1. Building Academic Vocabulary Robert J. Marzano Debra J. Pickering Dedicated to Continuous Improvement

2. Marzano’s Research School Factors Curriculum Feedback Parent Involvement Safe Environment Professionalism Teacher Factors Instructional Strategies Similarities /Differences Summarizing/Note Taking Effort/Recognition Homework/Practice Nonlinguistic Representations Cooperative Learning Objectives/Feedback Generate/Test Hypotheses Questions/Organizers Classroom Management Curriculum Design Student Factors Home Environment Background Knowledge Motivation

3. Student Factors Home Environment – Communicate about school and offer parent classes Motivation – Provide feedback on individual growth, engaging activities, long –term projects of choice Background Knowledge – Schools can build through experiences, relationships and vocabulary

4. Direct Approaches to Enhancing Background Knowledge Programs that directly increase life experiences Relationships o volunteer programs o clubs o Mentors Experiences o postsecondarypostsecondary visitations o field trips o Grand Canyon Grand Canyon o Wildlife Wildlife

5. Systematic Vocabulary Instruction Wide reading w/emphasis on vocabulary – Ask students to identify interesting words – Keep personal vocabulary notebook Direct vocabulary instruction – Brief demonstration of term – Imagery- based representation – Student uses own words and imagery

6. Marzano’s 6 Steps Step 1 - Description Provide a description, explanation or example of the new term Preassessment Try to determine prior knowledge Share aloud what they think they know

7. Provide Information Do not simply read definition Introduce direct experiences (field trip, speaker, internet resources) Tell a story that integrates the term Video or computer images Small groups to investigate term and share Use current events for relevance Describe your mental pictures of the term Find or create pictures that exemplify the term

8. Step 1 – Example - Math Math teacher introduces “function” A function is a relationship between two things like height and weight. As one goes up, the other goes up. Isn’t it generally true that as you have grown in height over years, your weight has also gone up? We could describe this relationship by saying “Your weight is a function of your height” Creates a starting place for learning the term

9. Step 1 – Example - Science Climate – Definition – The prevailing meteorological conditions, or weather, of a place, including temperature, precipitation, and wind. Teacher introduces climate – “Climate is the word that describes what weather is generally like in a particular place. If someone says that a place has a warm, dry climate, it means that the winters are not really cold and there is probably not much snow, plus the summers are probably pretty hot without much rain.

10. Step 1 – Example - LA When presenting proper nouns, first identify the characteristics necessary for students to develop a general understanding. Example - The Iliad and The Odyssey Teacher may introduce by saying “In Greece during the 7 th and 8 th centuries B.C., two poems were immensely popular and were taught to all Greek citizens. They were The Iliad and The Odyssey.

11. Step 2 – Linguistic Representation Ask students to restate the description, explanation, or example in their own words Students should not copy what you have said Students should construct their own descriptions, explanations, or examples. Teachers need to monitor for clarity and confusions

12. If students struggle with restating descriptions, explanations, or examples, you might: Provide additional descriptions, explanations or example Allow students to discuss the term with partner or small group You may move to step 3 and ask them to create a nonlinguistic representation and then return to the linguistic representation

13. Step 2 – Examples Student explanation of “percent” Describe: Percent means how many things are out of 100 things. 75 percent means 75 out of 100 Student entry of “Native American” Describe: Native means the first people who lived somewhere, so Native American means the first people who lived in America. They lived here before we called it America. We used to call them Indians, but that did not make sense. They weren’t from India.

14. Step 3 – Nonlinguistic Representation Ask students to construct a picture, symbol, or graphic representing the term or phrase Challenge: Students believe they cannot draw Model, model, model Provide examples of student drawings and your own Allow students, at first, to work together

15. Challenge: Students try to “overdraw” Model, model, model Play “Draw Me” and allow students to share tips on quick draws Present a lesson on the difference between drawing and sketching Challenge: Students would rather just copy the written definition Discuss with them the power of picturespower of pictures Allow students to work together Ask students to share how pictures have helped them learn

16. Challenge: The students—and you—are having trouble depicting the term You and students will need to practice depicting the term Go to internet and search for terms

17. Some terms are more difficult to depict than others. Suggestions Draw the actual thing that is represented by the term. Example - diameter

18. Draw a symbol for the word. Example - Justice

19. Draw an example of the term. Example – food chain

20. Draw a graphic that represents the word. Centralization Decentralization

21. Dramatize the term by using cartoon bubbles to help reveal its meanings. Ex. synthesize

22. It is not necessary for students to draw everything freehand. Ex. Students trace map of India to indicate the approximate location of New Delhi

23. Vocabulary Notebook *From ASCD 2005

24. Vocabulary Notebook *From ASCD 2005

25. Step 4 – Reinforcement Activities Engage students periodically in activities that help them add to their knowledge of the terms in their notebook. Highlight a prefix or suffix that will help students remember the meaning of the term Identify synonyms or antonyms Draw additional picture or graphic List related words Write brief cautions or reminders of common confusions Translate the term into another language if needed (ESL)

26. Resources Vocabulary worksheet Vocabulary word box Vocabulary map Vocabulary model

27. Step 4 - Examples If reviewing the term capital in social studies the student may write “Remember capitol with an O always refers to a building” If reviewing the term symbiosis, the student might add “Related words: mutualism and parasitism.” If reexamining the math term addition, the student might add “Antonym – subtraction”

28. Step 5 – Think:Pair:Share Periodically ask student to discuss the terms with one another. Think – Allow students time to review their own descriptions Pair – Compare descriptions of their terms Describe pictures to each other Explain any new information learned Identify any areas of confusion and seek clarification Share – Share understandings aloud with class Highlight interesting ideas Explain any examples of confusions

29. Vocabulary Activity With a partner or small group complete the following “steps” for the term “Habit” 1.Preassessment – Discuss what you know 2.Complete – Vocabulary Worksheet (describe, illustrate, additional info) 3.Complete – Vocabulary map with “Habit” 4.Discuss process and challenges

30. Step 6 - Games Involve students periodically in games that allow them to play with terms.  What is the question  Vocabulary charades  Draw me  Talk a Mile a Minute  Electronic Games

31. Managing the Program Student Notebook Keep vocabulary progress chart in frontprogress chart Identify subject area/can color code May place in alphabetical order Option – Organize by themes or units Identify section for students to record terms they select on their own

32. Managing the Program Time 1. Set aside time to engage students in activities that help them add to their knowledge. 2.Set aside time for students to discuss the terms with one another 3.Set aside time for students to play games with their terms. (15 to 20 minutes/1 to 2 times a week)

33. Focus on introducing 1 st and 2 nd nine weeks terms until next staff development Discuss progress in team PLC meetings Use vocabulary worksheet, vocabulary map, vocabulary model, vocabulary word box Upcoming staff development will include Review activities Vocabulary games Assessments Implementation