OUR Science Literacy Vocab & Quest

Solidify

Content Knowledge

Using Vocabulary and Questioning

Strategies for

Grades 5-8 Science

Arkansas Department of Education

How does this quote capture a fatal pedagogical error?

“…to throw answers like stones at the heads of those who have not yet asked the questions.”

- Paul Tillich

Michael Bentley, 2009


Expected Outcomes

Participants will:

• Compare and contrast content vocabulary vs. academic vocabulary

• Use vocabulary strategies to deepen scientific literacy

• Implement the 7E process in science to meet the expectations of the

Common Core State Standards


How important to you are the following on a scale of 1-5?

• personal decisionmaking

• participation in civic and cultural affairs

• economic productivity

Scientific Literacy:

“Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the

National Science Education Standards, the content standards define scientific literacy.”

National Science Education Standards, page 22


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.


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?


Distinguishing between

Content & Academic

Vocabulary

“Vocabulary acquisition is crucial to academic development. Not only do students need a rich body of word knowledge to succeed in basic skill areas, they also need a specialized vocabulary to learn content area material.

”

Words, Words, Words, Janet Allen, et al


Description

Examples

Selection Criteria for

Instructional Vocabulary

Tier 1 Tier 2 Tier 3

Basic words that Words that appear most children know frequently in texts before entering school and for which students already have a conceptual understanding

Uncommon words that are typically associated with a specific domain clock, baby, happy sinister, fortunate, adapt

Isotope, peninsula, bucolic

Beck, McKeown, Kucan, 2002


Effective vocabulary instruction provides:

• Direct and Indirect Instruction

• Repetition and Multiple Exposures

• Rich Contexts

• Active Engagement

• Wide Reading

Dependence on a single vocabulary instructional method will not result in optimal learning.

Knowing

when AND how

to use various vocabulary strategies is important.


Embedding Academic Vocabulary in Science Instruction

• Today, we will use the 7-E/5-E activity-based lesson structure with Marzano’s 6-step process for teaching academic vocabulary.

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.


5-E or 7-E Model

• is a process used in many classrooms to develop learning cycles.

• is endorsed and modeled in many products/publications.

• can provide multiple opportunities for vocabulary instruction.



The 5E Model

• BSCS 5E Instructional Model, commonly referred to as the 5E model (or the 5Es).

• Developed by the Biological Sciences

Curriculum Study (BSCS)

• Introductory stage

• Capture students’ interest

.

• Cooperative exploration activities

• Build models

• Collect data

• Make and test predictions

• Form new predictions

• Explains possible solutions to others

• Listens critically to explanations of other students and the teacher

• Uses recorded observations in explanations

• Applies new labels, definitions, explanations, and skills in new but similar situations

• Uses previous information to ask questions, propose solutions, make

• decisions, design experiments

• Records observations and explanations

• Demonstrates an understanding of the concept or skill

• Answers open-ended questions by using observations, evidence, and previously accepted explanations

• Evaluates his/her own progress and knowledge

With a partner, write down all the words you associate with:

Scientific

MOTION


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.


Motion Videos:

• Dare Devil Dogs

• Spectacular 1913 Train Collision




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

2.


3.


4.

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

5.


6.



• Ball Drop Experiment

• Explore the Vocabulary

• Create Visual Diagrams for select terms


Ball Drop

1. Drop each ball individually. Observe how high each ball bounces.

2. Drop both balls simultaneously side by side and observe which, if any, ball bounces higher.

3. Final step: place the smaller of the two balls on top of the larger ball and drop at the same time.



1.


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.


5.


6.



Use what you have observed with “Motion” to explain and draw a picture of what you have observed.

Create visual diagrams describing your experiment using the motion terms you identified

Use the visuals and terms you generated to describe motion and describe the experiment to others in the class.


Add SIM Lincing Vocab



1.


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

3.


4.


5.


6.



In your classroom

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

•When students are describing an experiment, walk around, and take note of the vocabulary that is being used.

Provide the correct science term if the students are describing the science concept.

•This allows you to quickly assess what students have gained from the experiment and any misconceptions that they may possess.

• View the Science Keys video,

“Ball Drop.”

• Collect/observe additional and new vocabulary terms and ideas


Ball Drop

As you view the video, think about additional questions you might have concerning the experiment. For example:

•What would happen if I dropped a third ball into this scenario?

•What would happen if we used non-elastic balls, such as bowling balls, instead of tennis or basketballs?


After viewing, participants share questions at their tables and then with the whole group.




1.


2.


3.



5.


6.

Involve students periodically in games that

Quick Write

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


Spacing Principle

Wolf (2008). http://www.wired.com/medtech/health/magazine/16-

05/ff_wozniak

(see Ebbinghaus, 1885)


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.


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

6.Involve students periodically in games that

A Six-Step Process for Teaching New Terms

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

•Free Association

•Comparing Terms

•Classifying Terms

•Solving Analogy Problems


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?

Comparing Terms

• Sentence Stems

• Venn Diagrams

• Double Bubble

• Matrix


Sentence Stems Example

Mitosis (Kinetic Energy) and Meiosis (Potential

Energy) are similar because they both

________________

________________

Mitosis (KE) and Meiosis (PE) are differen t because

Mitosis is __________, but Meiosis is ___________.




Double Bubble different different different

Cellular

Respiration

OR

Kinetic

Energy similar similar

Photosynthesis

OR

Potential

Energy similar different different different


Classifying Terms

A process of grouping terms by similar attributes.


Solving Analogy Problems

Cell membrane

Cell as

Offensive line

Football team

…won’t let bad things in

… relating factor

Tsunami

Wave as

Earthquake

Tremor

…is an extreme example of

… relating factor



Think, Pair, Share




Vocabulary Charades

Draw Me


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

(Root) Word Spokes Activity

Science Conscience

sci

Subconscious

Conscious

Prefixes and Suffixes

• Meaningful word parts

• Attached to the beginning of words

(prefix)

• Attached to the end of words (suffix)

Example:

1. endo- is a prefix meaning inner

2. -itis is a suffix meaning inflamed


How can using Prefixes, Suffixes, and Root words be useful in defining this term?

hippopotomonstrosesquippedaliophobia


Common Core State Standards

Correlation to Content Vocabulary

Strategies

RST.9-12.6

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address/identifying important issues that remain unresolved.


Common Core State Standards -

WHST. 9-12.2b and 2d

Writing

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.


Questioning Strategies in Science


Content Literacy Professional

Development is focused on supporting all middle/high school content teachers as they view their roles not as teachers of reading and writing but as teachers of how to access information from the different kinds of texts and information used in content classes.


Expected Outcomes:

Participants will:

• Examine personal and professional literacy practices,

• Review scientifically-based literacy approaches and strategies for content learning, with an emphasis on Questioning the Author (QtA) and

Question-Answer Relationships (QAR), and

• Structure learning tasks using QtA and QAR that emphasize content, access of text, and comprehension as essential goals for students.


Reflecting as a Reader


Text Complexity

“Literacy instruction at the high school level should support students to continue developing reading fluency; improving vocabulary knowledge; developing higherlevel reasoning and thinking skills; improving reading comprehension skills, and increasing student motivation and engagement.”

Torgeson et al, 2007


"Rethinking the Role of Literacy in the Content Areas"

Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent

Education.


Text Features in Science



1 in 4

Can’t Identify Main

Idea

25%

read below grade level

26 out of every 100 AR freshman will not graduate

Research-Based Reading

Comprehension Strategies :

• Comprehension Monitoring

• Graphic and Semantic Organizers

• Question Answering

• Question Generating

• Story Structure (Text Structure)

• Summarization

National Reading Panel Report


Questioning

• Thinking tool

• Strategy of good readers

• Increases student learning

• Research-based

Classroom Strategies for Interactive Learning,

Buehl


Questioning

• To actively inquire

• To explore uncertainties

• To investigate a text adapted from Subjects Matter , Harvey Daniels and Steven

Zemelman, 2004


Questioning the Author (QtA)

• Provides a setting for small group discussions (guided queries)

• Improves comprehension and critical-thinking skills

• Leads to students considering the author’s thinking (open-ended questions)

• Offers a voice to confusion


Model QtA Strategy:

“Motorcycle Helmet Use Laws”


QtA Prompts Changes in

Classroom Discourse

• Teacher-generated questions

• Student discourse

Questioning the Author, Beck,

McKeown, Hamilton, and Kucan


QtA in a Thinking Device for

Science:

Super Helmet Safety Video.wmv


QAR Strategy: Question/Answer

Relationships

• Helps students connect the salient parts of a question with a text and the reader’s prior knowledge.

• Contains four categories of relationships.


Question-Answer Relationships

(QAR)

In the Book In My Head

Right There

Answer directly in text

Author & Me

Reader figures out meaning from text

Think & Search

Put it together from the text

On My Own

Wouldn’t have to read text

Create Examples of Question-

Answer Relationships (QARs)

Right There, Think & Search,

Author & Me, On My Own


Advantages of

QtA and QAR:

• Engagement

• Motivation


Common Core State Standards for Literacy in History/Social

Studies, Science, and Technical

Subjects


Lesson Planning to meet the

Common Core State Standards in

Science and Technical Subjects

Reflection:

What might vocabulary and questioning look like in your science classes?

What changes would you expect to see in terms of student behaviors?

Is there anything we can do to better support your learning tomorrow?


OUR Science Literacy Vocab & Quest

Expected Outcomes

Clarification:

Think, Write, Pair, Share

Knowing

to use various vocabulary strategies is important.

The 5E Model

MOTION

Ball Drop

Create visual diagrams describing your experiment using the motion terms you identified

Use the visuals and terms you generated to describe motion and describe the experiment to others in the class.

In your classroom

In your classroom

Quick Write

Comparing Terms

Classifying Terms

Greek and Latin Roots

sci

Prefixes and Suffixes

Reflecting as a Reader

Text Complexity

Text Features in Science

Can’t Identify Main

Idea

read below grade level

26 out of every 100 AR freshman will not graduate

Questioning

Questioning

QtA in a Thinking Device for

Science:

Super Helmet Safety Video.wmv

Create Examples of Question-

Answer Relationships (QARs)

Advantages of

QtA and QAR:

Common Core State Standards for Literacy in History/Social

Studies, Science, and Technical

Subjects

Reflection:

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib