LIS 688: Jenna Knight

Marzano’s Six-Step Process for

Building Academic Vocabulary

How it worksAn academic notebook is used for recording vocabulary

building information. The notebook is a spiral notebook or 3-ring binder. 2

The teacher begins vocabulary instruction in Step 1 by giving students and informal descriptive definition of the vocabulary word.

Students progress through the steps in order building up knowledge of the terms as they go.

Pictorial representations (Step 3) help solidify understanding.

Activities such that extend understanding (Step 4) such as group discussion (Step 5) and games (Step ) build understanding.

Implementing the strategy across subject matter is most effective.

The 6 Steps

p.33 3

HOW?

Put the word in context

Show pictures

Tell a story

WHAT?

Teacher identifies vocabulary that may be new to students.

Gives a descriptive definition of the word including examples and pictures.

Step 1: Description

HOW?

Record in the vocabulary notebook

Discuss term with peers to building understanding

Seek additional information from other sources ie. Books, Internet, etc.

WHAT?

Students describe and explain the term as it relates to them.

Marzano’s follow up study (2009) found that students must restate the term in their own words for maximum growth. 4

Step 2: Restate

HOW?

Go beyond paper and pencil.

Allow students to experience multiple visual and graphic tools to illustration their understanding.

WHAT?

Students create an illustration, drawing, or graphic.

According to Marzano (2009) this step has been found to be crucial.4

Step 3: Symbols

HOW?

Identify and associate prefix, suffix, and root words

Antonyms and synonyms

Analogies

Metaphors

Revise description and record in notebook as understanding is expanded (p.99)2

WHAT?

Provide activities to expand meaning of the terms

Make connections

Step 4: Activities

HOW?

Favorite word?

Most challenging word?

Word that has changed your perspective?

WHAT?

Organize students into groups and ask them to discuss terms in their notebooks (p.101)2

Step 5: Discussion

HOW?

Pantomime: acting out term

Pictionary

Vocabulary Dice

Cootie Catcher Finger Game

WHAT?

Vocabulary games “stimulate interest and enthusiasm about vocabulary as well as provide multiple exposures to terms” (p.102)2

Step 6: Games

Why use this strategy?

“Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.”1

“The actual words we know, then, are tags or labels for our packets of knowledge.”2

Building vocabulary can not only enhance understanding in the subject being taught, but allows students to increase their understanding of the term as they make real-world connections.

Using the Strategyin the Library Program

AASL Application 1.1.1: Follow an inquiry-based process in seeking knowledge in

curriculum subjects, and make real-world connection for using this process in own life.

1.1.2: Use prior and background knowledge as context for new learning.

2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigation.

2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.3.1: Connect understanding to the real world

3.1.3: Use writing and speaking skills to communicate new understandings effectively.

4.1.2: Read widely and fluently to make connections with self, the world and previous reading.

4.1.5: Connect ideas to own interests and previous knowledge and experience.

4.1.8: Use creative and artistic formats to express personal learning.

4.3.1: Participate in social exchange of ideas, both electronically and in person.

In general…

Students can use Marzano’s Six-Steps for Building Academic Vocabulary for building on the AASL Framework

Collaboration building Variation is limited- Steps

should not be skipped

Real-world connections Notebook is required

Student learning artifact Difficult to implement without

school-wide support

Differentiation is central

Highly engaging, interesting,

& fun

Pros & Cons

Cons Workarounds

Variation is limited- Steps you

not be skipped

Spread vocabulary work

across multiple lessons

Start out with Steps 1 and 2

and build up to using all 6

steps

Notebook required Explore using digital

notebooks (OneNote)

(LiveJournal) or word walls

(Padlet)

Difficult to implement without

school-wide support

Try starting out small within

the library. Strategy

produces data showing

students’ growth which can

stimulate more interest.

Modifications

COLLABORATION!!Without collaboration between teachers and the librarian, the librarian cannot focus his or her lesson toward curricular goals which would expand on the vocabulary work in class.

Students would miss out on building real-world connections.

#1 Rule for Success

For More Information

Vocabulary Games for the Classroom by Lindsay Carleton and Robert J. Marzano

Building Background Knowledge for Academic Achievement by Robert J. Marzano

A Six-Step Process for Teaching Vocabulary by ASCD

Handouts

TeachersPayTeachers.com Posters

1. Butler, S., Urrutia, K., Buenger, A., Gonzalez, N., Hunt, M., & Eisenhart, C. (2010). A review of the current research on vocabulary instruction, p.2. Retrieved from http://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf

2. Marzano, R. J. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD). Retrieved from http://www.ebrary.com

3. Tyson, Kimberly. (2012). Vocabulary instructional strategies: Marzano’s 6-step process. Retrieved from http://www.teachthought.com/teaching/vocabulary-instructiona-strategies-marzanos-6-step-process/

Works Cited

4. Marzano, R. (2009). The art and science of teaching: Six steps to better vocabulary instruction. Teaching for the 21st Century, 67(1), 83-84. Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Six-Steps-to-Better-Vocabulary-Instruction.aspx

Works Cited (2)