Marzano's 6 Steps for Building Academic Vocabulary

This presentation explains how to implement Robert J. Marzano's 6 Steps for Building Academic Vocabulary. Including also are resources for more information about the strategy and visual aids for assisting with implementationt.

1. LIS 688: Jenna Knight Marzan o’s Six-Step Process for Building Academic Vocabulary

2. How it works An academic notebook is used for recording vocabulary building information. The notebook is a spiral notebook or 3-ring binder. 2 The teacher begins vocabulary instruction in Step 1 by giving students and informal descriptive definition of the vocabulary word. Students progress through the steps in order building up knowledge of the terms as they go. Pictorial representations (Step 3) help solidify understanding. Activities such that extend understanding (Step 4) such as group discussion (Step 5) and games (Step ) build understanding. Implementing the strategy across subject matter is most effective.

3. The 6 Steps p.33 3

4. HOW? Put the word in context Show pictures Tell a story WHAT? Teacher identifies vocabulary that may be new to students. Gives a descriptive definition of the word including examples and pictures. Step 1: Description

5. HOW? Record in the vocabulary notebook Discuss term with peers to building understanding Seek additional information from other sources ie . Books, Internet, etc. WHAT? Students describe and explain the term as it relates to them. Marzano’s follow up study (2009) found that students must restate the term in their own words for maximum growth. 4 Step 2: Restate

6. HOW? Go beyond paper and pencil. Allow students to experience multiple visual and graphic tools to illustration their understanding. WHAT? Students create an illustration, drawing, or graphic. According to Marzano (2009) this step has been found to be crucial. 4 Step 3: Symbols

7. HOW? Identify and associate prefix, suffix, and root words Antonyms and synonyms Analogies Metaphors Revise description and record in notebook as understanding is expanded (p.99) 2 WHAT? Provide activities to expand meaning of the terms Make connections Step 4: Activities

8. HOW? Favorite word? Most challenging word? Word that has changed your perspective? WHAT? Organize students into groups and ask them to discuss terms in their notebooks (p.101) 2 Step 5: Discussion

9. HOW? Pantomime: acting out term Pictionary Vocabulary Dice Cootie Catcher Finger Game WHAT? Vocabulary games “stimulate interest and enthusiasm about vocabulary as well as provide multiple exposures to terms” (p.102) 2 Step 6: Games

10. Why use this strategy? “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.” 1 “The actual words we know, then, are tags or labels for our packets of knowledge.” 2 Building vocabulary can not only enhance understanding in the subject being taught, but allows students to increase their understanding of the term as they make real-world connections.

11. Using the Strategy in the Library Program

12. AASL Application 1.1.1: Follow an inquiry-based process in seeking knowledge in curriculum subjects, and make real-world connection for using this process in own life. 1.1.2: Use prior and background knowledge as context for new learning. 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigation. 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.3.1: Connect understanding to the real world 3.1.3: Use writing and speaking skills to communicate new understandings effectively. 4.1.2: Read widely and fluently to make connections with self, the world and previous reading. 4.1.5: Connect ideas to own interests and previous knowledge and experience. 4.1.8: Use creative and artistic formats to express personal learning. 4.3.1: Participate in social exchange of ideas, both electronically and in person.

13. In general… Students can use Marzano’s Six-Steps for Building Academic Vocabulary for building on the AASL Framework Think Critically Make Real World Connections Share knowledge Apply knowledge to new situations

14. Collaboration building Variation is limited- Steps should not be skipped Real-world connections Notebook is required Student learning artifact Difficult to implement without school-wide support Differentiation is central Highly engaging, interesting, & fun Pros & Cons

15. Cons Workarounds Variation is limited- Steps you not be skipped Spread vocabulary work across multiple lessons Start out with Steps 1 and 2 and build up to using all 6 steps Notebook required Explore using digital notebooks ( OneNote ) ( LiveJournal ) or word walls ( Padlet ) Difficult to implement without school-wide support Try starting out small within the library. Strategy produces data showing students’ growth which can stimulate more interest. Modifications

16. COLLABORATION!! Without collaboration between teachers and the librarian , the librarian cannot focus his or her lesson toward curricular goals which would expand on the vocabulary work in class. Students would miss out on building real-world connections. #1 Rule for Success

17. For More Information Vocabulary Games for the Classroom by Lindsay Carleton and Robert J. Marzano Building Background Knowledge for Academic Achievement by Robert J. Marzano A Six-Step Process for Teaching Vocabulary by ASCD

18. Handouts TeachersPayTeachers.com Posters

19. 1. Butler, S., Urrutia , K., Buenger , A., Gonzalez, N., Hunt, M., & Eisenhart , C. (2010). A review of the current research on vocabulary instruction, p.2. Retrieved from http:// www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf 2 . Marzano , R. J. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD). Retrieved from http:// www.ebrary.com 3. Tyson, Kimberly. (2012). Vocabulary instructional strategies: Marzano’s 6-step process. Retrieved from http://www.teachthought.com/teaching/vocabulary-instructiona-strategies-marzanos-6-step-process / Works Cited

20. 4. Marzano , R. (2009). The art and science of teaching: Six steps to better vocabulary instruction. Teaching for the 21 st Century, 67 (1), 83-84. Retrieved from http:// www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Six-Steps-to-Better-Vocabulary-Instruction.aspx Works Cited (2)