2. Brief review topic of academic vocabulary topic Break into small groups to discuss how to best teach the pertinent vocabulary of a specific science standard Discuss whole group

3. Basically, Marzano stresses dual coding of linguistic and non-linguistic information storage: linguistic and imagery. Teaching children through both means helps children “elaborate” on the knowledge and thus better grasp the concepts associated with vocabulary in multiple modes. It could be considered analogous to the multiple solution paths of CRA. *graphic representations *generating mental pictures *drawing pictures and pictographs *kinesthetic activity http://www.tn.gov/education/ci/doc/VOCABULARY.pdf “The research and theory underlying the recommendations made here have been detailed in the book Building Background Knowledge for Academic Achievement (Marzano, 2004).”

4. Marzano proposes that new vocabulary words be taught in semantic clusters, groups of related words identifiable under a hypernym or organizing principle, to provide “necessary associations of new words to old words.” http://www.marzanoresearch.com/products/catalog.aspx?group=21

5. “To facilitate this cumulative effect (of internalizing academic vocabulary) it is highly advisable for students to keep an ‘academic vocabulary’ notebook that contains the terms and phrases that have been taught.” http://www.u-46.org/curriculum/dyncat.cfm?catid=1024

6. 1.Provide a description, explanation or example of the new term. 2.Ask students to restate in their own words. 3.Ask students to construct a picture, symbol, or graphic representing the word. 4.Engage students periodically in activities that help them add to their knowledge about the terms. 5.Ask students to talk about the terms with each other. 6.Use games to reinforce understanding.

7.  http://jc-schools.net/tutorials/vocab/ http://jc-schools.net/tutorials/vocab/  http://www.educationworld.com/a_lesson/lesson/lesson328b.shtml http://www.educationworld.com/a_lesson/lesson/lesson328b.shtml  The words by grade and subject in a chart form:  http://www.rce.k12tn.net/tennessee_academic_vocabulary.htm http://www.rce.k12tn.net/tennessee_academic_vocabulary.htm

8. This Wiki contains a easily accessible booklet explanation of Marzano’s Six Steps for teaching academic vocabulary with resources at each step: http://innovativocab.wikispaces.com/file/view/MarzVocabiG ami.pdf Flashcards and Games http://quizlet.com/subject/vocabulary-tn-academic/ http://www2.btcs.org/Webportals/ClassPages/FourthGrade/ MsDowellMsHarrisonMsHumphrey/FourthGradeStateVo cabulary/tabid/1191/Default.aspx http://jc-schools.net/tutorials/vocab/index.html Voice Thread https://voicethread.com/#q.b2607595

9. 1. www.vocabulary.co.il/ This site has on-line gameswww.vocabulary.co.il/ 2. www.sheppardsoftware.comThis site has language arts gameswww.sheppardsoftware.com 3. www.playkidsgames.comThis site has a place to create your own list of words on a game with definitionswww.playkidsgames.com 4. www.fcrr.org/This is the Florida Center for Reading Research. It has games (learning centers) to be printed out and used.www.fcrr.org/ 5. www.pppst.comThis site is Pete’s PowerPoint Station. It has links to power points, games and other resources related to just about anything!www.pppst.com

10. Pre-K and K: Plant life using read aloud. Grades 1 and 2: Plants using Guided Reading Groups. Grade 3: Plant biology using “game- oriented” activities with or without Smartboard. Grades 4 and 5: Plant biology using charting and graphic organizers.

11. Development of the approach you would use Integration of vocabulary into five subject notebook Advantages and limitations of your group’s method Differentiation

12.  Recorder  Summarizer  Six Step Expert  Researcher/Gatherer  Presenter  Graphic Designer

13. Poem Crazy: Freeing Your Life with Words by Susan Wooldridge (1997) “The great thing about collecting words is that they’re free; you can borrow them, trade them in, or toss them out. Words are lightweight, portable, and they’re everywhere!”