Marzano%20Vocabulary%20Instruction

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Marzano VocabularyInstruction

• Gina Hartman
• Andrea Blanco
• Francis Howell School District

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Session Starter - Free Association

• Participants will be provided a target term.
•  
• Each member of your table group will take turns
  saying any word that comes to mind related to the
  target term.
•  
• When the facilitator tells you stop, the last
  person to say a word will explain how that word
  is related to the target.
•  
• (Marzano Pickering, 2005)

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During this session we will.....

• Become familiar with the Marzano Six-Steps of
  Vocabulary Instruction.
•  
• Become familiar with strategies and resources
  that align to the six steps. 
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• Develop and share a plan to make vocabulary
  instruction common practice in your
  building/classroom. 
•  

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• 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.
•  
• (Marzano Pickering, 2005)

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• 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.
•  
• (Marzano Pickering, 2005)

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• 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.
• (Marzano Pickering, 2005)

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Marzano, R.J., Pickering, D.J. (2005). Building
academic vocabulary teacher's manual. Alexandria,
VA Association for Supervision and Curriculum
Development.
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• fhsdvocabulary.pbworks.com

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• Show video
• Before providing information, try to determine
  student's background knowledge
•      Use KWHL charts, activities to activity
  prior knowledge (see wiki)                 
• Do not provide students with a formalized
  definition.
• Use both linguistic-and nonlinguistic approaches 

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1. Write the term 2. Rate their knowledge of the
term 3. Write examples, descriptions, or
explanations of the term. 4. Draw a picture of
the term 5. Add new items to the term as they
are discussed in class.
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Let's practice using the vocabulary notebook.

• Your word is...impudent.

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• Show video
• Non-linguistic
• May need some guidance and modeling if students
  are not accustomed to creating pictures and
  graphics for ideas.
• Technology can aid in the construction of
  non-linguistic representations

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• Video Clip
• Specific activities should be planned by the
  teacher to periodically review the targeted
  terms.
• Each time students engage in these activities,
  they should be provided opportunities to add to,
  or revise, the entry for the term in their
  academic notebooks. 

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Activity Suggestions

• Free Association
• Comparing Activities
• Classifying Activities
• Analogy Activities
• Create Metaphors

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Classifying Activity 1 (Marzano Pickering, 2005)

• Give students a list of terms from their
  notebooks and ask them to classify the terms. 
• Example terms
• mesa, mountain, bay, ocean, canyon, hill, glen,
  forest, plain, port, canal, reservoir, stream,
  and prairie.

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Classifying Activity 2 (Marzano Pickering, 2005)

• Create categories for students and ask them to
  find terms from their notebooks that might fit
  into those categories.  
• Example  Ask students to identify people in
  history who were known for what they did for
  others or were known for caring more about
  themselves than about others.

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Classifying Activity 3 (Marzano Pickering, 2005)

• Ask students to review all of the terms in a
  section of their notebook and challenge them to
  create their own categories and classify the
  those terms.
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•  Video Clip
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• The goal of this step is to encourage students to
  help each other identify and clear up
  misconceptions and confusions.
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• Remember, to encourage students to make additions
  or revisions to their notebook entries after the
  discussions.
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• The activities in this step can be unstructured
  or structured activities.  

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Activity Suggestions

• Think-Pair-Share
• Should Partner
• Talking Chips
• ABC Graffiti
• Four Corners
• Give One, Get One

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• Stand up
• Take 7 steps in any direction
• Pick the nearest person that you don't know very
  well
• Form a group of four by finding another group
  that you don't know very well

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• It is important to set aside blocks of time each
  week to play games in order to energize students
  and guide them in the review and use of important
  terms.

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Vocabulary Charades (Marzano Pickering, 2005)

• Please stand. 
• Using your arms, legs, and bodies, show the
  meaning of each term.

http//www.flickr.com/photos/kohlerfolk/4112543671
/in/photostream/
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Talk a Mile a Minute (Marzano Pickering, 2005)

• 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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Shapes

• Square
• Circle
• Rectangle
• Triangle
• Right Triangle
• Oval
• Diamond

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Carleton, L., Marzano, R.J. (2010). Vocabulary
games for the classroom. Bloomington, IN Marzano
Research Laboratory.
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Puzzle Stories (Carleton Marzano, 2010)

1. Split the class into small groups (3-5 students
   with mixed ability levels). 
2. Provide a list of vocabulary terms to each group
   or display the terms on a whiteboard in the
   classroom.
3. Give each group a puzzle and have the students in
   each group put the puzzle together. 
4. Each group of students will then write a story
   about the scene or object depicted in the puzzle
   using their vocabulary word list.
5. Have a representative from each group read the
   story aloud to the class.

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Example - Physics Class 

• Exothermic - chemical reaction or compound
  occurring or formed with the evolution of heat.
• Endothermic -chemical reaction or compound
  occurring or formed with the absorption of heat.
• Definitions from http//www.thefreedictionary.com

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Image Source http//www.evelinecharles.com/blog/e
velinecharles-how-to-get-a-safe-summer-tan
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PowerPointand SMART BoardReview Games
Don't forget about using your technology
resources!
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Monitoring Student Learning

• Move around the room while students work in
  notebooks.
• Check student notebooks periodically.
• Listen during review games and activities
  to correct inaccuracies.
• Use student self-evaluation scoring guide.
• Have a section for student self-reflection.

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Other Recommendations

• Refer to the district curriculum or decide as a
  PLC which target terms you will focus on.
• Keep the number of target terms within each
  subject area small (3 terms per week).
• Make sure you allow students time to add to and
  modify their vocab notebooks.
• Don't skip any steps in the process.
• Time can be found by evaluating current
  practices.

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Summary

• Teaching specific terms in a specific way is the
  strongest action a teacher can take to ensure
  that students have the academic background
  knowledge that they need to understand the
  content in school.

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Activity

• Move around the room while the music is playing.
  When it stops, partner the person that is nearest
  to you.
• You and your partner will collaborate to answer
  the questions you have learned about the content
  this morning.

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Activity Questions

• Describe the 6-Steps for teaching vocabulary
  instruction.
• Discuss several ways you could assess the
  students prior knowledge.
• Brainstorm four things you can have the students
  do to elaborate on the terms.

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• How can you make effective vocabulary instruction
  common practice in your school or classroom?