Building Academic Vocabulary

1. Dedicated to Continuous Improvement Building Academic Vocabulary Robert J. Marzano Debra J. Pickering Early Release Day 4

2. VocabularyReview Activities & Review Games

3. Review Activities • Jeopardy • Creating Metaphors Review Games

4. Creating Metaphors Description – Metaphors expose how objects or ideas that seem quite different might actually be, at a more general level, very similar. Example – “Love is a rose.” The concepts love and rose taken literally are very different. However, they have general attributes in common, i.e. they both have qualities that attract people and they can both cause pain.

5. Procedure To engage students in metaphorical thinking, model the process and give explicit guidance. Step 1: List the specific characteristics of a targeted term. Step 2: Rewrite those characteristics in more general language Step 3: Identify another term and explain how it also has the same general characteristic. (Creating a matrix can help with the steps)

6. Matrix

7. Matrix *Terms may first be viewed as “opposites” because urbanization is voluntary movement while colonialism can be viewed as involuntary or as a “takeover” of control.

8. Matrix Activity 1 (5 – 10 minutes) • Choose a partner(s) – 2 to 3 persons • Explore possibilities/answers for sample matrix • Review outcomes with another group • Discuss how the use of metaphors can promote higher order thinking skills

10. Metaphor Activity 2 – 5-10 minutes • Divide in groups of 2 to 3 persons • Discuss how you could effectively used metaphors in your curriculum area or grade level (cross curricular) to promote higher level thinking skills. • Record example/idea on index card • Share example/idea with large group

11. Jeopardy • Go to Sampson County Schools website • Curriculum and Instruction • Middle School Division • Vocabulary • Review Games • Select Jeopardy • Insert identified terms • Save to your folder, drive or email

12. Practice Allow participants time to practice games

13. Questions/Concerns?