Title: Solidify Content Knowledge Using Vocabulary Strategies for Grades 5-8 Science
1Solidify Content Knowledge Using Vocabulary
StrategiesforGrades 5-8 Science
Arkansas Department of Education
2Clarification
- You are not expected to become reading
interventionists, but you are the best equipped
teacher to provide content area literacy support
because you understand the reading and writing
demands of your content.
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3Think, Write, Pair, Share
- What have you used in your classroom that has
been effective at teaching students content
vocabulary? - In your opinion, how well do your students retain
content vocabulary?
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4Selection Criteria for Instructional Vocabulary
Tier 1
Tier 2
Tier 3
Description
Basic words that most children know before
entering school
Words that appear frequently in texts and for
which students already have a conceptual
understanding
Uncommon words that are typically associated with
a specific domain
Examples
clock, baby, happy
sinister, fortunate, adapt
Isotope, peninsula, bucolic
Beck, McKeown, Kucan, 2002
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5Effective vocabulary instruction provides
- Direct and Indirect Instruction
- Repetition and Multiple Exposures
- Rich Contexts
- Active Engagement
- Wide Reading
Dependence on a single vocabulary instructional
method will not result in optimal learning.
NRP Report, 2000
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6- Knowing
- when AND how
- to use various
- vocabulary strategies
- is important.
- Vocabulary strategies are not the process,
- but rather the means to and end.
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7Marzanos Six-Step Process for Learning New Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
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8The 5E Model
9Marzanos Six-Step Process for Learning New
Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
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10Engage
- Motion Videos
- Dare Devil Dogs
- Spectacular 1913 Train Collision
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11Marzanos Six-Step Process for Learning New
Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
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12 Explore
- Ball Drop Experiment
- Explore the Vocabulary
- Create Visual Diagrams for select terms
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13Marzanos Six-Step Process for Learning New
Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
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14- Use what you have observed with Motion to
explain and draw a picture of what you have
observed.
15- Create visual diagrams describing your experiment
using the motion terms you identified
16 Explain
- Use the visuals and terms you generated to
describe motion and describe the experiment to
others in the class.
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17Add SIM Lincing Vocab
18Marzanos Six-Step Process for Learning New
Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
Arkansas Department of Education
19In your classroom
- Walk around and listen for the vocabulary being
used by students to describe the experiment. For
example -
- "Before I removed my hand, the balls had the
maximum potential energy." - "When the round balls collided, they changed
velocity.
20Marzanos Six-Step Process for Learning New
Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
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21Evaluate
- Quick Write
- Individually, write/draw a reflection of the
terms you learned in the context of the
experiment using targeted vocabulary.
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22Marzanos Six-Step Process for Learning New Terms
- Provide a description, explanation, or example of
the new term. - Ask students to restate the description,
explanation, or example in their own words. - Ask students to construct a picture, symbol, or
graphic representing the term. - Engage students periodically in activities that
help them add to their knowledge of the terms. - Periodically ask students to discuss the terms
with one another. - Involve students periodically in games that allow
them to play with terms.
Arkansas Department of Education
23A Six-Step Process for Teaching New Terms
Engage students periodically in activities that
help them add to their knowledge of the terms in
their notebooks.
- Free Association
- Comparing Terms
- Classifying Terms
- Solving Analogy Problems
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24Free Association
Free Association involves asking students to say
any words they think of when they hear a
particular term. For example If I say the word
_____ , what words do you think of?
25Comparing Terms
- Sentence Stems
- Venn Diagrams
- Double Bubble
- Matrix
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26 Sentence Stems Example
Mitosis (Kinetic Energy) and Meiosis (Potential
Energy) are similar because they
both ________________ ________________ Mitosis
(KE) and Meiosis (PE) are different because
Mitosis is __________, but Meiosis is
___________. Mitosis is __________, but Meiosis
is ___________. Mitosis is __________, but
Meiosis is ___________.
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27 Double Bubble
different
different
similar
Cellular Respiration OR Kinetic Energy
Photosynthesis OR Potential Energy
similar
different
different
similar
different
different
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28Classifying Terms
A process of grouping terms by similar
attributes.
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29Solving Analogy Problems
Offensive line
Cell membrane
as
Football team
Cell
wont let bad things in
relating factor
Earthquake
Tsunami
as
Wave
Tremor
is an extreme example of
relating factor
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30A Six-Step Process for Teaching New Terms
Periodically ask students to discuss the terms
with one another.
Think, Pair, Share
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31A Six-Step Process for Teaching New Terms
Involve students periodically in games that allow
them to play with terms.
Vocabulary Charades Draw Me
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32Greek and Latin Roots
- A word root is a word part that means something.
- When a root appears inside a word, it lends its
meaning to the word and helps create the words
meaning. - Words related in form and meaning to another word
are called cognates. - The root conveys sound and meaning.
- It can stand on its own
33(Root) Word Spokes Activity
Science
Conscience
sci
Subconscious
Conscious
34How can using Prefixes, Suffixes, and Root words
be useful in defining this term?
- hippopotomonstrosesquippedaliophobia
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