Building Science Vocabulary Building Science Vocabulary And LiteracyAnd Literacy

Let’s Play a Game…Let’s Play a Game…Frayer ModelFrayer Model

WikiWiki

FoldableFoldable

Tossed TermsTossed Terms

Word WallWord Wall

Knowledge Rating ChartKnowledge Rating Chart

Graphic OrganizersGraphic Organizers

MarzanoMarzano Were these new words for you?

How did you feel when you went through this exercise?

Share your thoughts…

Reflection:Reflection:

How do you teach new vocabulary in your How do you teach new vocabulary in your content areas? content areas?

How do you determine what new How do you determine what new vocabulary words to teach? How many vocabulary words to teach? How many new words do you teach in a year?new words do you teach in a year?

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What the Research Says…What the Research Says…

It is not necessary for all vocabulary terms It is not necessary for all vocabulary terms to be directly taught.to be directly taught.

Yet, direct instruction of vocabulary has Yet, direct instruction of vocabulary has been proven to make an impact.been proven to make an impact.

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How to Pick Essential How to Pick Essential Vocabulary…Vocabulary…

Decide on number of words to be taught Decide on number of words to be taught directly at each grade level (K-2, 3-5,directly at each grade level (K-2, 3-5,6-8,or 9-12)6-8,or 9-12)Suggestion:150 vocabulary Suggestion:150 vocabulary words per year words per year or or 1 word weekly for each 1 word weekly for each academic subject.academic subject.Therefore, plan for approximately 30 Therefore, plan for approximately 30 science terms per year.science terms per year.

Let’s Look at your courses…Let’s Look at your courses…

Take a look at trended areas!Take a look at trended areas!

Look at the vocabulary from the exams in Look at the vocabulary from the exams in that trended area.that trended area.

Make a list…Make a list…

Compare that list to the vocabulary you Compare that list to the vocabulary you teach. Compare and contrast…what teach. Compare and contrast…what terms are MOST essential???terms are MOST essential???

A Six Step Process for Teaching A Six Step Process for Teaching New TermsNew Terms

1.1. Provide a description, explanation, or example Provide a description, explanation, or example of a new termof a new term

2.2. Ask students to restate the description, Ask students to restate the description, explanation, or example in their own wordsexplanation, or example in their own words

3.3. Ask students to construct a picture, symbol, or Ask students to construct a picture, symbol, or graphic representing the term or phrasegraphic representing the term or phrase

4.4. Engage students periodically in activities that Engage students periodically in activities that help them add to their knowledge of the terms help them add to their knowledge of the terms in their notebookin their notebook

5.5. Periodically ask students to discuss the terms Periodically ask students to discuss the terms with one anotherwith one another

6.6. Involve students periodically in games that Involve students periodically in games that allow them to play with termsallow them to play with terms

1. Provide a description, explanation, or example of a 1. Provide a description, explanation, or example of a new termnew term

VOCABULARYVOCABULARY

Nonrenewable energyNonrenewable energy

Renewable energyRenewable energy

Carbon-gasesCarbon-gases

Trade-OffsTrade-Offs

VOCABULARY HOOKVOCABULARY HOOK

Level I notice… I think… I wonder…

4Focuses on subtle facts or details

which are related to key understandings.

INSIGHTFUL…identifies key understandings and their significance clearly, sees

connections between ideas, supports opinions with

persuasive, clear evidence, sees subtleties and ironies in

alternate points of view.

Question invites discussion promoting more than one point of view, personal connections, and understanding of the story

or topic.

3Focuses on obvious facts or details

which are related to key understandings.

PERCEPTIVE…helpful interpretation of key

understandings, sees more than one point of view,

supports opinions with clear evidence, begins to make

personal connections to ideas.

Question invites discussion with more than one point of view.

Discussion of the question will increase understanding of the

story or topic.

2Focuses on subtle facts or details

without connecting them to key understandings.

AWARE…reasonable/sensible responses go beyond facts, starts to look for meaning,

supports opinions with limited evidence.

Question invites discussion and begins to explore key

understandings.

1Focuses on obvious facts or details

without connecting them to key understandings.

EMERGING…restates what was read or taught, jumps to

conclusions without support, simple or superficial

understanding of meaning.

Question invites discussion of unimportant facts or details which are not related to key

understandings.

Using Music…Using Music…Al Gore: Today, I challenge our nation to commit to producing 100% of our electricity from renewable energy and truly clean carbon-free sources within 10 years.Calling all the leaders to lead us out the holeAsking all deceivers the things I want to knowIf we’re so technologicalWhy’re we still burning oil‘Cause I got a car you plug into the wall that’s faster than a GTOWe shot for the stars, put rovers on Mars, make planes like UFOsSo why are we borrowin’ money from China to buy oil from the Gulf and destroyin’ the worldAl Gore: Every bit of that has to change…Now that’s got to changeNow that’s got to change(Chorus x3)We’ll stand upWe’ll stand up and take our planet backYou and meWe’ll stand upWe’ll stand up and take our planet backTalkin’ ‘bout weTalkin’ ‘bout weTalkin’ ‘boutCalling all the citizens(Al Gore: Citizens…)Citizens of the landAsk you your politicians(Al Gore: Political Leaders…)All these questionsIf we fight another war on terrorWhy aren’t we fighting for the environmentWe spend a billion dollars on wars in foreign landsBut nothin’ on education

Nikola Tesla turned the Niagara Falls into energy way back when(Al Gore: Energy…)And we’re still burning coal(Al Gore: Coal…)When you can make electricity with solar and wind(Al Gore: Solar and wind…)Now who’s getting played?You and meAnd who’s getting paid?(Chorus x3)We’ll stand upWe’ll stand up and take our planet backYou and meWe’ll stand upWe’ll stand up and take our planet backTalkin’ ‘bout weTalkin’ ‘bout we, we, we, weI’m askin’ all the citizens to take action(Al Gore: Citizens…)Take action and take back the governmentTell the government to start taxin’ pollutionMakin’ laws ‘cause that’s the solutionIt should be against the law to make pollutionSo if they make products that do what the other products doBut they didn’t pollute, what are you gonna choose?Al Gore:We should tax what we burn, not what we earn.To those who say the challenge is not politically viableI suggest they go before the American people and try to defend the status quoAnd then bear witness to the people’s appetite for dramatic changeThe time is now.

1. Provide a description, explanation, or example of a 1. Provide a description, explanation, or example of a new termnew term

2. Ask students to restate the description, explanation, 2. Ask students to restate the description, explanation, or example in their own wordsor example in their own words

Frayer Model…why is it better than Frayer Model…why is it better than regular note cards??regular note cards??

Frayer ModelDefinition in your own words Facts/characteristics

Examples NonexamplesWord

3. 3. Ask students to construct a picture, symbol, or Ask students to construct a picture, symbol, or graphic representing the term or phrasegraphic representing the term or phrase

Models – physical and mentalModels – physical and mental

Kinesthetic activitiesKinesthetic activitiesMeiosis and Mitosis Dance

DNA Tango

Molecules (solid, liquid, gas)

“Simon” says..with muscles, bones, anatomical points

Popcorn review

Bonding

Rotation vs. Revolution

Newton’s Laws

Digestion Song (peristalsis, villi, poop)/YDIX song

…and much more…

4. 4. Engage students periodically in activities that help them Engage students periodically in activities that help them add to their knowledge of the terms in their notebookadd to their knowledge of the terms in their notebook

5. 5. Periodically ask students to discuss the terms with Periodically ask students to discuss the terms with one anotherone another

6. Involve students periodically in games that allow 6. Involve students periodically in games that allow them to play with termsthem to play with terms

http://jc-schools.net/tutorials/PPT-games/

http://www.marzanoandassociates.com/html/resources.htm#powerpoint

Let’s Play a Game…Let’s Play a Game…Frayer ModelFrayer Model

WikiWiki

FoldableFoldable

Nonlinguistic RepresentationsNonlinguistic Representations

Tossed TermsTossed Terms

Word WallWord Wall

Knowledge Rating ChartKnowledge Rating Chart

MarzanoMarzano Were these new words for you?

How did you feel when you went through this exercise?

Share your thoughts…

The central theme of his work has The central theme of his work has been translating research and theory been translating research and theory into practical programs and tools for into practical programs and tools for K-12 teachers and administrators. K-12 teachers and administrators.

A way to share knowledge A way to share knowledge between students using a between students using a manipulative. Can also be manipulative. Can also be used with a science article used with a science article

to discuss main terminology.to discuss main terminology.

A page or collection of A page or collection of Web pagesWeb pages designed to enable anyone who designed to enable anyone who

accesses it to contribute or modify accesses it to contribute or modify content content

These enhance students' These enhance students' ability to represent and ability to represent and elaborate on knowledge elaborate on knowledge using mental images. using mental images.

Area in the classroom Area in the classroom where key terms or where key terms or

concepts are anchoredconcepts are anchored

Assesses vocabulary literacy Assesses vocabulary literacy pre-and-post unit. Allows pre-and-post unit. Allows

students to add new students to add new knowledge and drawings along knowledge and drawings along

the way.the way.