Posted: March 12th, 2023
Vocabulary Models
Marzano’s Theory and Vocabulary Models
Part 1: Marzano’s Theory
In 100-250 words, explain the background and purpose of Marzano’s six-step process for teaching vocabulary.
Language skills determine academic success. Vocabulary aids reading comprehension by linking prior knowledge to new information. Children need clear and thorough vocabulary education to improve their writing and speaking. Vocabulary instruction helps students comprehend increasingly complex texts and access academic language and discourse.
Marzano suggests openly teaching subject-specific academic language to children without prior knowledge to close the achievement gap. If they know grade-level vocabulary, pupils can easily learn new concepts. This six-step method would help educators bridge the gap between teaching and learning and make activities more real and relevant to students. Language conveys learning, so students must learn the value of vocabulary to succeed. Most pupils failed due to misunderstanding. It’s easy, but they can’t understand the unfamiliar terms. Lack of language has hindered their learning. Vocabulary helps pupils succeed academically and learn endlessly. Thus, improving communication skills and expertise requires learning vocabulary.
Part 2: Vocabulary Models
Research five vocabulary models that align to Marzano’s process and can be used in science and health instruction. The Frayer model has been provided as an example to follow in the template.
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Marzano’s Six-Step Process Which Marzano step/s relate to each model? (At least one step should relate to each model.) |
Explanation Explain how the model aligns to Marzano’s Step/s. |
Strategy Example of how it can be used to teach content related vocabulary in the inclusive classroom. Be sure to use a specific science term. Include any diagrams or pictures as appropriate. |
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Example: Frayer Diagram Description: The Frayer diagram is a graphic organizer where students outline characteristics and non-characteristics of a vocabulary term. |
Steps 2, 3, and 4. |
The Frayer model aligns with Marzano’s Step 2 because it provides students the opportunity to give a description of the vocabulary word in various ways. It also aligns with Steps 3 and 4, because students can provide a non-linguistic description of the word by drawing a picture and students can engage with the vocabulary word by finding antonyms and synonyms and examples and non-examples. |
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Graphic organizers help students organize and connect words and ideas. |
Graphic organizers can help science and health students learn new vocabulary by making diagrams, charts, or tables that show term relationships. |
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Semantic feature analysis This method compares a word’s key traits to others. In science and health classes, students can use semantic feature analysis to find a term’s key features, such as a body part’s function, and compare them to related terms. |
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Word walls: Classroom walls show words alphabetically or thematically. In science and health classes, word walls can show key words related to a topic or unit, such as human anatomy or organism classification. |
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Contextual sentences: Students read sentences with the goal vocabulary word and contextual clues to help them comprehend it. In science and health classes, contextual sentences can explain a term’s meaning, such as a cell’s role in a biological process. |
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Morphemic analysis: Breaking words into prefixes, suffixes, and roots to comprehend their meaning. Morphemic analysis can help students spot scientific terms like “photosynthesis” and “cardiovascular.” |
Part 3: Rationale
Write a 250-500 word rationale explaining how you would use Marzano’s theory in reading, writing, and vocabulary instruction for the inclusive classroom including students with disabilities, ELL students, gifted, early/late finishers, and students with diverse backgrounds and varying proficiency levels.
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