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Effective Vocabulary Instruction: The Team! Marzano’s Six Step Process for Building Academic Vocabulary & CAFÉ: Expanding Vocabulary Stephanie Jablonski.

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Presentation on theme: "Effective Vocabulary Instruction: The Team! Marzano’s Six Step Process for Building Academic Vocabulary & CAFÉ: Expanding Vocabulary Stephanie Jablonski."— Presentation transcript:

1 Effective Vocabulary Instruction: The Team! Marzano’s Six Step Process for Building Academic Vocabulary & CAFÉ: Expanding Vocabulary Stephanie Jablonski TE842: Summer 2012

2 Purpose of this Presentation To provide a quick, brief overview of each program that I researched for my Focus Project. Marzano’s 6 Step Process for Building Academic Vocabulary. The CAFÉ Program: Expanding Vocabulary To show examples of products from each program and how they can be used. To explain briefly the positive points of using these programs together. More in-depth explanation is included in my focus paper portion of this project.

3 Marzano’s Six Step Process A Process consisting of steps to help students develop deep understanding of terms. Steps 1-3 are teacher directed. Steps 4-6 provide students with opportunity for independent practice. Includes Vocabulary Notebook in which students can add to their knowledge of terms while doing activities throughout the 6 step process.

4 Academic Vocabulary Notebook Description This is where students conduct most of the steps to this process. Students can add notes to template throughout process. Provides an area for them to rate their “knowledge level” of the term under “My Understanding.” Can be altered or created based on teacher preference.

5 Step 1: Explain Provide a description, explanation, or example of the new term. Provide an example from your own experience Tell a story that uses the term. Show a video or concrete, physical example of the term. Describe a mental picture or create a picture of the term. Ask for background knowledge from students. *DO NOT use a definition in this step.

6 Step 2: Demonstrate Understanding Ask students to restate the description, explanation, or example in their own words. Students can create a written description of the term using their background knowledge and schema. Teacher can modify errors and misconceptions. This step is done in Academic Vocabulary Notebook.

7 Step 3: Show and Write Ask students to construct a picture, symbol, or graphic representation of the word. Model this in step 1! Provides learners a nonlinguistic way of representing the term. Students can use graphics from magazines or internet. Give students time to share and compare their work.

8 Step 4: Reflect and Refine Engage students periodically in activities that help them add to their knowledge of the term. Can be varied throughout grade levels. List Related Words Draw more picture representations. List synonyms and antonyms of word. Highlight prefixes, root words, suffixes that might help them remember meaning of word. Write down notes or “things to remember” about word that may lead to better understanding. This step is also done in Academic Vocabulary Notebook.

9 Step 5: Discuss Ask students to discuss term with each other in partners or small groups. Compare descriptions/pictures of term. Explain new information they have learned. Make revisions or add notes in Academic Vocabulary Notebooks. Groups/partners can share aloud with the class their discussion/findings. Provides students to opportunity to orally communicate term.

10 Step 6: Apply Involve students in games that allow them to play with term. Marzano’s book on Vocabulary Games provides teachers with ideas for games that involve in-depth knowledge of words and games for words recently introduced to student. This step provides teacher with another opportunity to evaluate students’ progress and identify errors and misconceptions. While this step is meant to be fun for students, it should not be carried out as a stand alone step-all other steps should be covered at some point in this process.

11 What is CAFÉ? Comprehension, Accuracy, Fluency, Expanding Vocabulary A program used to organize assessment data to guide instruction. Track each child’s strengths and goals. Help students independently use skills and strategies when reading. Helps teacher create flexible focus groups and conduct one-on- one conferences.

12 CAFÉ: Expanding Vocabulary Portion of CAFÉ menu which lists skills and strategies that students can use to “expand their vocabulary.” Tune into interesting words. Reread to clarify meaning Use prefixes, suffixes, and sentence context to determined meaning of word. Use pictures, illustrations, and diagrams. Use dictionaries, thesauruses, glossaries to help aid understanding.

13 Examples of Expanding Vocabulary Section of CAFÉ Menu

14 Expanding Vocabulary Student Sheet This is an example I found that a teacher created for independent reading time to practice Expanding Vocabulary. This can be altered based on grade of students. Marzano Template could be used as well.

15 Using Marzano and CAFÉ together! Marzano Use as whole group instruction for words learned by entire class. Guide and develop skills through 6 steps to give students tools to use independently. Helps students learn their “base” vocabulary for that school year in content areas. CAFÉ Gives students a guide to use during independent reading time. Provides teacher with time to create flexible focus groups and have one-on-one conferences to monitor independent progress. Gives students opportunity to expand vocabulary with words from their own books independently using skills learned from Marzano and CAFÉ mini lessons on Expanding vocabulary. Together, these programs provide students with guided whole group practice to help them develop skills they need in order to self- monitor and solve words on their own during independent reading and work time.

16 Bibliography Boushey G., and Moser J. (2009). The CAFÉ Book: “Engaging All Students in Daily Literacy Assessment and Instruction.” Stenhouse Publishers, Portland, Maine. Pgs. 3- 4 & 37-38. Carleton L., and Marzano, R. (2010). Vocabulary Games for the Classroom. Marzano, R., and Pickering, D. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD. mi.pdf mi.pdf (more description of 6 steps). Pictures taken from: The Daily Café.

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