1. 6 Step Process to Building Academic Vocabulary
Original idea from Andrea Bechberger
Prince William County Public Schools
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

2. Goal:
To develop a systematic instructional approach for important academic terms.
The 6 Step Process to Building Academic Vocabulary is the first step in building understanding in all subject areas.
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”
Discuss:
What are 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 County curriculum maps –
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 To define the term right angle….
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. Strategies Clock Buddies Interactive Notebook Frayer Model
Inspiration computer graphing program
Corners
Mirror Lines
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

13. 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

14. 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

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

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

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

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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. Working with ESL Students – Step 6
Use pairs or triads of students with the same 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

31. Mirrors Use new vocabulary word
Create a double line, or double circles. Share meaning with partner in line across from you.
Rotate, sharing with each additional partner sitting at your table.
based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering

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

33. Review Game Activities (Step 6 - Review)
What is the Question?
Vocabulary Charades
Name That Category
Draw Me
Talk a Mile a Minute
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

34. Plan to Implement: Schedule Time: Monitor accuracy of student work
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