BUILDING ACADEMIC VOCABULARY A SIX-STEP PROCESS Learning new words representing known or unknown concepts 4.Engage students in word activities 5.Discuss words 6.Engage student “play” with words 1.Introduce word 2.Students generalize meaning 3.Students create nonlinguistic representation (Marzano, 2004)

E XPERIENCE & O BSERVE Strategy observer What steps/processes did you observe? Participant observer What words, behaviors, evidence of student learning did you notice? Participants What did you learn? What worked for you? How did you feel as a learner using this strategy?

Partners - A’s & B’s

Reluctant

Not sure you want to do something.

Draw Something you might be reluctant to do.

I would be reluctant to…

Draw Something you’re willing to do.

I would not be reluctant to…

A cat might be reluctant to…

Reluctant Not sure you want to do something.

E XPERIENCE & O BSERVE Strategy observer What steps/processes did you observe? Participant observer What words, behaviors, evidence of student learning did you notice? Participants What did you learn? What worked for you? How did you feel as a learner using this strategy?

BUILDING ACADEMIC VOCABULARY STEPS Massed Practice 1.Introduce word  Student friendly descriptions, examples, explanations, images, etc.  Must connect to students’ prior knowledge 2.Students generalize meaning 3.Students create nonlinguistic representation Caution!  Monitor understanding carefully  May require more than one session Caution!  Monitor understanding carefully  May require more than one session

Questions? April Kelley Reading & Writing Consultant ESU (office) (cell)