1. Solidify Content Knowledge Using Vocabulary Strategies for Grades 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. Selection Criteria for Instructional Vocabulary Tier 1Tier 2Tier 3 DescriptionBasic 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 Examplesclock, baby, happysinister, fortunate, adapt Isotope, peninsula, bucolic Beck, McKeown, Kucan, 2002 Arkansas Department of Education

5. Direct and Indirect Instruction Repetition and Multiple Exposures Rich Contexts Active Engagement Wide Reading Effective vocabulary instruction provides: Dependence on a single vocabulary instructional method will not result in optimal learning. NRP Report, 2000 Arkansas Department of Education

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. 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

8. The 5E Model

9. 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

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

11. 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

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

13. 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

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. 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. 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

19. 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.” In your classroom

20. 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

21. Quick Write Individually, write/draw a reflection of the terms you learned in the context of the experiment using targeted vocabulary.

22. 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

23. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. A Six-Step Process for Teaching New Terms 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. Comparing Terms Sentence Stems Venn Diagrams Double Bubble Matrix Arkansas Department of Education

26. 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 ___________. Sentence Stems Example Arkansas Department of Education

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

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

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

30. Periodically ask students to discuss the terms with one another. A Six-Step Process for Teaching New Terms Think, Pair, Share Arkansas Department of Education

31. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Vocabulary Charades Draw Me Arkansas Department of Education

32. 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

33. (Root) Word Spokes Activity sci Science Conscience Conscious Subconscious

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