How and why do we teach vocabulary?

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Robert J. Marzano's "Six Steps to Effective Vocabulary Instruction" (steps paraphrased from Building Background Knowledge for Academic Achievement)

Education researcher Robert J. Marzano suggests that we can help close the achievement gap by explicitly teaching subject-specific academic vocabulary to students.  Our second language learners often  lack the background knowledge (vocabulary) to fully succeed in school. We urge you to check out this handy-dandy chart that demonstrates how the Visual Thesaurus can help you implement Marzano's six steps of vocabulary instruction.


1. The teacher explains a new word — going beyond reciting its definition.

2. Students restate or explain the new word in their own words.
3. Students create a nonlinguistic representation of the word
4. Students engage in activities to deepen their knowledge of the new word.

5. Students discuss the new word.
6. Students play games to review new vocabulary.

Vocabulary

gritty
contemplate
moderate
fiasco
diplomatic
taunt
jester
obsolete
exaggerate
tendency
persistent
extricate
petty
venture
whim
quizzical

petty
adjective-not important
When the teachers divided the check from lunch, it seemed petty to argue over who would pay the extra five cents.

venture
noun-a risky or uncertain undertaking
The business venture turned out to be a financial disaster.

whim
noun-a sudden idea to do something
I'd planned on grading papers, but on a whim, I decided to climbed Pacaya.

quizzical
adjective-expressing doubt or questioning; puzzled
Mom looked quizzical when she received a birthday card form a dead relative.

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