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GCCISD Marzano's Six Step
Holli Malloyon 9 October 2013
Transcript of GCCISD Marzano's Six Step
Building Academic Vocabulary
WORDS WORDS WORDS
Marzano's Six Steps
In the 21st Century, English is the most widely spoken and written language on earth. The number of words in English has grown from 600,000 in 1950, to over ____________ today. An average educated person knows about _____________ words and uses about _____________ words in a week.
Step 1: Provide description
Step 2: Students explain in own words
Step 3: Students create non-linguistic
Step 4: Engage students periodically to increase
Step 5: Students discuss words with each other
Step 6: Students play games with the terms
Determine what the students already know about it (Access prior knowledge)
Help students build their initial understanding of the term (Use linguistic and non-linguistic approaches)
This step does not involve presenting a definition
Introduce the meaning of a term in an informal way, much like a friend describing it to another
It is crucial that students construct their own descriptions and that they do not simply copy what was presented in the introduction to the term
Ask students to construct a picture, symbol, or graphic representing the word or phrase
understand the characteristics of effective vocabulary instruction
be able to apply Marzano's Six Step Method to a variety of subject areas and grade levels
actively engage in instructional activities that provide practical application of Marzano's Six Steps
Engage students periodically in activities that help them add to their knowledge of the terms.
Periodically ask students to discuss the terms with one another
Periodically students are involved in games that allow them to play
with the terms
Students need some initial information about the term they are learning as a starting point for learning the term.
Ask students to restate the description, explanation, or example in their own words.
Go back and provide additional descriptions, explanations, or examples
Allow students to discuss the term with a partner or in a small group
Understanding deepens over time if students continually reexamine their understanding of a given term
Activities should be planned that engage students explicitly in the focused review of the targeted terms
Students must continually go back to the vocabulary terms, using them in conversation, to accurately remember them and commit the words to their mental dictionary
Think, Pair, Share: Students individually review their descriptions of the words, pair off and discuss descriptions, share in whole class group new thoughts or interesting ideas
Creative ways to incorporate:
In groups, have each student take turns in discussing their week/weekend using as many of the vocabulary terms as possible, correctly and logically, in their summary. To turn into a game, have each student count the number they used: group member with the highest number receives a prize.
Using a list, or for younger grades, a chart with spaces for stickers, take note of every time a student uses a vocabulary word in casual conversation or in class discussion. Student(s) with highest number at the end of quarter/semester receive a prize. (This will probably not work well if vocabulary consists of high frequency words.)
Teachers can use games as sponge activities to stimulate interest and enthusiasm about vocabulary as well as provide multiple exposures to terms
Provide a student friendly description, explanation, or example of the new term
What is important?
An Advanced Piston Corer Temperature tool is an instrumented version of the coring shoe that is run on the Advanced Piston Corer (ACP). It is deployed in soft sediments to obtain formation temperatures to determine the heat flow gradient.
Teaching specific terms in a specific way is probably the strongest action a teacher can take. The more students understand these terms, the easier it is for them to understand information they may read or hear about the topic. Knowledge of important terms is critical to understanding any subject.
Why is this important?
Students are forced to think of the term in a totally different way. They are asked to process the word in a non-linguistic way.
Students believe they cannot draw
Students try to overdraw
Students would rather just copy the written definition
Allow them to use images and pictures they find in print materials or on the internet
The Context of Words
The soldier decided to desert his dessert in the desert.
Since there was no time like the present, he decided to present the present.
The farm was used to produce produce.
Predict The Topic
Farming - Halloween - Thanksgiving - Indians - Pioneers
Carving is appropriate for
most green and blue slopes
and even some black slopes.
However, if you try to carve
through moguls, especially
in packed powder or corn
snow, you are going to face-plant.
~Background knowledge is more important to
the understanding of reading than IQ.
First-grade children from higher SES groups knew about twice as many words as lower SES children
High-knowledge third graders have vocabularies about equal to lowest-performing 12th graders.
Children need to learn 2000-3000 new words a year from 3rd grade on (6-8 per day)
Children who are behind by 1st grade have a hard time making up the gap
When all teachers in a school create a focus on academic vocabulary and teach in a purposeful way, school then has a powerful and comprehensive approach.
Complete Course Reflection
Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement.
--Kinsella, Beck, Marzano, Fisher; et. al.
In the 21st Century, English is the most widely spoken and written language on earth. The number of words in English has grown from 600,000 in 1950, to over
today. An average educated person knows about
words and uses about
words in a week.
In the 21st Century, English is the most widely spoken and written language on earth. The number of words in English has grown from 600,000 in 1950, to over 1,014,000 today. An average educated person knows about
words and uses about
words in a week.
The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned (Marzano, Pickering, & Pollock, 2001)
Identify synonyms or antonyms
Write non-examples or cautions of common confusions
Highlight parts of the word that will help them remember the meaning
Translate into other language for ELLs
Words That Describe Marzano's 6 Steps