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Based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 6 Step Process to Building Academic Vocabulary Original.

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Presentation on theme: "Based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 6 Step Process to Building Academic Vocabulary Original."— Presentation transcript:

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

2 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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.

3 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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

4 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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)

5 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering Discuss: What are experiences that give students background knowledge? Academically Advantaged versusAcademically Disadvantaged

6 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering Before you start - Create a list of vocabulary terms All identified course vocabulary terms are currently in the County curriculum maps –

7 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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)

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

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

10 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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.

11 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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?

12 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering Strategies Clock Buddies Interactive Notebook Frayer Model Inspiration computer graphing program Inspiration Corners Mirror Lines

13 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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.

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

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

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

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

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

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

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

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

22 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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.vocabulary notebooks. (work on a couple pages in notebook)

23 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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

24 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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)

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

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

27 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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?

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

29 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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.

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

31 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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.

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

33 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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

34 based on "Building Academic Vocabulary; Teacher's Manual" by Robert J. Marzano and Debra J. Pickering 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


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