The Need for a Program to Build Academic Vocabulary：一个程序建立的学术词汇的需要.ppt

Building Academic Vocabulary Teacher’s Manual  Robert J. Marzano Debra J. Pickering Building An Academic Vocabulary Program Presented by: Barbara Ice Amy Huether March 29, 2006 Agenda Welcome Getting to know Robert Marzano Significance of Vocabulary Instruction Theory to Practice: Selecting Terms Break Practice to Application: Teaching Terms Final Thoughts Scientifically-Based Were no longer debating whether scientifically-based research and scientifically-based evidence is important to school improvement and classroom practices. NCLB The phrase“scientifically- based research”is in NCLB one hundred and eleven times. By the end of this session… You will: Understand characteristics of effective vocabulary instruction, and Apply a six-step process for direct instruction in vocabulary. The Category is Math Quickly and quietly on your pieces of paper write all the words you can think of that remind you, define, or make you think of math. With a partner combine your pieces of paper and sort your pieces of paper into categories. What do you notice? Discuss the following: How and why would you use an activity like this with your students? When? When all teachers in a school focus on the same academic vocabulary and teach in the same way, school has a powerful comprehensive approach. When all teachers in a district embrace and use the same comprehensive approach, it becomes even more powerful. Impact of Direct Vocabulary Instruction Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. The same student, after specific content-area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile. Why? Why does vocabulary instruction have such a profound effect on student comprehension of academic content? What do these words have in common: