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Robert Marzano Academic Vocabulary
Transcript of Robert Marzano Academic Vocabulary
Leadership Institute Building
& Academic Vocabulary Template
Kate Kinsella The Template Principles of Academic
Vocabulary Instruction An Introduction:
through instructional practices Part of Speech: ________________ 1. Teachers teach new words via various directed instructional strategies.
2. Teachers explicitly teach students the strategies to allow them to define unknown words in context.
3. Teachers create a literacy and word-rich classroom environment.
4. Teachers provide many opportunities for students to interact with words (games, vocabulary-building activities).
5. Teachers provide visuals and realia to provide nonlinguistic representations for unknown words. Teaching vocabulary in a specific
and methodical way is probably the
strongest action a teacher
can take to ensure that students have the
academic background knowledge they
need to understand the content they will
encounter in school.
Marzano and Pickering
Students' comprehension will increase by 33 percentile points when vocabulary instruction focuses on specific words important to the content they are reading as opposed to words from high-frequency lists [teaching frequently-occurring words out of context]. Effective and Efficient Vocabulary Instructional Routine
1. Pronounce: guide the students in correctly pronouncing the word. Engage all students in saying the word together two or three times.
2. Explain: Use language familiar to the students and provide a clear meaning of the word. If possible, provide a synonym or known phrase to solidify the connection between the new vocabulary term and the student’s prior knowledge.
3. Provide Examples – should be drawn from a variety of contexts, not only the one used in the reading or lesson. Students will usually need at least two or three examples of a new term to firmly grasp the meaning. 4.Elaborate: Provide learners an opportunity to elaborate word meanings by generating their own additional examples and visual representations.
5.Assess: Incorporate regular informal vocabulary assessment into the instructional process. Assessment of vocabulary involves both formative, quick informal checking for understanding during the lesson, and summative evaluation in the form of quiz or test.
Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction (Feldman and Kinsella, 2005) Content or Theme-Specific Word Wall - Support the teaching of key words and subject-specific terminology.
- Promote independence in reading and writing by building vocabulary.
- Provide visual clues and reference for language learners.
* Help students remember connections between words and concepts.
*Set aside a special space for a vocabulary word wall
*Word wall should be theme based or literature-based
*Word wall should be student-centered 30 words per year
in each content area Which words should be chosen when planning out vocabulary instruction? Word Walls: Use different-colored card stock helps to distinguish concepts/terms belonging to different units of study. A picture or photograph adds further clarification for visual learners or English language learners. Words on the word wall can be accompanied by their definitions. The word card can be used to display both verbal and visual word associations, graphics, definitions, and characteristics of the word. Choose one or two words per day taken directly from the literature being used in class. The Six Steps In Action (2:46 minutes) Questions? Tier II Vocabulary Words Teachers
can choose words
literature, or from
It is imperative
that words be
taught in context
and not in
isolation. Focus on Academic Vocabulary The Template **Adapted from Read’s (1994) adapted VKS scoring scale to measure word knowledge and recognition of word form. Nagy and Herman (1985)
state that it may take
10-12 exposures to a word,
generally in a variety of
contexts and over time,
before a new word is
finally committed to