Writing Process-Article Review
The hand out I received was Chapter 5 from the book Building Background Knowledge for Academic Achievement (Marzano, 2004) which in brief explains the instructional activities that help students understand new vocabulary terms taught using the six-step process for direct instruction in vocabulary. Steps are necessary for information to be stored in permanent memory. If terms are not stored in permanent memory, they are not added to academic background knowledge.
Following are the Six Steps for Effective Vocabulary Instruction-first 3 steps are for introducing and developing initial understanding, and last 3 steps are for shaping and sharpening understanding.
1. Explain-Provide a description, explanation, or example of the new term2. Restate-Ask students to restate the description, explanation, or example of the new term in their own words.3. Show-Ask students to create a nonlinguistic representation of term- construct a picture, symbol, or graphic representation of the term.4. Discuss-Engage students periodically in discussion activities that help add to knowledge of vocabulary terms (in their notebooks).5. Refine and Reflect- Periodically ask students to discuss terms with one another, discuss and refine notebook entries.6. Apply in Learning Games-Involve students periodically in games that allow them to play with terms.
In chapter 3 (Direct Vocabulary Instruction: An Idea Whose Time Has come, Marzano differentiates between two types of intelligences: “crystallized intelligence” – to me it is ‘what you already know’- and “fluid intelligence”- the process of gaining knowledge. We want to teach students more words and the best way is to do that is by direct vocabulary instruction. Research has shown a tremendous increase in the comprehension ability of students who were exposed to direct vocabulary instruction, using the 6 step process.
I also read reviews of books by some others that dealt with the same topic-Words, Words, Words: Teaching Vocabulary in Grades 4-12 (Janet Allen), Bringing Words to Life: Robust Vocabulary Instruction (Linda Kucan, Margaret McKeown). These books offer strategies to:· Activate and build background knowledge· Make word learning meaningful and lasting· Build concept knowledge· Use word and structural analysis to create meaning· Make reading the heart of vocabulary instruction
My conclusion is that students who know more are higher academic achievers (simply stated).
Systematic instruction in vocabulary benefits ALL students.
The technology integration to enhance/extend vocabulary instruction will be by using Graphic Organizer software like Inspiration/Kidpiration (there are a few pre-made templates in both) at all 6 different steps.
October 8th, 2007 at 7:15 pm
I find it interesting that at the middle school level, I see many teachers (if not most) using the vocabulary building techniques presented by Marzano and Allen. I see everything from word walls to unit booklets with pictorial definitions of key vocabulary words. And a few teachers add some Blooms Taxonomy to the task asking students to compare and contrast certain words and to analze the use of a specific word in one text to the use of the same word in another text. These are all tasks I never had to do in school but they would have helped me build a stronger vocabulary foundation!
October 26th, 2007 at 2:37 am
[...] here for full story This entry was posted on Monday, October 8th, 2007 at 2:53 pm and is filed under [...]