6 Steps to Building 6 Steps to Building Academic VocabularyAcademic Vocabulary

Robert J. Marzano and Debra J. PikeningRobert J. Marzano and Debra J. Pikening

Laredo Independent School Laredo Independent School District District

Four Levels of Word Four Levels of Word RecognitionRecognition

FULL Word Knowledge FULL Word Knowledge – students – students understand the meaning and how the word understand the meaning and how the word changes in contextchanges in context

PARTIAL Word Knowledge PARTIAL Word Knowledge – students know – students know the word in context and can use it in their the word in context and can use it in their writingwriting

INITIAL Word Knowledge INITIAL Word Knowledge – students – students recognize the word and can pronounce it, recognize the word and can pronounce it, but do not know its meaningbut do not know its meaning

UNKNOWN Word UNKNOWN Word – student cannot read or – student cannot read or recognize the wordrecognize the word

Why teach vocabulary?Why teach vocabulary?

““Teaching specific terms in a Teaching specific terms in a specific way is probably the specific way is probably the strongest action a teacher can strongest action a teacher can take to ensure that students have take to ensure that students have the academic background the academic background knowledge they need to knowledge they need to understand the content they will understand the content they will encounter in school.”encounter in school.”

Why teach vocabulary?Why teach vocabulary?

““While sight word instruction While sight word instruction provides a background of words provides a background of words seen most frequently, vocabulary seen most frequently, vocabulary instruction is needed for those instruction is needed for those terms that are not necessarily terms that are not necessarily frequent in typical reading, but frequent in typical reading, but inherent to certain genres, inherent to certain genres, purposes and topics.”purposes and topics.”

Why teach vocabulary?Why teach vocabulary?

““As students engage in more and more As students engage in more and more content-area reading, their knowledge content-area reading, their knowledge of specific vocabulary terms becomes of specific vocabulary terms becomes more important. Explicit vocabulary more important. Explicit vocabulary instruction is necessary to improve instruction is necessary to improve comprehension and fluency when comprehension and fluency when engaging with nonfiction text or engaging with nonfiction text or content related materials.”content related materials.”

Six-Step Process Six-Step Process for Teaching for Teaching New TermsNew Terms

Explain

Initial Information: Initial Information: Introduce New TermIntroduce New Term

Provide a student friendly description, Provide a student friendly description, explanation, or example of the new explanation, or example of the new

term.term.Find out what they know or think they Find out what they know or think they know (prior knowledge) about the term.know (prior knowledge) about the term.

Clarify misconceptions, build on accurate Clarify misconceptions, build on accurate information.information.

Help build an understanding of the term.Help build an understanding of the term.

Notes:Notes: Looking up words in dictionaries is not useful for Looking up words in dictionaries is not useful for

teaching vocabularyteaching vocabulary Provide a context for the termProvide a context for the term Introduce direct experiences that provide Introduce direct experiences that provide

examples of the termexamples of the term Tell a story that integrates the termTell a story that integrates the term Use video as the stimulus for understanding Use video as the stimulus for understanding

informationinformation Ask students to investigate the term and Ask students to investigate the term and

present the information to the class (skit, present the information to the class (skit, pantomime, poster, etc…)pantomime, poster, etc…)

Describe your own mental picture of the termDescribe your own mental picture of the term Find or create pictures that explain the termFind or create pictures that explain the term

Working with ESL Working with ESL Students: Step 1Students: Step 1

If possible, explain, or have someone If possible, explain, or have someone else explain the term in the student’s else explain the term in the student’s

native language.native language.Pair students or triads of students with Pair students or triads of students with

the same language together.the same language together.Solicit help from a para-professional.Solicit help from a para-professional.Provide some sort of non-linguistic Provide some sort of non-linguistic

representation.representation.

Restate

Students Restate TermStudents Restate Term“Informal Information”“Informal Information”

Ask students to restate description, Ask students to restate description, explanation or example in their own explanation or example in their own

words.words.Provide a more natural starting point- Provide a more natural starting point-

connect prior experiences and connect prior experiences and knowledge.knowledge.

Notes:Notes:

Must be student’s original ideas, not Must be student’s original ideas, not parroting the teacherparroting the teacher

Monitor and correct misunderstandingsMonitor and correct misunderstandings Provide more explanations or examples Provide more explanations or examples

as necessaryas necessary Have students record these ideas in an Have students record these ideas in an

academic notebookacademic notebook

Working with ESL Working with ESL Students: Step 2Students: Step 2

Permit students to write their own Permit students to write their own definition in their native language.definition in their native language.

Encourage students to record any Encourage students to record any related English terms with which they related English terms with which they

are familiar.are familiar.

Show

Non-linguistic Non-linguistic RepresentationRepresentation

Ask students to construct a picture, Ask students to construct a picture, symbol or graphic representing the term.symbol or graphic representing the term.

Notes:Notes: Model, model, modelModel, model, model Provide examples of students’ drawings Provide examples of students’ drawings

(and your own) that are rough but (and your own) that are rough but represent the ideasrepresent the ideas

Play “Pictionary”Play “Pictionary” Draw examples of the termDraw examples of the term Dramatize the term using speech bubblesDramatize the term using speech bubbles Let them find a picture on the internet, if Let them find a picture on the internet, if

necessarynecessary Have students record these ideas in an Have students record these ideas in an

academic notebookacademic notebook

What if…What if…

Students have trouble Students have trouble depicting the term?depicting the term?

Draw actual objectDraw actual object

Blue PrintsBlue Prints

Draw an exampleDraw an example

Single Parent FamilySingle Parent Family

Represent with GraphicsRepresent with Graphics

Problem Solving ProcessProblem Solving Process

Dramatize with cartoons an Dramatize with cartoons an speech balloonsspeech balloons

Problem Solving ProcessProblem Solving Process

I have a new and different

idea!

Working with ESL Working with ESL Students: Step 3Students: Step 3

Non-linquistic representation is Non-linquistic representation is EXTREMELY important when working EXTREMELY important when working

with ESL students.with ESL students.

Discuss

Student/Term InteractionStudent/Term Interaction

Engage students periodically in activities Engage students periodically in activities that help them add to their knowledge of that help them add to their knowledge of

the terms. the terms.

Allow them to work in their Allow them to work in their vocabularyvocabulary notebooksnotebooks..

Notes:Notes: Highlight prefixes, suffixes, root words that will help Highlight prefixes, suffixes, root words that will help

them remember the meaning of the termthem remember the meaning of the term Identify synonyms and antonyms of the termIdentify synonyms and antonyms of the term List related wordsList related words Write brief cautions or reminders of common Write brief cautions or reminders of common

confusionsconfusions Translate the term into another language for second Translate the term into another language for second

language learnerslanguage learners Point out cognates to word in SpanishPoint out cognates to word in Spanish Write incomplete analogies for students to completeWrite incomplete analogies for students to complete Allow students to write or draw their own analogiesAllow students to write or draw their own analogies Sort or classify wordsSort or classify words Compare similarities and differencesCompare similarities and differences Have students record these ideas in an academic Have students record these ideas in an academic

notebooknotebook

Working with ESL Working with ESL Students: Step 4Students: Step 4

As much as possible, allow students to As much as possible, allow students to work in their native language.work in their native language.

Refine and Reflect

Discuss Terms with Discuss Terms with OthersOthers

Periodically ask students to discuss terms Periodically ask students to discuss terms with one another. with one another.

Notes:Notes: Think-Pair-ShareThink-Pair-Share Compare their descriptions of the termCompare their descriptions of the term Describe their picture to one anotherDescribe their picture to one another Explain to each other any new Explain to each other any new

information they have learned (“aha’s”)information they have learned (“aha’s”) Identify areas of disagreement or Identify areas of disagreement or

confusion and seek clarificationconfusion and seek clarification Students can make revisions to their Students can make revisions to their

work (notebook)work (notebook)

Working with ESL Working with ESL Students: Step 5Students: Step 5

Use triads or pairs of students with the Use triads or pairs of students with the same native language.same native language.

Use para-professionals or parents to Use para-professionals or parents to assist.assist.

Review and Apply in Learning Games

Review and GamesReview and Games

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

The goal is to keep new terms in the The goal is to keep new terms in the forefront of the students’ thinking and forefront of the students’ thinking and

allow them to reexamine their allow them to reexamine their understanding of the terms.understanding of the terms.

Notes:Notes:(As students play, walk around the room monitor (As students play, walk around the room monitor and listen for misconceptions – clarify as needed and listen for misconceptions – clarify as needed and check notebooks to evaluate accuracy.)and check notebooks to evaluate accuracy.)

PictionaryPictionary MemoryMemory JeopardyJeopardy CharadesCharades Name that Category ($100,000 Pyramid)Name that Category ($100,000 Pyramid) PasswordPassword Bingo Bingo Create SkitsCreate Skits etc… etc… http://jc-schools.net/tutorials/vocab/strategies.htmlhttp://jc-schools.net/tutorials/vocab/strategies.html

Working with ESL Working with ESL Students: Step 6Students: Step 6

Use triads or pairs of students with the Use triads or pairs of students with the same native language.same native language.

Use para-professionals or parents to Use para-professionals or parents to assist.assist.

PLAN TO IMPLEMENT:PLAN TO IMPLEMENT:

Schedule TimeSchedule Time direct instruction (steps 1-3)direct instruction (steps 1-3) Students interaction time Students interaction time (steps 4-6)(steps 4-6)Monitor accuracy of student Monitor accuracy of student

workworkKeep track of student Keep track of student

progressprogress