K5

Lifting Literacy
Building Academic Vocabulary: Teachers Manual by Robert J. Marzano and Debra J. Pickering Alexandria, VA: ASCD, 2005
I. About the Book
New research has shown that knowledge of academic vocabulary is one of the strongest indicators of how well students will learn in their content-area studies. In Building Academic Vocabulary: Teachers Manual, Robert J. Marzano and Debra J. Pickering give teachers practical ideas for helping students acquire and master academic vocabulary. The book shows how to implement many of the principles and ideas formulated in Marzanos previous book, Building Background Knowledge for Academic Achievement (ASCD, 2004). In the manual, teachers will find the following tools: a method to determine the most relevant academic vocabulary terms for their students the authors six-step process for direct instruction in content-area vocabulary directions for the use of student notebooks as an aid to vocabulary instruction The authors approach to vocabulary instruction emphasizes repeated encounters with new terms, including the use of games and activities, to build and maintain the content-area vocabulary knowledge that boosts academic success.
2008 by Harcourt Achieve Inc. All rights reserved.

II. About the Authors

Robert J. Marzano is a senior scholar at Mid-continent Research for Education and Learning in Denver, Colorado; an associate professor at Cardinal Stritch University in Milwaukee, Wisconsin; vice president of Pathfinder Education, Inc.; and president of the Marzano & Associates consulting firm in Centennial, Colorado. An internationally known trainer and speaker, Marzano has authored 21 books and more than 150 articles and chapters on topics such as reading and writing instruction, thinking skills, school effectiveness, restructuring, assessment, cognition, and standards implementation. In addition, he has developed programs and practices based on current research and theory in cognition that are currently used in many K12 classrooms.

Book Group Discussion Guides

K5

Lifting Literacy
Debra J. Pickering is a private consultant and director of staff development in the Littleton Public Schools in Littleton, Colorado. During more than 25 years in the field of education, she has gained practical experience as a classroom teacher, a district staff development coordinator, and a consultant for administrators and teachers in grades K12. Her work centers on the study of learning and the development of curriculum, instruction, and assessment that address clearly identified learning goals. With a combination of theoretical grounding and practical insight, she works with educators throughout the world to translate theory into practice. Pickering has coauthored several articles and programs, including Dimensions of Learning Teachers Manual (2nd edition) and other materials for ASCDs Dimensions of Learning series, a comprehensive model of learning that provides a framework for developing students into independent learners and complex thinkers.

III. Topics for Discussion

A. Before you read . . . 1. Why is teaching academic vocabulary important for helping students comprehend content-area materials? 2. How do you choose the words you directly teach your students in the content areas? Is this an individual decision, or is it schoolwide or districtwide? 3. What strategies do you use to teach these words? Are they effective? Why or why not? B. After you read . . . 1. Did this book challenge your assumptions about the importance of direct vocabulary instruction to student comprehension? If yes, how? If no, why not? Dig deeper: Do you agree or disagree with the authors assertion that one of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms (p. 3)? Why or why not? 2. Do you think the six-step process is well developed and clearly presented? Do you think the six-step process is practical? Why or why not?

2008 by Harcourt Achieve Inc. All rights reserved.

Book Group Discussion Guides

K5

Lifting Literacy
3. What do you think of the authors suggestions for scheduling time for instruction, monitoring student work, and tracking student progress? Are these suggestions applicable to your classroom? Why or why not? 4. If you work with ESL students, what do you think of the adaptations the authors suggest for using the six-step process with ESL students? What might you add? What might you change? 5. What do you think of the academic word lists? Are they adequate? Appropriate? Why or why not? 6. What vocabulary teaching strategies do you already use in your classroom? Are they effective? Why or why not? Are there ways you might change your strategies after reading this book? Think about the strategies for each of the six steps: 1: Provide a description, explanation, or example of the new term. 2: Ask students to restate the description, explanation, or example in their own words. 3: Ask students to construct a picture, symbol, or graphic representing the term. 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. 6: Involve students periodically in games that allow them to play with the terms. 7. What do you think of the review activities and games? Would you add any? Are there any that you would not use? Why or why not? 8. As the authors state, three elements need to be managed effectively in order to put this program into practice: the student notebooks, the terms that are not taught directly, and the time needed to implement the program. How do you feel about managing these elements? How helpful do you find the authors guidance for a teacher or a district implementing the program? 9. Overall, do you feel the authors presented the information in a clear and interesting format? What drew your attention?

2008 by Harcourt Achieve Inc. All rights reserved.

Book Group Discussion Guides

K5

Lifting Literacy
C. Moving forward . . . 1. Building Academic Vocabulary puts into practice the research and ideas presented in Building Background Knowledge for Academic Achievement. How important is it for teachers to have an overview of the theories and scientific research behind new teaching plans and strategies? Do teachers need to know the research and ideas behind teaching strategies in order to effectively implement those strategies in the classroom? Why or why not? 2. What questions about teaching academic vocabulary do you have now that you have read this book? How might you explore these questions further?

2008 by Harcourt Achieve Inc. All rights reserved.

Book Group Discussion Guides