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6 Step Process to Building Academic Vocabulary

6 Step Process to Building Academic Vocabulary. February 12, 2008 Andrea Bechberger CTE Specialist Prince William County Public Schools. Goal of Workshop:. Develop a systematic instructional approach for important academic terms.

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6 Step Process to Building Academic Vocabulary

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  1. 6 Step Process to Building Academic Vocabulary February 12, 2008 Andrea Bechberger CTE Specialist Prince William County Public Schools based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  2. Goal of Workshop: • Develop a systematic instructional approach for important academic terms. • 6 Step Process to Building Academic Vocabulary is the first step in a county driven approach to addressing the *Literacy* initiative. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  3. Why teach vocabulary? "Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school." - page 1 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  4. Example: " 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." (highlight words you don't know) based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  5. “Academically Advantaged” versus “Academically Disadvantaged” Experiences that give students background knowledge: based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  6. Before you start - • Create a list of vocabulary terms • All identified course vocabulary terms are currently in the CTE Rigor Site – curriculum maps – select course from dropdown menus • Unidentified course vocabulary terms are in process of being identified. Visit wiki – http://pwcscte.wikispaces.com/ based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  7. Step 1 – Initial Information: Introduce New Term Provide a description, explanation, or example of the new term. • Find out what they know or think they know • Clarify misconceptions, build on accurate information (Think, Pair, Share strategies.) • Help build an understanding of the term (Think, Pair, Share – linguistic and non-linguistic strategies) based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  8. Note: This does not involve presenting a definition or asking them to look up a definition!!!! based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  9. Working with ESL Students: Step 1 • If possible, explain, or have someone else explain term in student’s native language. • Pair students or triads of students with the same native language together • Solicit help from a bi-lingual teacher’s aide • Provide some sort of non-linguistic representation based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  10. Step 2 – Students Restate Term “Informal Information” Ask students to restate description, explanation or example in their own words. Provide for a more natural starting point – connect prior experiences and knowledge. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  11. Provide A Basis for Understanding An engineering student designed a wooden part to a project that required a hole drilled like this: When questioned as to how that could be done, replied “use a right angle drill.” What understanding was missing? based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  12. Assignment: • With a small group, discuss how your assigned strategy can be used to provide “informal understanding” (use corners) • Report back to the workshop participants based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  13. Strategies • Clock Buddies • Academic Notebook • Frayer Model • Inspiration – refer to books (available in all schools via the Novell Launcher) • Corners • Mirror Lines based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  14. Working with ESL Students: Step 2 • Permit student to write their own definition in their native language • Encourage student to record any related English terms with which they are familiar. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  15. Step 3 – Non-linguistic Representation Ask students to construct a picture, symbol or graphic representation based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  16. What if students have trouble depicting the term? based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  17. Draw actual object Blue Prints based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  18. Draw an Example Single Parent Family based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  19. Represent with Graphics Problem-Solving Process based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  20. Dramatize with cartoons and speech balloons I have a new and different idea! Innovation based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  21. Does not always have to be freehand. Use: • Clip Art • Tracings • Cut-out pictures • Other ideas? based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  22. Working with ESL Students – Step 3 Non-linguistic representation is extremely important when working with ESL students. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  23. Step 4 – Student/Term Interaction Engage students periodically in activities that help them add to their knowledge of the terms. Allow them to work in their vocabulary notebooks. (work on a couple pages in notebook) based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  24. Notebook Styles and Organization (work on handout) • Organize by theme or unit • Create headings in margins • Color code • Use alphabet on bottom of page • Can be used year to year in sequential courses • Can be used as integration tool with other courses • Provide space for students to add selected items they learn on their own • May be adopted and required school-wide based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  25. Revise and Add to Notebook Entries • Highlight prefix or suffix • Identify synonyms or antonyms • Create additional pictures or graphics • List related words • Add cautions or reminders of common confusions • Translate in native language (ESL students) based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  26. Working with ESL Students – Step 4 As much as possible, allow students to work in their native language based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  27. Step 5 – Discuss Terms with Others Periodically ask students to discuss terms with one another based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  28. Note: In a CTE classroom, this step may be occurring naturally. Still: • Make time and encourage revisions in notebooks (potential setting the stage, or closure activity) • Question? How can this be implemented and not significantly impact class time? based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  29. Working with ESL Students – Step 5 • Use triads or pairs of students with the same native language • Use para or parents willing to assist based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  30. Step 6 – Review and Games Involve student periodically in games that allows them to play with the terms. The goal is to keep new terms in forefront of student thinking and allow them to reexamine their understanding of the terms. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  31. Working with ESL Students – Step 6 • Use pairs or triads of students with the sam native language • Use para or parents willing to help based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  32. Possible Review Games - Assignment • Read the about the assigned activity or game. • Create a double line, or double circles. Share strategy with partner in line across from you. • Rotate, sharing with each additional partner. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  33. Free Association Sentence Stems Venn Diagrams Double Bubble Matrix Classify Terms Solving and Analogy Problems Creating metaphors Possible Activities(Step 4 – interaction) * Note: These activities align with the 9 Marzano strategies. – See CTE Rigor Site. based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  34. What is the Question? Vocabulary Charades Name That Category Draw Me Talk a Mile a Minute Review Game Activities (Step 6 - Review) Use at beginning or end of class period Use when students are lethargic or need energized Use for review based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  35. Plan to Implement: • Schedule Time: • Direct instruction for Step1 (Introduce), Step 2 (Restate) and Step 3 (Non-linguistic representation) • Student interaction time for Step 4 (Term interaction), Step 5 (Sharing), Step 6 (Review) • Monitor accuracy of student work • Keep track of student progress based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  36. Q and A; Comments based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

  37. CTE Recertification Points Offer: • This workshop is worth 2 points; you need to earn 5 to receive recertification points. • Option 1 – Combine with 2 other CTE workshops (Networking, RSS Feeds, Marzano) for 6 points • Option 2 – Combine with 1 other CTE workshop (above) and submit and have accepted a Marzano Strategy Lesson/Integrated Activity Plan for total of 5 points. (CTE Rigor Site, CTE Rigor (curriculum, Marzano Lesson/Integrated Lesson Plan Template) based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

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