Transcript 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
Arkansas Department of Education
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
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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
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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.
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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?
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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
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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
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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
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Department
Knowing
when AND how
to use various
vocabulary strategies
is important.
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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.
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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.
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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
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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.
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Motion Videos:
• Dare Devil Dogs
• Spectacular 1913 Train Collision
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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.
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• Ball Drop Experiment
• Explore the Vocabulary
• Create Visual Diagrams for select
terms
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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.
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.
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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.
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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
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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?
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After viewing,
participants share
questions at their
tables and then
with the whole
group.
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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.
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Spacing Principle
Wolf (2008). http://www.wired.com/medtech/health/magazine/1605/ff_wozniak
(see Ebbinghaus, 1885)
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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
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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
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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 ___________.
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Double Bubble
different
different
different
similar
Cellular
Respiration
OR
Kinetic
Energy
similar
Photosynthesis
OR
Potential
Energy
different
similar
different
different
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Classifying Terms
A process of grouping terms by
similar attributes.
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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
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…relating
factorof Education
A Six-Step Process for Teaching New Terms
Periodically ask students to discuss
the terms with one another.
Think, Pair, Share
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A Six-Step Process for Teaching New Terms
Involve students periodically in
games that allow them to play with
terms.
Vocabulary Charades
Draw Me
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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
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
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How can using Prefixes, Suffixes, and Root
words be useful in defining this term?
hippopotomonstrosesquippedaliophobia
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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.
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Common Core State Standards Writing
WHST. 9-12.2b and 2d
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.
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Questioning Strategies in Science
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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.
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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.
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Reflecting as a Reader
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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
Arkansas Department of Education
"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.
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Text Features in Science
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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
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Questioning
• Thinking tool
• Strategy of good readers
• Increases student learning
• Research-based
Classroom Strategies for Interactive Learning,
Buehl
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Questioning
• To actively inquire
• To explore uncertainties
• To investigate a text
adapted from Subjects Matter, Harvey Daniels and Steven
Zemelman, 2004
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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
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Model QtA Strategy:
“Motorcycle Helmet Use Laws”
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QtA Prompts Changes in
Classroom Discourse
• Teacher-generated questions
• Student discourse
Questioning the Author, Beck,
McKeown, Hamilton, and Kucan
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QtA in a Thinking Device for
Science:
Super Helmet Safety Video.wmv
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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.
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Question-Answer Relationships
(QAR)
In the Book
In My Head
Right There
Author & Me
Answer directly in text
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 QuestionAnswer Relationships (QARs)
Right There, Think & Search,
Author & Me, On My Own
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Advantages of
QtA and QAR:
• Engagement
• Motivation
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Common Core State Standards
for Literacy in History/Social
Studies, Science, and Technical
Subjects
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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?
Arkansas Department of Education