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>>teacher: Alright, our vocabulary word for this week that we are going to focus on
is formulate. Can you please repeat after me: formulate.
>>class: Formulate
>>teacher: One more time: formulate
>>class: Formulate
>>teacher: What I always try to do is use Marzano's 6 steps. The idea is that
um we identify the word and we say the word. Um, the students speak about the
word. They give examples um, they have a picture
that they-that associates with the word.
Um, they have-they have a game and
um then they get-they are periodically challenged to use the word,
read about the word, speak and listen to the word,
define that word. What I want you to do right now is whether you know
this word or not, I want you to think in your head what
is the first thing that comes to mind when you hear the word formulate.
Hold on, take a second, so formulate. What's the first thing that comes into mind
when you hear the word formulate? Michael, what's
what's the first thing that comes into mind when you think of 'formulate'?
>>Michael: The first thing that comes into my mind when... >>teacher: Speak up.
>>Michael: ...formulate is to create something.
>>teacher: To create something very good. I-I emphasize
tier 2 vocabulary words because these are the words students are gonna come
across in their reading, in their writing within all their
different classes. Not just English - language arts
classes - Their science, their history, their math classes, their elective courses.
I always try to teach 1 -2 words per week and that's the lim-limit
for my tier two vocabulary. Um, the reason why is
I-I really want the students to get deep
with that word - to spend some quality time with that word
and understanding what that word means.
>>student 1: If a sixth grader student
asked me to formulate a plan to be successful in seventh grade
I would say, uh, be yourself
and um try to study-study really hard for all the tests every time.
>>teacher: How is this formulate?
How is this formulate?
>>student 2: He was trying to create a plan to get the balloon.
>>teacher: Using American Sign Language not only is there
another way to associate the word, but for kinesthetic learners
a lot of students-I-I've seen a lot of students
suddenly understand the word in the context of that-that
gesture, that movement.
Form-u-late, so it's this way to this way. Okay?
Do it again, formulate. Look at the definition
>>students: To create.
>>teacher: To create or devise a strategy.
To create or devise a strategy.
On Tuesday, I-I had a starter where I just used the word formulate.
in one of the questions. We're in the middle of a-a
RCD unit on writing argument essays,
so what I wanted them to do was to um
choose a certain amount of vocabulary words. I called it their vocabulary challenge.
How many words are you going to do for the vocabulary challenge? >>student: 4
>>teacher: Which words? >>student: Predict, evaluate, and...
>>teacher: Okay.
On Friday I always try to incorporate a-a
an activity that- an engaging kind of game.
Another tenant to Marzano's vocabulary philosophy is to have a game - to use the word
in a fun way. But also I think it creates a
little bit more engagement when they have fun,
students tend to sometimes forget that they're learning.
[student laughing]
>>teacher: Alright, here we go.
And the word is: 'organize'
>>Students: Organize, to put into groups.
[students laughing]
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