Marzano’s Six Step Process

Teaching Academic Vocabulary

1. Provide a description, explanation, or example of the new

term. (Include a non-linguistic representation of the term
for ESL kids.)

2. Ask students to restate the description, explanation, or

example in their own words. (Allow students whose primary
existing knowledge base is still in their native language to
write in it.)

3. Ask students to construct a picture, symbol, or graphic

representing the word.

4. Engage students periodically in activities that help them add

to their knowledge of the terms in their notebooks.

5. Periodically ask students to discuss the terms with one

another. (Allow in native language when appropriate)

6. Involve students periodically in games that allow them to play

with terms.

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
 1. Provide a description, explanation, or example of the new term.
 Looking up words in dictionaries is not useful for teaching vocab
 Provide a context for the term
 Introduce direct experiences that provide examples of the term
 Tell a story that integrates the term
 Use video as the stimulus for understanding information
 Ask students to investigate the term and present the information to
the class (skit, pantomime, poster, etc.)
 Describe your own mental picture of the term
 Find or create pictures that explain the term

2. Ask students to restate the description, explanation, or example

in their own words.
 Monitor and correct misunderstandings
 Must be student’s original ideas, not parroting the teacher

3. Ask students to construct a picture, symbol, or graphic

representing the word.
 Model, model, model
 Provide examples of student’s drawings (and your own) that are rough but
represent the ideas
 Play “Pictionary”
 Draw an example of the term
 Dramatize the term using speech bubbles
 Let them find a picture on the internet, if necessary

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
 4. Engage students periodically in activities that help them add to
their knowledge of the terms in their notebooks.
 Highlight prefixes, suffixes, root words that will help them remember the
meaning of the term
 Identify synonyms and antonyms for the term
 List related words
 Write brief cautions or reminders of common confusions
 Translate the term into another language for second language students
 Point out cognates to words in Spanish
 Write incomplete analogies for students to complete
 Allow students to write (or draw) their own analogies
 Sort or classify words
 Compare similarities and differences

5. Periodically ask students to discuss the terms with one another.

 Think-Pair-Share
 Compare their descriptions of the term
 Describe their pictures to one another
 Explain to each other any new information they have learned (“aha’s”)
 Identify areas of disagreement or confusion and seek clarification
 Students can make revisions to their own work

6. Involve students periodically in games that allow them to play with

terms.
 Pictionary
 “Oops” (formerly known as “Bang”)
 Upset the fruit basket
 Memory
 Jeopardy (vocab words are on the board, players make up a question to define)
 Charades
 Name that Category ($100,000 Pyramid)
 Password
 Talk a Mile a Minute (like Catch Phrase)
 Bingo (you give definition, kid marks the word)
 Create a skit (assign groups of 3-4 kids 3 vocab words to make a skit out of)
 Swat Game (post 2 sets of words, kids on 2 teams compete to find words first and swat with fly-swatter)

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
BEFORE you begin your next UNIT of INSTRUCTION:

1. What Power Indicators (standards) are included in this Unit? List indicators.
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2. What is the key academic vocabulary needed in this Unit? List words.
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Plan for direct vocab. instruction: (Marzano’s 6 Steps for Teaching Vocab.)

1. YOU provide a description, explanation or example. (story, sketch,

powerpoint)
2. Ask students to re-state or re-explain meaning in their own words. (journal,
community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic, or symbol for each word.
4. Engage students in activities to expand their word knowledge. (add to their
notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another. (collaborate)
6. Have student play games with the words. (Bingo w/definitions, Pictionary
Charades, )

3. Plan to provide or activate background knowledge:

__ Study Trip __ Guest Speaker (expert)
__ Bring In Live Sample __ Bring In Actual Artifacts
__ Theme Day (“Indian Day”)

__ Video (United Streaming) __ Show Photos

__ Posters __ Models of Actual Items
__ Graphic Organizer __ PowerPoint
__ Community Circle Topic __ Read Aloud (story)
__ Other

4. Now you are ready to plan your Unit’s lessons, activities, and assessments.

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
 Vocabulary Four Square
_______________________
_______________________
_______________________

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
Meaning Picture
_______________________
_______________________
_______________________
Word Sentence
 Word
Picture
__________________

____________
_________________________
_________
Synonym

____________________
Antonym

In my own words: ____________________________________________

_________________________________________________________

Sentence _________________________________________________

_________________________________________________________

Word
Picture
__________________

____________
_________________________
_________
Synonym

____________________
Antonym

In my own words: ____________________________________________

_________________________________________________________

Sentence _________________________________________________

_________________________________________________________
www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
 Connect Two

Choose two words from your list. Describe to your partner or group
how those two words are related. You all need to write how they are
connected. Then your partner can choose two other words.

Example:
______Courteous_______ and ___drenched____
are connected because a courteous person will
share his umbrella so someone doesn’t get
drenched.___________

___________________________and
_________________
are connected because _____________________
________________________________________
________________________________________

__________________________and
__________________
are connected because _____________________
________________________________________
________________________________________

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
 YES
!
NO

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
 Word
Context Clue
Definition
Quick Draw
Connection

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
WEBSITES

Article on using student friendly definitions versus typical dictionary definitions.

http://www.schoolsmovingup.net/cs/smu/download/rs/10753/McKeown.LearningWordMeaning.p
df?x-r=pcfile_d

This article discusses what it means to learn vocabulary and also a few ways promote vocabulary
acquisition. The authors also talk about word consciousness.
http://www.schoolsmovingup.net/cs/smu/download/rs/10061/BaumannCh12%20(SchoolsMovingU
p%20Showcase%201).pdf?x-r=pcfile_d

“Browse our webinar archives, where you can watch and listen to full web presentations by
leaders in the field of school improvement.” Each archive includes questions, discussions, and
accompanying resources from the live webinar.
http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/past.htm

Elfrieda Hiebert presentation on Strategic Vocabulary Selection: Choosing words for narrative
and informational texts.
http://www.textproject.org/presentations/summer-2008-strategic-vocabulary-selection

Resource page from Illinois School District U-46 on academic vocabulary including links to
activities and games.
http://www.u-46.org/roadmap/dyncat.cfm?catid=477

Reference site on the English language; word origins, Greek & Latin roots, historical development
of English.
http://wordinfo.info/

Reference sites for word origins, synonyms, antonyms.

www.dictionary.com
www.thesaurus.com

Example from a teacher of building background knowledge: Using a “dresser” analogy to teach
the structure of informational text.
http://www.mail-archive.com/[email protected]/msg00234.html

A verbatim transcript of a presentation given by Bob Marzano: What Works in Schools: A

Research-Based Approach to School Improvement.
www.simulconference.com/ASCD/2003/scs/3170a.shtml

Click on the English Language Learners link to find more ideas about teaching academic
vocabulary. Doing What Works website.
http://dww.ed.gov
www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf
BOOKS

Accelerated Vocabulary Instruction Strategies for Closing the Achievement Gap for all
Students by Nancy Akhavan; Scholastic, 2007.
Creating a Robust Word-Learning classroom, Includes ideas for read-aloud lessons &
content areas, includes a packet of graphic organizer overheads.

Bringing Words to Life Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown,
& Linda Kucan; The Guilford Press, 2002.
Rationale for teaching vocabulary, how to choose words to teach (Tier 1, Tier 2, Tier 3),
how to teach vocabulary.

Building Academic Vocabulary (Teacher’s Manual) by Robert Marzano & Debra J. Pickering;
ASCD, 2005
Creating a list of academic vocabulary words how to teach them. Includes academic
vocabulary word lists for content areas.

Building Background Knowledge for Academic Achievement Research on What Works in Schools
by Robert Marzano; ASCD, 2004
Rationale for building background knowledge and how to build it. Includes lists of
academic vocabulary for content areas.

Getting into Words Vocabulary Instruction that Strengthens Comprehension by Shira Lubliner;
Paul H. Brookes Publishing, 2005.
Strategies to strengthen comprehension, develop metacognitive skills & build word
knowledge. Includes cue cards for students in both English & Spanish.

Words, Words, Words Teaching Vocabulary in Grades 4-12 by Janet Allen, Stenhouse
Publishers, 1999.
Developing effective practices in vocabulary instruction. Includes 22 effective graphic
organizers to use.

www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf