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Building K6 Vocabulary In Science

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Effective vocabulary instruction involves the gradual shaping ... Oviparous. mammal. hoof. 54. Practice creating nonlinguistic representations in various ways: ... – PowerPoint PPT presentation

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Title: Building K6 Vocabulary In Science


1
Building K-6Vocabulary In Science
  • Jon Dueck
  • Mathematics/Science Coordinator
  • Fresno County Office of Education
  • 559-497-3792

2
Categories of Instructional Strategies That
Affect Student Achievement
3
Research
  • The research and theory strongly suggest that
    teaching vocabulary is synonymous with teaching
    background knowledge.

4
EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE
VOCABULARY INSTRUCTION
  • Effective vocabulary instruction does not rely on
    definitions.
  • Students must represent their knowledge of words
    in linguistic and nonlinguistic ways.
  • Effective vocabulary instruction involves the
    gradual shaping of word meanings through multiple
    exposures.
  • Teaching word parts enhances students
    understanding of terms.
  • Different types of words require different types
    of instruction.
  • Students should discuss the terms they are
    learning.
  • Students should play with words.
  • Instruction should focus on terms that have a
    high probability of enhancing academic success.

5
Instruction Should
  • try to install background knowledge in permanent
    memory.
  • make sure students have multiple exposures to the
    information.
  • focus on students developing surface-level
    knowledge across broad spectrum of subject areas.

6
The Interaction Among the Three Functions of
Memory
7
Three Functions of Memory
Permanent Memory
Sensory Memory
8
Non-Linguistic
  • Venn Diagrams
  • Using Double Bubbles
  • Matrices

9
Characteristic 1________________
Easy to see that items are very different for
this characteristic
Characteristic 2________________
10
Comparing Terms David Hyerle---Double Bubble
11
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12
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13
Go to School
Flowers Bloom
Bare Trees
SPRING
WINTER
SEASON
Winter Break
Trees Bud
Cool Nights
14
Solving Analogy Problems
as
relating factor
David Hyerles Bridge Map
15
Solving Analogy Problems
Tongue
Eye
as
See
Taste
is used to
relating factor
Odometer
Thermometer
as
Temperature
Distance
measures
relating factor
16
Solving Analogy Problems
Offensive line
Cell membrane
as
Cell
Football team
is used to
relating factor
Earthquake
Tsunami
as
Wave
Tremor
causes
relating factor
17
The Research onVocabulary Instruction
18
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19
A Six-Step Process for
Teaching New Terms
  • Step 1 Provide a description, explanation, or
    example of the new term.
  • Step 2 Ask students to restate the description,
    explanation, or example in their own words
  • Step 3 Ask students to construct a picture,
    symbol, or graphic representing the term or phrase

20
A Six-Step Process for
Teaching New Terms
  • Step 4 Engage students periodically in
    activities that help them add to their knowledge
    of the terms in their notebooks
  • Step 5 Periodically ask students to discuss the
    terms with one another
  • Step 6 Involve students periodically in games
    that allow them to play with terms

21
Step One Provide a description, explanation, or
example of the new term.
  • Build on direct experiences, such as a field trip
    or a guest speaker, that provide examples of the
    term
  • Tell a story that integrates the term
  • Use video or computer images as the stimulus for
    the information
  • more on next slide

22
Step One Provide a description, explanation, or
example of the new term - continued
  • Ask individual students, or small groups, to do
    the initial investigation into the term and
    present the informationsometimes in the form or
    of a skit or pantomimeto the class.
  • Use current events to help make the terms
    applicable to something familiar to them
  • Describe your own mental pictures of the term
  • Find or create pictures that exemplify the term.

23
Step Two Ask students to restate the term
in their own words
24
  • In your groups, pick three terms and describe,
    explain, and/or provide an example of each
  • burning
  • predator
  • cloud
  • dinosaur
  • egg
  • magnet
  • sound
  • cell division
  • glacier
  • mass
  • oil
  • wind patterns

25
  • Identify what attributes of these terms you would
    want to be sure students include in their
    restatements
  • burning
  • predator
  • cloud
  • dinosaur
  • egg
  • magnet
  • sound
  • cell division
  • glacier
  • mass
  • oil
  • wind patterns

26
Step Three Ask students to construct a picture
27
Step Three Types of pictures
  • Draw the actual thing
  • Use a symbol
  • Draw an example
  • Represent the idea with graphics
  • Dramatize the idea with cartoon bubbles

28
Draw the actual thing
29
Use a symbol
  • H2O

30
Draw an example
  • Water Cycle
  • evaporation
  • condensation
  • precipitation
  • collection

31
Represent the idea with graphics
Atom the smallest particle of an element that
can exist either alone or in combination
32
Dramatize with cartoon bubbles
Why wont this move?
Friction the rubbing of one object against
another, or the force that resists relative
motion between two objects in contact
33
In your groups, work together to draw the
following terms
  • salt water
  • planet
  • omnivore
  • landslide
  • battery
  • pebble

34
  • In your groups, work together to draw the terms
    you chose earlier
  • burning
  • predator
  • cloud
  • dinosaur
  • egg
  • magnet
  • sound
  • cell division
  • glacier
  • mass
  • oil
  • wind patterns

35
Deepen Understandingof New Terms
  • Step 4 Engage students periodically in
    activities that help them add to their knowledge
    of the terms in their notebooks
  • Step 5 Periodically ask students to discuss the
    terms with one another
  • Step 6 Involve students periodically in games
    that allow them to play with terms

36
  • Step 4 Engage students periodically in
    activities that help them add to their knowledge
    of the terms in their notebooks
  • Prefix and suffix
  • Synonyms and antonyms
  • Draw additional pictures
  • Related words
  • Translate to students native language

37
White, Sowell, Yanagihara (1989) Study of
American Heritage Word Frequency Book (Carroll,
Davies, Richmond, 1971) Using this list of high
frequency words
Prefixes Un- alone accounts for 26 of the
prefixed words. Un-, re-, and in- (not) account
for 51 of the total. Un-, re-, in-, and dis-
account for 58 of the total.
Suffixes -s, -es, ing, account for 65 of
suffixed words. Just 10 suffixes account for 85
of suffixed words-- -s, -es, -ing, -ly, -er,
-ion, -able, -al, -y, -ness
38
White, Sowell, Yanagihara (1989) Study of
American Heritage Word Frequency Book (Carroll,
Davies, Richmond, 1971) Using this list of high
frequency words
Roots No usable study has identified the most
frequent or the most useful roots.
Some Greek roots that might be included in
science instruction? ast star astronomy cycl c
ircle, ring cycle, cyclone meter measure thermo
meter, barometer phon sound symphony,
telephone scop see microscope,
periscope therm heat thermometer, thermal
39
Step 5 Periodically ask students to discuss the
terms with one another
  • Compare descriptions
  • Describe pictures
  • Explain new information Ahas!
  • Seek clarification in areas of disagreement

40
.
  • Step 6 Involve students periodically in games
    that allow them to play with terms

Have Fun With Words
41
Vocabulary Charades (A)
  • cloud
  • star
  • wind
  • tide
  • pollution

42
Vocabulary Charades (B)
  • core
  • recycle
  • oxygen
  • worm
  • flamingo

43
Name That Category
44
Name That Category (A)
  • liquid
  • fruit
  • metric system
  • animals
  • body parts

45
Name That Category (B)
  • Prehistoric Animals
  • Solar System
  • Weight
  • Scientific Method
  • Herbivore

46
Draw Me
47
Draw Me (A)
  • comet
  • gallon
  • lava
  • Einstein
  • drought

48
Draw Me (B)
  • reptile
  • spider
  • condensation
  • magnet
  • blood

49
Talk a Mile a Minute
50
Plants (A)
  • herbivore
  • ecosystem
  • pollen
  • flower
  • root

51
Earth (B)
  • orbit
  • third from the sun
  • 2/3 water
  • axis
  • rotation

52
Things Associated with Outer Space (A)
  • sun
  • orbits
  • galaxy
  • Venus
  • meteors

53
Animals (B)
  • dinosaur
  • platypus
  • Oviparous
  • mammal
  • hoof

54
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