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Vocabulary Instruction for the Common Core Learning Standards
Transcript of Vocabulary Instruction for the Common Core Learning Standards
Vocabulary Instruction for the Common Core
Common Core Standards
Marzano's Six Steps
: Use Knowledge of Language and it's conventions when reading, writing, speaking, reading, or listening
: Determine or clarify the meaning of unknown and multiple-meaning word & phrases based on grade-level specific reading and content, choosing flexibly from a range of strategies.
:Demonstrate understanding of word relationships and nuances in word meanings.
(K-1: With guidance and support from adults)
:Use words and phrases acquired through conversations, reading and being read to and responding to texts.
): Acquire and use accurately grade-appropriate and domain-specific words and phrases.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level.
Step 1: Provide description
Step 2: Students explain in own words
Step 3: Students create non-linguistic
Step 4: Engage students periodically to increase their knowledge
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.
If students struggle with restating the description, explanation, or examples in their own words, you might consider the following:
Ask students to construct a picture, symbol, or graphic representing the word or phrase
1. Participants will interpret the common core standards for vocabulary.
2. Participants will be able to apply Marzano's Six Step Method to a variety of subject areas and grade levels to meet CCLS.
3. Participants will 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 in their notebooks
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.
If they have the general idea, but are struggling with stating what they are thinking, you might move on to Step 3 and ask them to create a non-linguistic representation and then go back to the linguistic description.
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 should be provided with opportunities to revise or add to the term in their notebook
Students cannot simply be exposed to a word and work with it once. They must continually go back to the vocabulary terms, using them in conversation, to accurately remember them and commit the words to their mental dictionary.
Discussions can be informal or structured
Ex: 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.
A major goal is to have students help each other identify and clear confusion. It is normal for their initial understanding of a term to be somewhat flawed: they can work together to correct errors.
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 description, explanation, or example of the new term
Identify, use, demonstrate, distinguish
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
Students and you, are having trouble depicting the term
Allow them to use images and pictures they find in print materials or on the internet
One tool that can be used to have students complete step three
Identify, use, sort, define, distinguish
Use, determine, demonstrate, identify, distinguish
Choose, recognize and observe, use, determine, distinguish, identify, acquire
Choose, differentiate, use, consult, explain, recognize, demonstrate, acquire
Expand, combine, reduce, compare, contrast, use, consult, interpret, recognize, signal, acquire
Use, consult, verify, interpret, distinguish, acquire