WHAT’S THE WORD: INTEGRATING VOCABULARY

INSTRUCTION THROUGH SCIENCE

HICKORY PUBLIC SCHOOLS CURRICULUM CONFERENCE JANUARY 27, 2015

PRESENTED BY JENNY WADSWORTH AND DONNA DANNER

LET’S GET STARTED!

WHAT DO WE ALREADY KNOW ABOUT SCIENCE AND VOCABULARY INSTRUCTION?

• FIND YOUR GRADE LEVEL • BRAINSTORM ABOUT WHAT YOU ALREADY KNOW ABOUT VOCABULARY AND

SCIENCE INSTRUCTION• GALLERY WALK TO SEE WHAT OTHER GRADE LEVELS WROTE.

WHY INTEGRATE VOCABULARY INSTRUCTION IN TO SCIENCE?

• TIME IN THE CLASSROOM IS LIMITED

• REINFORCES STUDENT COMPREHENSION OF SCIENCE CONTENT

• MAXIMIZES TEACHER’S INSTRUCTIONAL TIME(CARRIER, N.D.)

WHAT DOES MARZANO SAY ABOUT VOCABULARY INSTRUCTION?

• STUDENTS DEVELOP THEIR VOCABULARY ORALLY USING THEIR BACKGROUND KNOWLEDGE.

• EXPLICIT INSTRUCTION IS NECESSARY FOR STUDENTS TO BECOME ENGAGED IN LEARNING ACADEMIC VOCABULARY

(MARZANO, 2013)

TIPS FOR TEACHING VOCABULARY INSTRUCTION

USE LOTS OF PICTURES AND LABELSPRESENT WORDS IN MULTIPLE CONTEXTUSE DIRECT INSTRUCTIONCONDUCT COLLABORATIVE WORKINTEGRATE TECHNOLOGY INTO INSTRUCTION.ENCOURAGE “SCIENCE TALK” OR BRAINSTORMINGLIMIT TRADITIONAL VOCABULARY INSTRUCTION

CREATING INTERACTIVE WORD WALLS

• DESIGNED TO SERVE AS A VISUAL SCAFFOLD• PROVIDES REPRESENTATION OF WORDS TO SHOW RELATIONSHIPS• REQUIRES PLANNING • FORMATIVE ASSESSMENT • STUDENTS NEED TO BE APART OF THE PROCESS

• ILLUSTRATE WORDS• CREATE LABELS• SUGGEST CONCEPTS

LET’S MAKE IT!

• USE THE CURRICULUM MAP TO CHOOSE SCIENCE VOCABULARY FOR YOUR GRADE LEVEL.

• THEN USE THE TEMPLATE TO START TO CREATE AN INTERACTIVE WORD WALL FOR YOUR CLASS.

CONCEPT BASED LEARNING

• USES OVERARCHING IDEAS TO PROVIDE A CONCEPTUAL LENS THROUGH WHICH STUDENTS VIEW THE CONTENT TAUGHT.

• STUDENTS THINK AT A DEEPER LEVEL.

• STUDENTS USE LANGUAGE THAT CREATES HIGHER ORDER THINKING.(SCHILL, 2011)

CONCEPT MAPPING

• VISUAL REPRESENTATION THAT HELP STUDENTS SEE PATTERNS AND TO MAKE CONNECTIONS.

• IT IS A VISUAL ROAD MAP• HELPS LINK INFORMATION• CONCEPT IN THE MIDDLE SURROUNDED BY IDEAS, QUESTIONS, AND WORDS.

LET’S MAKE IT!

SELECT THE KEY CONCEPT OF THE TOPIC AFTER DISCUSSION WITH STUDENTS. USE THE CURRICULUM MAP FOR THIRD QUARTER FOR YOUR GRADE LEVEL.

ON A LARGE PIECE OF PAPER OR BOARD, WRITE OR DRAW THE KEY CONCEPTS. PUT WORDS OR PICTURES IN CIRCLES OR BOXES.

CONNECT THE CONCEPTS WITH LINES. USE SHORT SENTENCES OR STATEMENTS. USE DIFFERENT COLORS SO BOXES AND CIRCLES STAND OUT.

ENCOURAGE STUDENTS TO READ THE CONCEPT MAP. OLDER STUDENTS WORK IN GROUP OR CREATE THEIR OWN. YOUNGER STUDENTS NEEDS LOTS OF MODELING SO THEY CREATE THEIR OWN CONCEPT MAP.

FOLDABLES AND FLIP BOOKSFOLDABLES AND FLIP BOOKS

• MARZANO STATES THAT USING PICTURES, SYMBOLS AND GRAPHIC ORGANIZERS REQUIRE STUDENTS TO PROCESS INFORMATION IN NONLINGUISTIC WAYS.

• STUDENTS SHOULD USE PICTURES, SYMBOLS, OR GRAPHICS TO REPRESENT WORDS• THE USE OF VISUAL REINFORCEMENTS SUPPORTS COMPREHENSION AND RETENTION.• THEY MAY NEED GUIDANCE AND MODELING EVEN IF THEY HAVE EXPERIENCE WITH

NONLINGUISTIC REPRESENTATIONS.• FOLDABLES CAN BE USED ALONE OR PUT IN INTERACTIVE NOTEBOOKS• FOLDABLES CAN INCORPORATE TECHNOLOGY

FOLDABLES AND FLIP BOOK EXAMPLES

HTTP://WWW.READWRITETHINK.ORG/FILES/RESOURCES/INTERACTIVES/FLIPBOOK/

WHAT OTHER ACTIVITIES CAN BE USED IN TEACHING SCIENCE VOCABULARY?

• GRAPHIC ORGANIZERS• HTTP://WWW.EDUPLACE.COM/GRAPHICORGANIZER/• GAMES

• (HANGMAN, ODD ONE OUT, CHARADES, BINGO, PICTIONARY, TWENTY QUESTIONS, WHO AM I?, JEOPARDY, MEMORY, BINGO-YOU GIVE DEFINITION, KID MARKS THE WORD)

• “SCIENCE TALK” BRAINSTORMS• CREATE A SKIT

CONCLUSION

• WHAT ARE YOUR FAVORITE WAYS TO TEACH VOCABULARY FOR SCIENCE INSTRUCTION?

• THANK YOU FOR COMING TO OUR PRESENTATION! CHECK THE HPS CONFERENCE WIKI FOR MORE RESOURCES!