Solidify Content Knowledge Using Vocabulary Strategies for Grades

Solidify Content Knowledge Using Vocabulary Strategies for Grades 5 -8 Science Arkansas Department of Education

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

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

Selection Criteria for Instructional Vocabulary Tier 1 Tier 2 Tier 3 Description Basic words that Words that appear Uncommon words most children know frequently in texts that are typically before entering and for which associated with a school students already specific domain have a conceptual understanding Examples clock, baby, happy sinister, fortunate, Isotope, peninsula, adapt bucolic Beck, Mc. Keown, Kucan, 2002 Arkansas Department of Education

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

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

Marzano’s 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

The 5 E Model

Marzano’s 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

Engage Motion Videos: • Dare Devil Dogs • Spectacular 1913 Train Collision Arkansas Department of Education

Marzano’s 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

Explore • Ball Drop Experiment • Explore the Vocabulary • Create Visual Diagrams for select terms Arkansas Department of Education

Marzano’s 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

Use what you have observed with “Motion” to explain and draw a picture of what you have observed.

Create visual diagrams describing your experiment using the motion terms you identified

Explain Use the visuals and terms you generated to describe motion and describe the experiment to others in the class. Arkansas Department of Education

Add SIM Lincing Vocab

Marzano’s 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

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. ”

Marzano’s 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 Arkansas Department of Education allow them to play with terms.

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

Marzano’s 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 Arkansas Department of Education allow them to play with terms.

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

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?

Comparing Terms • Sentence Stems • Venn Diagrams • Double Bubble • Matrix Arkansas Department of Education

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 ______. Arkansas Department of Education

Double Bubble different similar Cellular Respiration OR Kinetic Energy similar Photosynthesis OR Potential Energy different similar different Arkansas Department of Education

Classifying Terms A process of grouping terms by similar attributes. Arkansas Department of Education

Solving Analogy Problems Offensive line as Football team …won’t let bad things in Cell membrane Cell …relating factor Tsunami Wave as Earthquake Tremor …is an extreme example of Arkansas Department of Education …relating factor

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

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

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 word’s 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

(Root) Word Spokes Activity Science Conscience sci Conscious Subconscious

How can using Prefixes, Suffixes, and Root words be useful in defining this term? hippopotomonstrosesquippedaliophobia Arkansas Department of Education