teaching vocabulary

Topics: Language, Vocabulary, Lexicography Pages: 13 (1259 words) Published: April 26, 2014
Marzano’s Six Step Process
Teaching Academic Vocabulary
1. Provide a description, explanation, or example of the new term. (Include a non-linguistic representation of the term
for ESL kids.)
2. Ask students to restate the description, explanation, or
example in their own words. (Allow students whose primary
existing knowledge base is still in their native language to write in it.)
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 of the terms in their notebooks.
5. Periodically ask students to discuss the terms with one
another. (Allow in native language when appropriate)
6. Involve students periodically in games that allow them to play with terms.

1. Provide a description, explanation, or example of the new term.  Looking up words in dictionaries is not useful for teaching vocab  Provide a context for the term
 Introduce direct experiences that provide examples of the term  Tell a story that integrates the term
 Use video as the stimulus for understanding information
 Ask students to investigate the term and present the information to the class (skit, pantomime, poster, etc.)
 Describe your own mental picture of the term
 Find or create pictures that explain the term

2. Ask students to restate the description, explanation, or example in their own words.



Monitor and correct misunderstandings
Must be student’s original ideas, not parroting the teacher

3. Ask students to construct a picture, symbol, or graphic
representing the word.
 Model, model, model
 Provide examples of student’s drawings (and your own) that are rough but represent the ideas
 Play “Pictionary”
 Draw an example of the term
 Dramatize the term using speech bubbles
 Let them find a picture on the internet, if necessary

4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
 Highlight prefixes, suffixes, root words that will help them remember the meaning of the term
 Identify synonyms and antonyms for the term
 List related words
 Write brief cautions or reminders of common confusions
 Translate the term into another language for second language students  Point out cognates to words in Spanish
 Write incomplete analogies for students to complete
 Allow students to write (or draw) their own analogies
 Sort or classify words
 Compare similarities and differences

5. Periodically ask students to discuss the terms with one another.  Think-Pair-Share
 Compare their descriptions of the term
 Describe their pictures to one another
 Explain to each other any new information they have learned (“aha’s”)  Identify areas of disagreement or confusion and seek clarification  Students can make revisions to their own work

6. Involve students periodically in games that allow them to play with terms.













Pictionary
“Oops” (formerly known as “Bang”)
Upset the fruit basket
Memory
Jeopardy (vocab words are on the board, players make up a question to define) Charades
Name that Category ($100,000 Pyramid)
Password
Talk a Mile a Minute (like Catch Phrase)
Bingo (you give definition, kid marks the word)
Create a skit (assign groups of 3-4 kids 3 vocab words to make a skit out of) Swat Game (post 2 sets of words, kids on 2 teams compete to find words first and swat with fly-swatter)

BEFORE you begin your next UNIT of INSTRUCTION:
1. What Power Indicators (standards) are included in this Unit? List indicators. 2. What is the key academic vocabulary needed in this Unit? List words. Plan for direct vocab. instruction: (Marzano’s 6 Steps for Teaching Vocab.) 1. YOU provide a description, explanation or example. (story, sketch, powerpoint)

2. Ask students to re-state or re-explain meaning in their own words. (journal, community circle, turn to your neighbor)
3. Ask...
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