Solidify
Content Knowledge
Using Vocabulary
Strategies
for
Grades 5-8 Science
Arkansas Department of Education
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
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
Selection Criteria for
Instructional Vocabulary
Tier 1
Tier 2
Tier 3
Description
Basic words that Words that appear
most children know frequently in texts
before entering
and for which
school
students already
have a conceptual
understanding
Uncommon words
that are typically
associated with a
specific domain
Examples
clock, baby, happy sinister, fortunate, Isotope, peninsula,
bucolic
adapt
Beck, McKeown, Kucan, 2002
Arkansas Department of Education
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.
NRP
Report, 2000of Education
Arkansas
Department
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
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
The 5E Model
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
Motion Videos:
• Dare Devil Dogs
• Spectacular 1913 Train Collision
Arkansas Department of Education
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
• Ball Drop Experiment
• Explore the Vocabulary
• Create Visual Diagrams for select
terms
Arkansas Department of Education
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
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.
Arkansas Department of Education
Add SIM Lincing Vocab
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
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.”
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
Arkansaswith
Department
of Education
allow them to play
terms.
Quick Write
Individually, write/draw a reflection
of the terms you learned in the
context of the experiment using
targeted vocabulary.
Arkansas Department of Education
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
Arkansas Department of Education
allow them to play
with terms.
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
Arkansas Department of Education
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
Arkansas Department of Education
Sentence Stems Example
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 ___________.
Mitosis is __________, but Meiosis is ___________.
Mitosis is __________, but Meiosis is ___________.
Arkansas Department of Education
Double Bubble
different
different
different
similar
Cellular
Respiration
OR
Kinetic
Energy
similar
Photosynthesis
OR
Potential
Energy
different
similar
different
different
Arkansas Department of Education
Classifying Terms
A process of grouping terms by
similar attributes.
Arkansas Department of Education
Solving Analogy Problems
Offensive
line
as
Football team
…won’t let bad things in
Cell membrane
Cell
…relating
Tsunami
Wave
as
factor
Earthquake
Tremor
…is an extreme example of
Arkansas Department
…relating
factorof Education
A Six-Step Process for Teaching New Terms
Periodically ask students to discuss
the terms with one another.
Think, Pair, Share
Arkansas Department of Education
A Six-Step Process for Teaching New Terms
Involve students periodically in
games that allow them to play with
terms.
Vocabulary Charades
Draw Me
Arkansas Department of Education
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
Conscious
Subconscious
How can using Prefixes, Suffixes, and Root
words be useful in defining this term?
hippopotomonstrosesquippedaliophobia
Arkansas Department of Education