=
Marzano's Six Steps to Effective
Name:
Vocabulary Instruction
Class:
1. The teacher gives a friendly description,
explanation, or example of the new
vocabulary.
2. Students give a description, explanation, or
example of the new term in his/her own
words.
3. Students create a non linguistic
representation of the word e.g. draw a
picture, symbol, or graphic to represent the
new term.
4. Students engage in activities to deepen their
Contributors:
knowledge of the
new word e.g. identify
prefixes, suffixes, antonyms, synonyms,
related words, etc.
5. Students discuss the new word with one
another.
Thanks to:
6. Students play games to reinforce and review
new vocabulary e.g. Taboo, Dominoes, Wordo,
I Have Who Has? Pictionary, Word Sorts, etc.
Subject:
Vocabulary Activity Notebook
Term: _______________________________
My Understanding: Low----------------------High
Topic:
Category:_____________________________
My Description / My Examples:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Graphic / Picture:
Term: _______________________________
My Understanding: Low----------------------High
Topic:
Category:_____________________________
My Description / My Examples:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Graphic / Picture:
Contributors:
Thanks to:
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Term: _______________________________
My Understanding: Low----------------------High
Topic:
Category:_____________________________
My Description / My Examples:
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Graphic / Picture:
Term: _______________________________
My Understanding: Low----------------------High
Topic:
Category:_____________________________
My Description / My Examples:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Graphic / Picture:
Contributors:
Thanks to:
[email protected]
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Word and page number:
Word and page number:
Sentence in which the word was used in the textbook:
Sentence in which the word was used in the textbook:
My explanation of the word:
My explanation of the word:
Synonyms
(similar
meaning words)
Antonyms
(opposite meaning
words)
Contributors:
Picture/Symbol
Synonyms
(similar
meaning words)
Antonyms
Picture/Symbol
(opposite meaning
words)
Thanks to:
[email protected]
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Word and page number:
Word and page number:
Sentence in which the word was used in the textbook:
Sentence in which the word was used in the textbook:
My explanation of the word:
My explanation of the word:
Synonyms
(similar
meaning words)
Antonyms
(opposite meaning
words)
Contributors:
Picture/Symbol
Synonyms
(similar
meaning words)
Antonyms
Picture/Symbol
(opposite meaning
words)
Thanks to:
[email protected]
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Definition: (in own words)
Definition: (in own words)
Characteristics/Facts:
Word
Word
Thanks to:
Thanks to:
Examples: (from own life)
[email protected]
Characteristics/Facts:
Non Examples:
Examples: (from own life)
Non Examples:
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Definition: (in own words)
Definition: (in own words)
Characteristics/Facts:
Word
Word
Thanks to:
Thanks to:
Examples: (from own life)
[email protected]
Characteristics/Facts:
Non Examples:
Examples: (from own life)
Non Examples:
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SYNONYM
ANTONYM
SYNONYM
ANTONYM
(similar meaning words)
(opposite meaning words)
(similar meaning words)
(opposite meaning words)
WORD
WORD
MY EXPLANATION:
MY EXPLANATION:
MEMORY CUE (picture, symbol, etc):
MEMORY CUE (picture, symbol, etc):
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SYNONYM
ANTONYM
SYNONYM
ANTONYM
(similar meaning words)
(opposite meaning words)
(similar meaning words)
(opposite meaning words)
WORD
WORD
MY EXPLANATION:
MY EXPLANATION:
MEMORY CUE (picture, symbol, etc):
MEMORY CUE (picture, symbol, etc):
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What is it?
What is it?
What is it like?
What is it like?
Word:
Word:
What are some examples?
What are some examples?
My definition:
My definition:
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What is it?
What is it?
What is it like?
What is it like?
Word:
Word:
What are some examples?
What are some examples?
My definition:
My definition:
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Hint
(What can help you
remember the meaning?)
Definition
Picture/Symbol:
Definition
Picture/Symbol
Word:
Word
M e m o r y H i n t (what will help you remember the meaning?):
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Hint
(What can help you
remember the meaning?)
Definition
Picture/Symbol:
Definition
Picture/Symbol
Word:
Word
M e m o r y H i n t (what will help you remember the meaning?):
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Keyword
Keyword
What is it?
What is it?
What are some examples?
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What is it like?
What are some examples?
What is it like?
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Keyword
Keyword
What is it?
What is it?
What are some examples?
[email protected]
What is it like?
What are some examples?
What is it like?
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Definition
Characteristics
Word
Example
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Word
Non Example
Graphic/Picture/Symbol
Characteristics
Definition
Example
Non Example
Graphic/Picture/Symbol
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Definition
Characteristics
Word
Example
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Word
Non Example
Graphic/Picture/Symbol
Characteristics
Definition
Example
Non Example
Graphic/Picture/Symbol
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7. Synonyms/similar words e.g.
old/aged/antique/
8. Antonyms/opposite e.g.
young/new/youth
3. Description
4. Other Information
1. Word:
7. Synonyms/similar words e.g.
old/aged/antique/
8. Antonyms/opposite e.g.
young/new/youth
3. Description
4. Other Information
1. Word:
2. Sentence or phrase from the textbook
2. Sentence or phrase from the textbook
5. My own sentence
5. My own sentence
6. My symbol or drawing
6. My symbol or drawing
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7. Synonyms/similar words e.g.
old/aged/antique/
8. Antonyms/opposite e.g.
young/new/youth
3. Description
4. Other Information
1. Word:
7. Synonyms/similar words e.g.
old/aged/antique/
8. Antonyms/opposite e.g.
young/new/youth
3. Description
4. Other Information
1. Word:
2. Sentence or phrase from the textbook
2. Sentence or phrase from the textbook
5. My own sentence
5. My own sentence
6. My symbol or drawing
6. My symbol or drawing
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Term:
Term:
My Understanding:
1
:(
2
3
4
My Understanding:
:)
:(
Describe:
Describe:
Draw:
Draw:
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1
2
3
4
:)
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Term:
Term:
My Understanding:
1
:(
2
3
4
My Understanding:
:)
:(
Describe:
Describe:
Draw:
Draw:
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1
2
3
4
:)
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Word:
In my own words:
Word:
Picture
In my own words:
Picture
_________________________
_________________________
is the same.
is the same.
_________________________
_________________________
is the same.
is the same.
_________________________
_________________________
is the opposite.
is the opposite.
_________________________
_________________________
is the opposite.
is the opposite.
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Word:
In my own words:
Word:
Picture
In my own words:
Picture
_________________________
_________________________
is the same.
is the same.
_________________________
_________________________
is the same.
is the same.
_________________________
_________________________
is the opposite.
is the opposite.
_________________________
_________________________
is the opposite.
is the opposite.
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Definition or Synonym
Definition or Synonym
Antonym:
Antonym:
Word:
Word:
Use in a sentence:
Use in a sentence:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Draw a picture or relate it to yourself:
Draw a picture or relate it to yourself:
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Definition or Synonym
Definition or Synonym
Antonym:
Antonym:
Word:
Word:
Use in a sentence:
Use in a sentence:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Draw a picture or relate it to yourself:
Draw a picture or relate it to yourself:
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Vocabulary Term
Visual Representation
Vocabulary Term
Visual Representation
Definition
Personal Association
Definition
Personal Association or
or Characteristic
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Characteristic
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Vocabulary Term
Visual Representation
Vocabulary Term
Visual Representation
Definition
Personal Association
Definition
Personal Association
or Characteristic
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or Characteristic
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K
Key Ideas
K
Key Ideas
I
Information
I
Information
M
Memory
Clue
M
Memory
Clue
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K
Key Ideas
K
Key Ideas
I
Information
I
Information
M
Memory
Clue
M
Memory
Clue
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Definition:
Definition:
Examples
Non Examples
Illustration
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Examples
Non Examples
Illustration
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Definition:
Definition:
Examples
Non Examples
Illustration
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Examples
Non Examples
Illustration
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Word and definition:
Word and definition:
In my own words:
In my own words:
Makes me think of:
Makes me think of:
Makes me picture:
Makes me picture:
Questions I have:
Questions I have:
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Word and definition:
Word and definition:
In my own words:
In my own words:
Makes me think of:
Makes me think of:
Makes me picture:
Makes me picture:
Questions I have:
Questions I have:
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Image:
Examples:
Image:
Definition: (in own words)
Examples:
Definition: (in own words)
Word
Word
Non Examples:
Characteristics/Facts:
Non Examples:
Characteristics/Facts:
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Examples:
Image:
Definition: (in own words)
Image:
Definition: (in own words)
Word
Word
Non Examples:
Characteristics/Facts:
Non Examples:
Characteristics/Facts:
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T EACHER N OTES :
Marzano's Six Steps to Effective Vocabulary Instruction
Academic vocabulary is the vocabulary critical to understanding the
concepts being taught in class. Marzano (2005) stresses that in all subject
areas explicit vocabulary instruction is necessary and outlines a six step
process that can help students learn critical subject specific vocabulary.
Step One:
The teacher gives a friendly, informal description, explanation or example
of the new vocabulary term.
-
Provide students with information about the vocabulary term.
-
Describe your own mental picture of the word.
-
Determine prior knowledge and find out what students already
know about the term (see NBSS vocabulary rating scale, text
features and other before reading strategy resources).
-
Have students share what they already know and use this
knowledge as a foundation for more learning.
Create pictures or use video and computer images as a source of
information.
Use current events and other media to connect the term to
something familiar.
Step Two:
Students give a description, explanation or example of the new term in
his/her own words.
-
Students record their explanation (see NBSS vocabulary notebooks
and activities resources).
-
Remind students to not copy and only use their own words.
Monitor to determine if any confusion still exists and correct
misunderstandings with further explanation and example.
Step Three:
Students create a non linguistic representation of the word.
-
Provide students with non linguistic methods to record the
vocabulary term (see NBSS vocabulary notebooks and activities
resources).
-
Students can work in pairs or groups to create a non linguistic
representation e.g. picture, symbol, cartoon, dramatisation or play
pictionary, charades, etc.
-
Have students record their visuals and share their ideas.
Continue to identify and clear up any misunderstandings.
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T EACHER N OTES :
Marzano's Six Steps to Effective Vocabulary Instruction
Step Four:
Students engage in activities to deepen their knowledge of the new
word.
-
Have students list related words.
-
Identify antonyms and synonyms.
-
Have students record this information.
Highlight any prefixes and suffixes that will help them
remember the word.
Discuss similarities and differences of two terms.
Compare how the vocabulary term is used across subject areas
and discuss and note any common confusions.
Step Five:
Students discuss the new word with one another.
-
Students think, pair and share their ideas by comparing
explanations, describing and explaining drawings and
discussing any new information they have learned, etc.
-
Students can make revisions to their own work and add to their
vocabulary explanation and visual if necessary.
-
Continue to identify and clear up any misunderstandings about
the new terms if necessary.
Step Six:
Students play games to reinforce and review new vocabulary.
-
Develop deep understanding of academic vocabulary terms by
engaging students in weekly review activities. For example
students can play taboo, dominoes, wordo, pictionary,
charades, I have who has? word sorts, bingo, crosswords,
hangman, card games, etc. (Contact the NBSS for powerpoint
templates of games).
-
Have students create and play their own vocabulary games and
activities.
-
After activities students can continue to make corrections,
additions and changes to their explanation and visual.
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)
(See other NBSS resources on vocabulary development e.g. Academic
Vocabulary Building Activities, Frayer Model, Vocabulary Rating Scale,
Vocabulary Journal, etc)
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