Academic Vocabulary Instruction using Marzano

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Academic Vocabulary Instruction using
Marzanos Six-Step Plan

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By the end of this session

• You will
• 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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Building academic background knowledge through
direct vocabulary instruction is particularly
beneficial for students who do not come from
advantaged backgrounds because

• 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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Research Findings Why should we explicitly
teach academic vocabulary using a process?

• 9-12 increase on standardized tests for students
  living in poverty
• 15-21 increase on standardized tests for ELL
  students

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The Impact of Direct Vocabulary Instruction on
Student Achievement
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Student Engagement

• 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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Types of Vocabulary Words

• 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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Selecting Academic Vocabulary
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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

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• Step 2
• Students restate explanation of new term in own
  words.

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• Step 3
• Students create a nonlinguistic representation of
  term.
• Internet Clipart Resources
• Madrid Teacher
• Vocabulary Quiz Using Images

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• 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.pbw
orks.com.
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• 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 _____.

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• Step 5
• Periodically students are asked to discuss terms
  with one another.

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• 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.

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Oceans

• Wave
• Pacific
• Tropical fish
• Algae
• Moon
• Ship

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Measurement Inch Foot Centimeter Millimeter Yard M
eter
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Geometry Radius Congruent figures Pi Similar
figures Reflection Vertex Segment
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• 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.  
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• Vocabulary CharadesGame Activity
• Please stand.
• Using your arms, legs, and bodies, show the
  meaning of each term below
• radius
• diameter
• circumference

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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 Im not confused about any part of what it means.
Level 2 Im a little uncertain about what the term means, but I have a general idea.
Level 1 Im very uncertain about the term. I really dont understand what it means.
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• 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.

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Teaching Strategies
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
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5 sides
polygon
pentagon
House shape
5400
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• 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.