1. Building Science Vocabulary And Literacy

2. Let’s Play a Game… Frayer Model WikiFoldable 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…

3. 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?

4. 4 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.

5. 5 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) Suggestion:150 vocabulary words per year or 1 word weekly for each academic subject. Therefore, plan for approximately 30 science terms per year.

6. Let’s 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 contrast…what terms are MOST essential???

7. 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

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

9. VOCABULARY VOCABULARYVOCABULARY Nonrenewable energy Renewable energy Carbon-gasesTrade-Offs

10. VOCABULARY HOOK VOCABULARY HOOK

11. LevelI notice…I think…I wonder… 4 Focuses 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. 3 Focuses 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. 2 Focuses 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. 1 Focuses 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.

12. 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 hole Asking all deceivers the things I want to know If we’re so technological Why’re we still burning oil ‘Cause I got a car you plug into the wall that’s 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 that’s got to change (Chorus x3) We’ll stand up We’ll stand up and take our planet back You and me We’ll stand up We’ll stand up and take our planet back 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 terror Why aren’t we fighting for the environment We spend a billion dollars on wars in foreign lands But 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 me And who’s getting paid? (Chorus x3) We’ll stand up We’ll stand up and take our planet back You and me We’ll stand up We’ll stand up and take our planet back Talkin’ ‘bout we Talkin’ ‘bout we, we, we, we I’m askin’ all the citizens to take action (Al Gore: Citizens…) Take action and take back the government Tell the government to start taxin’ pollution Makin’ laws ‘cause that’s the solution It should be against the law to make pollution So if they make products that do what the other products do But 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 viable I suggest they go before the American people and try to defend the status quo And then bear witness to the people’s appetite for dramatic change The time is now.

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

14. Carbon-gasesPollution Wind energy Solar energy EnvironmentalLawsTrade-Offs: Green products HydroelectricEnergy Carbon-gasesPollution Wind energy Solar energy EnvironmentalLawsTrade-Offs: Green products HydroelectricEnergy Carbon-gasesPollution Wind energy Solar energy EnvironmentalLawsTrade-Offs: Green products HydroelectricEnergy Carbon-gasesPollution Wind energy Solar energy EnvironmentalLawsTrade-Offs: Green products HydroelectricEnergy Carbon-gasesPollution Wind energy Solar energy EnvironmentalLawsTrade-Offs: Green products HydroelectricEnergy Carbon-gasesPollution Wind energy Solar energy EnvironmentalLawsTrade-Offs: Green products HydroelectricEnergy 2. Ask students to restate the description, explanation, or example in their own words

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

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

19. Models – physical and mental

22. Kinesthetic activities 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 Newton’s Laws Digestion Song (peristalsis, villi, poop)/YDIX song …and much more…

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

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

25. 6. Involve students periodically in games that allow them to play with terms http://jc-schools.net/tutorials/PPT-games/ http://www.marzanoandassociates.com/ht ml/resources.htm#powerpoint

26. Let’s Play a Game… Frayer Model WikiFoldable 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…

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

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

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

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

33. Area in the classroom where key terms or concepts are anchored

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