Building K6 Vocabulary In Science

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Building K-6Vocabulary In Science

• Jon Dueck
• Mathematics/Science Coordinator
• Fresno County Office of Education
• 559-497-3792

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Categories of Instructional Strategies That
Affect Student Achievement
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Research

• The research and theory strongly suggest that
  teaching vocabulary is synonymous with teaching
  background knowledge.

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EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE
VOCABULARY INSTRUCTION

• Effective vocabulary instruction does not rely on
  definitions.
• Students must represent their knowledge of words
  in linguistic and nonlinguistic ways.
• Effective vocabulary instruction involves the
  gradual shaping of word meanings through multiple
  exposures.
• Teaching word parts enhances students
  understanding of terms.
• Different types of words require different types
  of instruction.
• Students should discuss the terms they are
  learning.
• Students should play with words.
• Instruction should focus on terms that have a
  high probability of enhancing academic success.

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Instruction Should

• try to install background knowledge in permanent
  memory.
• make sure students have multiple exposures to the
  information.
• focus on students developing surface-level
  knowledge across broad spectrum of subject areas.

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The Interaction Among the Three Functions of
Memory
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Three Functions of Memory
Permanent Memory
Sensory Memory
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Non-Linguistic

• Venn Diagrams
• Using Double Bubbles
• Matrices

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Characteristic 1________________
Easy to see that items are very different for
this characteristic
Characteristic 2________________
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Comparing Terms David Hyerle---Double Bubble
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Go to School
Flowers Bloom
Bare Trees
SPRING
WINTER
SEASON
Winter Break
Trees Bud
Cool Nights
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Solving Analogy Problems
as
relating factor
David Hyerles Bridge Map
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Solving Analogy Problems
Tongue
Eye
as
See
Taste
is used to
relating factor
Odometer
Thermometer
as
Temperature
Distance
measures
relating factor
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Solving Analogy Problems
Offensive line
Cell membrane
as
Cell
Football team
is used to
relating factor
Earthquake
Tsunami
as
Wave
Tremor
causes
relating factor
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The Research onVocabulary Instruction
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A Six-Step Process for
Teaching New Terms

• Step 1 Provide a description, explanation, or
  example of the new term.
• Step 2 Ask students to restate the description,
  explanation, or example in their own words
• Step 3 Ask students to construct a picture,
  symbol, or graphic representing the term or phrase

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A Six-Step Process for
Teaching New Terms

• Step 4 Engage students periodically in
  activities that help them add to their knowledge
  of the terms in their notebooks
• Step 5 Periodically ask students to discuss the
  terms with one another
• Step 6 Involve students periodically in games
  that allow them to play with terms

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Step One Provide a description, explanation, or
example of the new term.

• Build on direct experiences, such as a field trip
  or a guest speaker, that provide examples of the
  term
• Tell a story that integrates the term
• Use video or computer images as the stimulus for
  the information
• more on next slide

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Step One Provide a description, explanation, or
example of the new term - continued

• Ask individual students, or small groups, to do
  the initial investigation into the term and
  present the informationsometimes in the form or
  of a skit or pantomimeto the class.
• Use current events to help make the terms
  applicable to something familiar to them
• Describe your own mental pictures of the term
• Find or create pictures that exemplify the term.

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Step Two Ask students to restate the term
in their own words
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• In your groups, pick three terms and describe,
  explain, and/or provide an example of each

• burning
• predator
• cloud
• dinosaur
• egg
• magnet

• sound
• cell division
• glacier
• mass
• oil
• wind patterns

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• Identify what attributes of these terms you would
  want to be sure students include in their
  restatements

• burning
• predator
• cloud
• dinosaur
• egg
• magnet

• sound
• cell division
• glacier
• mass
• oil
• wind patterns

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Step Three Ask students to construct a picture
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Step Three Types of pictures

• Draw the actual thing
• Use a symbol
• Draw an example
• Represent the idea with graphics
• Dramatize the idea with cartoon bubbles

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Draw the actual thing
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Use a symbol

• H2O

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Draw an example

• Water Cycle
• evaporation
• condensation
• precipitation
• collection

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Represent the idea with graphics
Atom the smallest particle of an element that
can exist either alone or in combination
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Dramatize with cartoon bubbles
Why wont this move?
Friction the rubbing of one object against
another, or the force that resists relative
motion between two objects in contact
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In your groups, work together to draw the
following terms

• salt water
• planet
• omnivore
• landslide
• battery
• pebble

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• In your groups, work together to draw the terms
  you chose earlier

• burning
• predator
• cloud
• dinosaur
• egg
• magnet

• sound
• cell division
• glacier
• mass
• oil
• wind patterns

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Deepen Understandingof New Terms

• Step 4 Engage students periodically in
  activities that help them add to their knowledge
  of the terms in their notebooks
• Step 5 Periodically ask students to discuss the
  terms with one another
• Step 6 Involve students periodically in games
  that allow them to play with terms

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• Step 4 Engage students periodically in
  activities that help them add to their knowledge
  of the terms in their notebooks
• Prefix and suffix
• Synonyms and antonyms
• Draw additional pictures
• Related words
• Translate to students native language

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White, Sowell, Yanagihara (1989) Study of
American Heritage Word Frequency Book (Carroll,
Davies, Richmond, 1971) Using this list of high
frequency words
Prefixes Un- alone accounts for 26 of the
prefixed words. Un-, re-, and in- (not) account
for 51 of the total. Un-, re-, in-, and dis-
account for 58 of the total.
Suffixes -s, -es, ing, account for 65 of
suffixed words. Just 10 suffixes account for 85
of suffixed words-- -s, -es, -ing, -ly, -er,
-ion, -able, -al, -y, -ness
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White, Sowell, Yanagihara (1989) Study of
American Heritage Word Frequency Book (Carroll,
Davies, Richmond, 1971) Using this list of high
frequency words
Roots No usable study has identified the most
frequent or the most useful roots.
Some Greek roots that might be included in
science instruction? ast star astronomy cycl c
ircle, ring cycle, cyclone meter measure thermo
meter, barometer phon sound symphony,
telephone scop see microscope,
periscope therm heat thermometer, thermal
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Step 5 Periodically ask students to discuss the
terms with one another

• Compare descriptions
• Describe pictures
• Explain new information Ahas!
• Seek clarification in areas of disagreement

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.

• Step 6 Involve students periodically in games
  that allow them to play with terms

Have Fun With Words
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Vocabulary Charades (A)

• cloud
• star
• wind
• tide
• pollution

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Vocabulary Charades (B)

• core
• recycle
• oxygen
• worm
• flamingo

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Name That Category
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Name That Category (A)

• liquid
• fruit
• metric system
• animals
• body parts

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Name That Category (B)

• Prehistoric Animals
• Solar System
• Weight
• Scientific Method
• Herbivore

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Draw Me
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Draw Me (A)

• comet
• gallon
• lava
• Einstein
• drought

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Draw Me (B)

• reptile
• spider
• condensation
• magnet
• blood

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Talk a Mile a Minute
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Plants (A)

• herbivore
• ecosystem
• pollen
• flower
• root

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Earth (B)

• orbit
• third from the sun
• 2/3 water
• axis
• rotation

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Things Associated with Outer Space (A)

• sun
• orbits
• galaxy
• Venus
• meteors

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Animals (B)

• dinosaur
• platypus
• Oviparous
• mammal
• hoof

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