Steps For Teaching Academic Vocabulary1

[ ] It’s clear that multiple exposures to new words in different contexts (or, the
Principal of Re-contextualization and the Principle of Multiple Encounters) is critical,
though there is not universal agreement about the exact number of repetitions needed
before the word is fully learned. Some researchers suggest eight to 10 times in
different contexts will do the trick.

[ ] It’s important to look at these six steps as a compass and not as a road map. In
other words, keep them in mind, but don’t apply them dogmatically in every instance.

[ ] I then take on the last three activities — reinforcing exercises, student discussions
and games — over the next several days and beyond.

[ ] I try to complete these first three steps on the same day that new vocabulary is
introduced.

[ ] Next, students actively process the word through writing their own definitions (in
English or in a home language) and drawing their own images. They can use an online
dictionary for ideas, but need to be reminded not to copy a definition word-for-word. Of
course, this takes teacher modeling and student practice. I also encourage students to
use the word in an original sentence.

[ ] Then, I describe the word using various examples, sometimes with an image,
sometimes using it in different sentences, or, often, both.

[ ] First, I pronounce the word, and usually write it on the board or overhead as well.
Mr. Marzano doesn’t explicitly point out the act of pronunciation in the six-step
process. However, it is a crucial step for E.L.L.s.

[ ] Many teachers know Robert Marzano’s Six Steps to Better Vocabulary Instruction,
and I use them regularly in my own classroom. Here are how I modify the steps:

1
https://www.nytimes.com/2017/11/29/learning/lesson-plans/enriching-academic-vocabulary-
strategies-for-teaching-tier-two-words-to-ell-students.html