Solidify Content Knowledge Using Vocabulary Strategies for Grades 5-8 Science

1
Solidify Content Knowledge Using Vocabulary
StrategiesforGrades 5-8 Science
Arkansas Department of Education
2
Clarification

• 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.

Arkansas Department of Education
3
Think, 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?

Arkansas Department of Education
4
Selection 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
Arkansas Department of Education
5
Effective 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
Arkansas Department of Education
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.

Arkansas Department of Education
7
Marzanos Six-Step Process for Learning New Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
8
The 5E Model
9
Marzanos Six-Step Process for Learning New
Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
10
Engage

• Motion Videos
• Dare Devil Dogs
• Spectacular 1913 Train Collision

Arkansas Department of Education
11
Marzanos Six-Step Process for Learning New
Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
12
  Explore  

• Ball Drop Experiment
• Explore the Vocabulary
• Create Visual Diagrams for select terms

Arkansas Department of Education
13
Marzanos Six-Step Process for Learning New
Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
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.

Arkansas Department of Education
17
Add SIM Lincing Vocab
18
Marzanos Six-Step Process for Learning New
Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
19
In 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.

20
Marzanos Six-Step Process for Learning New
Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
21
Evaluate

• Quick Write
• Individually, write/draw a reflection of the
  terms you learned in the context of the
  experiment using targeted vocabulary.

Arkansas Department of Education
22
Marzanos Six-Step Process for Learning New Terms

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.
5. Periodically ask students to discuss the terms
   with one another.
6. Involve students periodically in games that allow
   them to play with terms.

Arkansas Department of Education
23
A 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

Arkansas Department of Education
24
Free 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?
25
Comparing Terms

• Sentence Stems
• Venn Diagrams
• Double Bubble
• Matrix

Arkansas Department of Education
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 ___________.
Arkansas Department of Education
27
Double Bubble
different
different
similar
Cellular  Respiration OR Kinetic Energy
Photosynthesis OR Potential Energy
similar
different
different
similar
different
different
Arkansas Department of Education
28
Classifying Terms
A process of grouping terms by similar
attributes.
Arkansas Department of Education
29
Solving 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
Arkansas Department of Education
30
A Six-Step Process for Teaching New Terms
Periodically ask students to discuss the terms
with one another.
Think, Pair, Share
Arkansas Department of Education
31
A Six-Step Process for Teaching New Terms
Involve students periodically in games that allow
them to play with terms.
Vocabulary Charades Draw Me
Arkansas Department of Education
32
Greek 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
34
How can using Prefixes, Suffixes, and Root words
be useful in defining this term?

• hippopotomonstrosesquippedaliophobia

Arkansas Department of Education
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)