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

Learn effective vocabulary strategies for teaching science content to students in grades 5-8, optimizing retention and understanding in alignment with Arkansas Department of Education guidelines.

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

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  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. Tier 1 Tier 2 Tier 3 Selection Criteria for Instructional Vocabulary 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. Arkansas Department of Education NRP Report, 2000

  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. 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. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

  8. The 5E Model

  9. 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. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

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

  11. 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. Marzano’s Six-Step Process for Learning New Terms Arkansas Department of Education

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

  13. 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. Marzano’s Six-Step Process for Learning New 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. 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. Marzano’s Six-Step Process for Learning New 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. 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. Marzano’s Six-Step Process for Learning New 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. 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. Marzano’s Six-Step Process for Learning New 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. Sentence Stems • Venn Diagrams • Double Bubble • Matrix Comparing Terms Arkansas Department of Education

  26. Sentence Stems Example Mitosis (Kinetic Energy) andMeiosis (Potential Energy) are similar because they both ________________ ________________ Mitosis (KE)andMeiosis (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. A process of grouping terms by similar attributes. Classifying Terms Arkansas Department of Education

  29. Solving Analogy Problems Offensive line Cell membrane as Football team Cell …won’t 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. 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 Greek and Latin Roots

  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

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