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Building Academic Vocabulary by Marzano
Transcript of Building Academic Vocabulary by Marzano
By Robert Marzano and Debra Pickering Chapter 1: The need for a Program to Build Academic Vocabulary When all the teachers in a school focus on the same academic vocabulary and teach it in the same way, the school has a powerful comprehensive approach. When all the teachers in a district embrace and use the approach, it becomes even more powerful. The more students understand these terms, the easier it is for them to understand information they may read or hear about the topic.
On the other hand, without a basic knowledge of these terms, students will have difficulty understanding information they read or hear. 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're going to face-plant.
Chapter 2: Creating a List of Academic Vocabulary Terms Appendix B lists almost 8,000 terms drawn from 11 subject areas.
derived from national standards
not all can be taught or will be relevant to state requirements Chapter 3: Teaching the Selected Terms Step 1: Provide a description, explanation, or example of the new term. A Six-Step Process for Teaching New Terms Try to determine what students already know about it.
Clear up misconceptions
Tell a story that integrates the term
Use current events to help make the term familiar When people first learn a word, they don't have a formal understanding of it, such as they would find it in a dictionary, but only a general understanding that is quite informal. Example: Step 2: Ask students to restate the description, explanation, or example in their own words. If students struggle:
Go back and provide additional descriptions, explanations, or examples.
Allow students to discuss the term with a partner or in a small group. Percent means how many things there are out of 100 things.
75 percent means 75 out of 100. Percent Step 3: Ask the students to construct a picture, symbol, or graphic representing the term or phrase. Challenge: Students believe they cannot draw.
Provide examples of students' drawings and your own drawings that are rough but that represent the ideas
Challenge: Students try to "overdraw"
Play "Draw Me" game Challenge: Students would rather just copy the written definition.
Discuss with them the power of pictures
Challenge: The students-and you- are having trouble depicting the term.
Go to the internet and search for images for the term. diameter Sometimes you have to draw the actual thing Sometimes you can draw a symbol for the word Other ways of nonlinguistic representations:
Draw an example
represent with graphics
dramatize the term Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. When you introduce a term, will that be the last time the student sees it during your class? Highlight a prefix or suffix that will help them remember the meaning of the term. there is a dotted line here this is where students can embellish on their new understanding of the term. Identify synonyms or antonyms for the term. Draw an additional picture or graphic List related words Write brief cautions or reminders of common confusions. Translate the term into another language, if English is the student's second language. Step 5: Periodically ask students to discuss the terms with one another. Think-Pair-Share Provide a few minutes of quiet "think time". You can model for them by "thinking aloud" some things they might consider during this quiet time. Organize students into pairs and ask them to discuss their descriptions and pictures of the terms with their partners. You can model or suggest ways to discuss the terms. Have students share aloud any new thoughts or understandings they have discussed in their pairs. Step 6: Involve students periodically in games that allow them to play with terms. Math- A function is a relationship between two things like height and weight. As one goes up, the other goes up. Isn't it generally true that as you have grown in height over the years, your weight has also gone up? We could describe this relationship by saying, "your weight is a function of your height."