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Marzano’s Six-Step Vocabulary Process for English Language Learners

Marzano’s Six-Step Vocabulary Process for English Language Learners . FBISD Secondary ESL Facilitators Tiffany Ricketts and Ana Alegria November 2013. Mini-training Objectives:. Content Objective: To learn and/or review a systematic vocabulary process that works well for ELLs

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Marzano’s Six-Step Vocabulary Process for English Language Learners

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  1. Marzano’s Six-Step Vocabulary Process for English Language Learners FBISD Secondary ESL Facilitators Tiffany Ricketts and Ana Alegria November 2013

  2. Mini-training Objectives: • Content Objective: To learn and/or review a systematic vocabulary process that works well for ELLs • Language Objective: Explain how Marzano’s six-step process supports ELLs

  3. Thinking About English Language Learners – The Beginner Student • Struggles to understand simple conversations • Struggles to distinguish individual words and phrases • May not seek clarification. Frequently remain silent.

  4. Thinking About English Language Learners – The Intermediate Student • Understands routine directions and short, familiar discussions; requires extensive support when topic is unfamiliar • Can distinguish key words necessary to understand the gist of basic instruction • Has the ability to seek clarification

  5. Thinking About English Language Learners – The Advanced Student • Understands longer, more elaborate discussions with the need of some processing time. Less dependent on visuals and verbal cues except with complex or highly specialized language. • Understands main ideas, important details, and implicit information nearly comparable to a native English-speaker • Occasionally requires the speaker to repeat, slow down, or rephrase to clarify meaning

  6. Thinking About English Language Learners – The Advanced High Student • Less dependent on visuals and verbal cues except with complex or highly specialized language. • Understands main ideas, important details, and implicit information nearly comparable to a native English-speaker • Rarely requires the speaker to repeat, slow down, ore rephrase to clarify meaning

  7. How to Address the Linguistic Needs of ELLs When Teaching Vocabulary • Preteach vocabulary • Be systematic • Give direct, explicit vocabulary instruction • Use visuals! (“…imagery-based techniques produced achievement gains that were 37 percentile points higher than those produced by techniques that focused on having students continually review word definitions. Powell, G. 1980). • Provide more than one exposure to new vocabulary in context (6x is optimum)

  8. Marzano’s Six-Step Process Step 1 - Description Use the first three steps to introduce new vocabulary during the first lesson: TEACHER DESCRIPTION – Teacher describes or explains the new vocabulary term using everyday language, not a dictionary definition, and uses visuals like pictures, video clips, cartoons, etc. The explanation could also include an anecdote or current event.

  9. Marzano’s Six-Step Process Step 1 - Description extraction

  10. Marzano’s Six-Step Process Step 2 - Restate Use the first three steps to introduce new vocabulary during the first lesson: STUDENTS RESTATE – Students describe or explain the new term in their own words. For the ELL, this is best done with a shoulder partner. Teacher can assess student understanding by listening to responses. (Think/Write/Pair/Share)

  11. Marzano’s Six-Step ProcessStep 2 - Restate (Provide students with written directions.) Now it’s your turn – Think about our new vocabulary word and the pictures I showed you. Now write your own definition. Pair up with your shoulder partner to talk about your definitions. You can make corrections if you need to. Share your definition with the class when I call your name. (Or share your definition with two other students who are not your shoulder partner.)

  12. Marzano’s Six-Step Process Step 3 - Drawing STUDENTS DRAW – Students draw a picture, symbol, cartoon, or find a visual to represent the new term (individually, with partner, or in a small group)

  13. Marzano’s Six-Step ProcessStep 3 - Drawing I want you draw a picture that represents your definition. You can also use symbols or cartoons. Here’s an example of what I mean. It doesn’t have to be fancy; just show you understand the word.

  14. Marzano’s Six-Step Process Use the last three steps to give students the multiple exposures and practice they need to learn new vocabulary.

  15. Marzano’s Six-Step ProcessStep 4 - Activities ACTIVITIES – categorize identify synonyms and/or antonyms find related words make foldables complete cloze paragraphs complete cross-word puzzles

  16. Marzano’s Six-Step ProcessStep 4 - Activities ACTIVITIES –

  17. Marzano’s Six-Step ProcessStep 4 - Activities MORE ACTIVITIES – find more related pictures make concept maps match terms and definitions write short paragraphs using word banks answer questions in complete sentences

  18. Marzano’s Six-Step ProcessStep 5 - Discussion DISCUSSION – Students discuss new terms in structured ways. Teacher monitors to clear up any confusion about terms. Explain the similarities or differences of their definition picture with someone else’s Explain how a visual represents a term Discuss a process using sentence stems

  19. Marzano’s Six-Step ProcessStep 5 - Discussion

  20. Marzano’s Six-Step ProcessStep 5 - Discussion DISCUSSION – Create a song or rhyme Create riddles and clues Make a game board Pantomime vocabulary I’ve never been a good swimmer, my DNA almost drowned in its gene pool. I used to hate math but then I realized decimals have a point.

  21. Marzano’s Six-Step ProcessStep 6 - Games GAMES – Students play vocabulary games to reinforce understanding: Jeopardy Bingo Charades Pictionary Concentration Student-created games

  22. Marzano’s Six-Step Process Step 1 - Description Taroof

  23. Marzano’s Six-Step ProcessStep 2 - Restate (Provide students with written directions.) Now it’s your turn – Think about our new vocabulary word and the pictures I showed you. Now write your own definition. Pair up with your shoulder partner to talk about your definitions. You can make corrections if you need to. Share your definition with the class when I call your name. (Or share your definition with two other students who are not your shoulder partner.)

  24. Marzano’s Six-Step ProcessStep 3 - Drawing I want you draw a picture that represents your definition. You can also use symbols or cartoons. Here’s an example of what I mean. It doesn’t have to be fancy; just show you understand the word.

  25. Marzano’s Six-Step ProcessStep 4 - Activities Use the term “taroof” in a sentence stem. An example of the Persian concept of taroofis when…

  26. Marzano’s Six-Step ProcessStep 5 - Discussion Discuss how the Persian concept of taroof is similar to a custom that you may know.

  27. Marzano’s Six-Step ProcessStep 6 - Games • A Across: • To offer something to someone that you really want t

  28. Marzano’s Six-Step ProcessOur Language Objective Please turn to a shoulder partner and explain how Marzano’s six-step vocabulary process would support an English language learner: “I think this vocabulary process gives ELLs a chance to…”

  29. Marzano’s Six-Step Process Resources Credits: Flip Into Success! ELPS at a Glance . El Saber Enterprises 2009. Classroom Instruction that Works. Marzano, Pickering, and Pollock. ASCD 2001. 7 Steps to a Language –Rich Interactive Classroom. Seidlitzand Perryman, Canter Press 2011. http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/Documents/Vocabulary%20Documents/Activities%20Lessons/VocabularyDevelopment.pdf

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