Building Science Vocabulary And Literacy

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Building Science Vocabulary And Literacy
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Lets Play a Game

• Frayer Model
• Wiki
• Foldable
• Tossed Terms
• Word Wall
• Knowledge Rating Chart
• Graphic Organizers
• Marzano

• Were these new words for you?
• How did you feel when you went through this
  exercise?
• Share your thoughts

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Reflection

• How do you teach new vocabulary in your content
  areas?
• How do you determine what new vocabulary words to
  teach? How many new words do you teach in a year?

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What the Research Says

• It is not necessary for all vocabulary terms to
  be directly taught.
• Yet, direct instruction of vocabulary has been
  proven to make an impact.

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How to Pick Essential Vocabulary

• Decide on number of words to be taught directly
  at each grade level (K-2, 3-5,
• 6-8,or 9-12)
• Suggestion150 vocabulary
• words per year or 1 word weekly for each
  academic subject.
• Therefore, plan for approximately 30 science
  terms per year.

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Lets Look at your courses

• Take a look at trended areas!
• Look at the vocabulary from the exams in that
  trended area.
• Make a list
• Compare that list to the vocabulary you teach.
  Compare and contrastwhat terms are MOST
  essential???

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A Six Step Process for Teaching New Terms

1. Provide a description, explanation, or example of
   a 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 or phrase
4. Engage students periodically in activities that
   help them add to their knowledge of the terms in
   their notebook
5. Periodically ask students to discuss the terms
   with one another
6. Involve students periodically in games that allow
   them to play with terms

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• VOCABULARY
• Nonrenewable energy
• Renewable energy
• Carbon-gases
• Trade-Offs

Knowledge Rating Guide
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VOCABULARY HOOK
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Level I notice I think I wonder
4 Focuses on subtle facts or details which are related to key understandings. INSIGHTFULidentifies 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.
3 Focuses on obvious facts or details which are related to key understandings. PERCEPTIVEhelpful 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.
2 Focuses on subtle facts or details without connecting them to key understandings. AWAREreasonable/sensible responses go beyond facts, starts to look for meaning, supports opinions with limited evidence. Question invites discussion and begins to explore key understandings.
1 Focuses on obvious facts or details without connecting them to key understandings. EMERGINGrestates 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.
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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 know If were so
technologicalWhyre we still burning oil Cause
I got a car you plug into the wall thats faster
than a GTO We shot for the stars, put rovers on
Mars, make planes like UFOs So why are we
borrowin money from China to buy oil from the
Gulf and destroyin the world Al Gore Every bit
of that has to change Now thats got to
changeNow thats got to change (Chorus x3)Well
stand upWell stand up and take our planet
backYou and me Well stand upWell stand up and
take our planet back Talkin bout we Talkin
bout we Talkin bout Calling all the
citizens(Al Gore Citizens)Citizens of the
land Ask you your politicians(Al Gore Political
Leaders)All these questions If we fight another
war on terrorWhy arent we fighting for the
environment We 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 were still
burning coal(Al Gore Coal)When you can make
electricity with solar and wind(Al Gore Solar
and wind) Now whos getting played?You and
me And whos getting paid? (Chorus x3)Well
stand upWell stand up and take our planet
backYou and me Well stand upWell stand up and
take our planet back Talkin bout we Talkin
bout we, we, we, we Im 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
thats the solutionIt should be against the law
to make pollutionSo if they make products that
do what the other products doBut they didnt
pollute, what are you gonna choose? Al GoreWe
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 peoples appetite for
dramatic changeThe time is now.
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Frayer Modelwhy is it better than regular note
cards??
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Knowledge Rating Guide
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Models physical and mental
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Kinesthetic activities

• Meiosis and Mitosis Dance
• DNA Tango
• Molecules (solid, liquid, gas)
• Simon says..with muscles, bones, anatomical
  points
• Popcorn review
• Bonding
• Rotation vs. Revolution
• Newtons Laws
• Digestion Song (peristalsis, villi, poop)/YDIX
  song
• and much more

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Lets Play a Game

• Frayer Model
• Wiki
• Foldable
• Nonlinguistic Representations
• Tossed Terms
• Word Wall
• Knowledge Rating Chart
• Marzano

• Were these new words for you?
• How did you feel when you went through this
  exercise?
• Share your thoughts

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

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

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• A page or collection of Web pages designed to
  enable anyone who accesses it to contribute or
  modify content

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

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• Area in the classroom where key terms or concepts
  are anchored

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• Assesses vocabulary literacy pre-and-post unit.
  Allows students to add new knowledge and drawings
  along the way.