistics have understanding of terms such as mean, median, mode, range, standard deviation, and central tendency
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Did you know…
With the person behind you, decide if following statements are true or false.
1. Reading 14 minutes a day means reading over 1,000,000 words a year.
2. Preschool or children’s books expose you to more challenging vocabulary than do prime-time adult TV shows.
3. Vocabulary can be learned through reading and talking.
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 -
All subjects have a list of vocabulary terms.
Become selective.
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
What the Research Tells Us
Fidelity to a Structure
Model, Model, Model!
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
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
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
Clock Buddies
Academic Notebook
Frayer Model
Inspiration
Corners
Mirror Lines
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
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Blue Prints
Draw an Example
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Single Parent Family
Represent with Graphics
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Problem-Solving Process
Dramatize with cartoons and speech balloons
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
I have a new and different
idea!
Innovation
Does not always have to be freehand. Use:
Clip Art
Tracings
Cut-out pictures
Other ideas?
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.
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Revise and Add to Notebook Entries
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
Possible Activities (Step 4 – interaction)
Free Association
Sentence Stems
Venn Diagrams
Double Bubble
Matrix
Classify Terms
Solving and Analogy Problems
Creating metaphors
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
* Note: These activities align with the 9 Marzano strategies.
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:
Make time and encourage revisions in notebooks
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
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
Possible Review Games - Assignment
Read 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
Review Game Activities (Step 6 - Review)
What is the Question?
Vocabulary Charades
Name That Category
Draw Me
Talk a Mile a Minute
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering
Use at beginning or end of class period
Use when students are lethargic or need energized
Use for review
Q and A; Comments
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering