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\\#LSLtweets\u003Cbr>\u003Cbr>\u003Cbr>|\n| |\n| © Lone Star Learning™ 2017 [www.lonestarlearning.com](www.lonestarlearning.com) |\n| |\n\n\n| | | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| Marzano s Six-Step Process | | | | | | | | | | |\n| | | | | | | | | | | |\n| for building academic vocabulary | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| Step 1 | | | | | The teacher provides a description explanation or example of the term | | | | | |\n| , . | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| Step 2 Students restate the description, explanation or example in their\u003Cbr>| | | | | | | | | | |\n| own words. | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | Step 3 Students construct a picture, pictograph, symbolic representation or act | | | | | | |\n| out the term. | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| The teacher extends and refines understanding of the word by engaging | | | | | | | | | | |\n| | | | Step 4 students in activities that help them add to their knowledge of the terms | | | | | | | |\n| | | | | | | | in vocabulary notebooks. | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| Step 5 | | | | | | | the terms with one another | | | |\n| | | | | | | | Periodically ask students to discuss . | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| Step 6 Involve students in games that enable them to play with the terms and\u003Cbr>| | | | | | | | | | |\n| reinforce word knowledge. | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| Marzano RJ (2004) Building Background Knowledge for Academic Achievement: | | | | | | | | | | |\n| , .\u003Cbr>What Works in Schools | | | | | | | | | | |\n| on | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | | | | | | | | | | |\n| | © Lone Star Learning™ 2017 [www.lonestarlearning.com](www.lonestarlearning.com) | | | | | | | | | |\n| | | | | | | | | | | |\n\n’ \nResearch \n| | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| | | | | | | | | | |\n| | | | | | | | | | |\n| | | | | | | | | | |\n| | Marzano’s Six-Step Process\u003Cbr>for building academic vocabulary | | | | | | | | |\n| | Step 1\u003Cbr>\u003Cbr>\u003Cbr>The teacher provides a description, explanation or example of the term\u003Cbr>| | | | | | | | |\n| | \u003Cbr>\u003Cbr>\u003Cbr>Students restate the description, explanation or example in their own words | | | | As we explore these fun ways to put student vocabulary to work, | | | | |\n| | \u003Cbr>Step 2\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>.\u003Cbr>\u003Cbr>\u003Cbr>Students construct a picture, pictograph, symbolic representation or act\u003Cbr>| | | | use this as a checklist to see how many of each of the 6 steps each | | | | |\n| | out the term.\u003Cbr>| | | | activitiy can cover! Think of game variations that could be implemented | | | | |\n| | students in activities that help them add to their knowledge of the terms in vocabulary notebooks.\u003Cbr>Step 4\u003Cbr","cbCaibykETeN9wcS","https://ap.wps.com/l/cbCaibykETeN9wcS","pdf",7469760,12,"English","# Marzano’s Six-Step Process for building academic vocabulary\n## Step 1-4: Explanation, restatement, visualization, and refinement\n## Step 5-6: Discussion and vocabulary games","[{\"question\":\"What are the six steps in Marzano’s process for building academic vocabulary?\",\"answer\":\"The process includes teacher description of terms, student restatement, constructing visual or symbolic representations, extending understanding with vocabulary notebook activities, periodic discussion with peers, and game-based practice to reinforce word knowledge.\"},{\"question\":\"How do students engage with vocabulary after the teacher presents a term?\",\"answer\":\"Students restate the explanation in their own words and construct pictures or symbolic representations (or act out the term) to deepen understanding before moving to guided enrichment activities.\"},{\"question\":\"How do the games in this resource reinforce vocabulary knowledge?\",\"answer\":\"The resource uses games that enable students to play with the terms and strengthen their word knowledge, following discussion and vocabulary notebook activities to target understanding gaps.\"}]","Off-the-Word-Wall Vocabulary Games - Marzano’s Six-Step Process | PDF",1790608457]