1. Building Academic Vocabulary from Marzano and Pickering Northeast Metro 916 August 2010 Lynn Grundtner

2. Impact on comprehension of Direct Vocabulary Instruction (Marzano, 2004)

3. Why such an impact? Students who understand terms such as factor, product, sum, number, median, perimeter, linear, symmetry, understand math instruction. Students who understand terms such as hygiene, bacteria, blood, carcinogenic, injury, understand health instruction.

4. Vocabulary Instruction To be effective is Direct and Systematic

5. From Marzano and Pickering A Six-Step Process for Teaching New Terms

6. The Six Steps 1. Describe 2. Restate 3. Construct picture, symbol, or graphic 4. Engage 5. Discuss 6. Play

7. Step 1: Provide Description Provide a description, explanation, or example of the new term. Provide a description, explanation, or example of the new term.

8. Example, step 1 Muscles are the organs in the body that make the body move. There are muscles in the arms, legs, hands, face, neck, and back; everywhere the body can move. To wave my arm I use a muscle. More examples pg. 16, 17, Teacher’s Manual

9. Step 2: Students Restate Ask students to restate the description, explanation, or example in their own words. Muscles in my legs help me run. I use muscles to lift weights. More examples pg. 18, 20, Teacher’s Manual

10. Step 3: Students Construct Ask students to construct a picture, symbol, or graphic representation of the term. –Examples pg. 24 -27, Teacher’s Manual Muscles

11. The first three steps are a set. Used together, the first three steps ensure that a new term is introduced in a way that helps students develop an initial understanding of the term. Used together, the first three steps ensure that a new term is introduced in a way that helps students develop an initial understanding of the term.

12. Step 4: Review Activities  Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.  Teachers plan activities that engage students explicitly in focused review of targeted terms. Pgs. 38-52, Teacher’s Manual  Each time after activities students add to or revise their notebooks.

13. Step 5: Students Discuss  Periodically ask students to discuss the terms with one another.  Try Think-Pair-Share, described on pg. 29, Teacher’s Manual.  After structured or unstructured discussion of terms, students make additions and revisions to their notebooks.

14. Step 6: Games  Involve students periodically in games that allow them to play with terms.  Games provide review and energize learning.  Games are on pgs. 53–66 in Teacher Manual.

15. The Six Steps  1. Describe  2. Restate  3. Construct picture, symbol, or graphic  4. Engage  5. Discuss  6. Play

16. Managing 2-5 target terms per subject per week. 15 minutes three to four times per week.* Steps 1, 2 and 3 are done together as a set. Steps 4, 5, and 6 can be done on different days.

17. Managing Example two week schedule for intro steps 1-3 and steps 4, 5, 6. MondayTuesday Intro steps 1, 2, 3 Wednesday Activity Thursday Discuss Friday Game MondayTuesday Intro steps 1, 2, 3 Wednesday Discuss Thursday Game Friday

18. Reflect Jot ideas, insights, questions, future actions on the reflect form. Share a thought from your reflection.