words are drab…engage your students with vocab! cast 2011 aimee ayers and jena walters
TRANSCRIPT
Words Are Drab…Words Are Drab…Engage Your Engage Your
Students With Students With Vocab!Vocab!
CAST 2011CAST 2011Aimee Ayers and Jena WaltersAimee Ayers and Jena Walters
66thth Grade Science TEK…do Grade Science TEK…do you see a problem??you see a problem??(7) Matter and energy. The student (7) Matter and energy. The student knows that some of Earth's energy knows that some of Earth's energy resources are resources are available available on a nearly on a nearly perpetualperpetual basis, while others can be basis, while others can be renewed renewed over a over a relativelyrelatively short period of short period of time. Some energy resources, once time. Some energy resources, once depleteddepleted, are , are essentiallyessentially nonrenewable. nonrenewable. The student is expected to:The student is expected to:
(A) research and (A) research and debate debate the the advantagesadvantages and and disadvantagesdisadvantages of using coal, oil, of using coal, oil, natural gas, nuclear power, biomass, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar wind, hydropower, geothermal, and solar resources; andresources; and
List of Words List of Words Commonly Found on Commonly Found on Science AssessmentsScience Assessments
ApparatuApparatuss
ClassifyClassify
CommonCommon
ComposeComposedd
ConfirmConfirm
DiagramDiagram
EvidenceEvidence
ExposedExposed
FormationFormation
IndicatesIndicates
OrdinaryOrdinary
PercentagPercentagee
DiagramDiagram
Screen shot courtesy of Delta Education Foss Web http://www.fossweb.com/NYC/modules6-8/DSM_LTE/DSM_LTE_Build.pdf
What What To To
Do???Do???
What the What the Research Says…Research Says…
Students need to be involved in Students need to be involved in constructing meaningconstructing meaning
The vocabulary needs to be tied into The vocabulary needs to be tied into the content, not recited the content, not recited
Listen, Speak, Read, Write!! ELPSListen, Speak, Read, Write!! ELPS
Re-teach, review, and reuse Re-teach, review, and reuse vocabulary in an engaging way vocabulary in an engaging way CONSTANTLY! CONSTANTLY!
A robust approach to A robust approach to vocabulary involves directly vocabulary involves directly explaining the meanings of explaining the meanings of words along with thought words along with thought
provoking, playful, and provoking, playful, and interactive follow up.interactive follow up.
Beck, McKeown, & Kucan, Beck, McKeown, & Kucan, 20022002
Word WallWord WallContent Word WallContent Word Wall
ColorfulColorful
Catchy TitleCatchy Title
Words and Pictures Words and Pictures
Test Vocabulary Word WallTest Vocabulary Word Wall
Color-codedColor-coded
Sentence StripsSentence Strips
Vocabulary Card courtesy of Melissa Duncan
GamesGames
Excellent strategy for Excellent strategy for reviewing vocabularyreviewing vocabulary
Keeps students engagedKeeps students engaged
Hands on approach that Hands on approach that allows students to create allows students to create their own meaningtheir own meaning
Fly Swatter Fly Swatter VocabularyVocabulary
Fly Swatter Vocabulary (use your Fly Swatter Vocabulary (use your word wall)\word wall)\
Divide students into 2-3 lines. Divide students into 2-3 lines.
The first student in each line receives The first student in each line receives a fly swatter or pointera fly swatter or pointer
Call out a definition or example of a Call out a definition or example of a vocabulary word on the word wallvocabulary word on the word wall
The first student to swat the correct The first student to swat the correct word receives a point for their teamword receives a point for their team
Magic SquaresMagic SquaresVocabulary Words are each given a letter. Vocabulary Words are each given a letter.
Students match the numbers with the Students match the numbers with the terms and record the number in the terms and record the number in the matching number box. matching number box.
After they have matched all numbers, they After they have matched all numbers, they can add up the rows and columns to make can add up the rows and columns to make sure they got the ‘magic number’sure they got the ‘magic number’
If they did not, they messed up somewhere!If they did not, they messed up somewhere!
Sticky Note Sticky Note Secrets or Secrets or
Human Hot SeatHuman Hot SeatSticky Note SecretSticky Note SecretIn small groups or pairs, one student will put a In small groups or pairs, one student will put a sticky note on their forehead or a vocabulary sticky note on their forehead or a vocabulary card above their head, without looking.card above their head, without looking.The other students(s) will describe the The other students(s) will describe the vocabulary word and the guessing student will vocabulary word and the guessing student will guess the word on their headguess the word on their head
Human Hot SeatHuman Hot SeatThe game is the same, but one student sits in The game is the same, but one student sits in a chair facing the classa chair facing the classOn the board behind the student, write a On the board behind the student, write a vocabulary word for the class to describevocabulary word for the class to describe
Total Physical Total Physical ResponseResponse
ELPS StrategyELPS Strategy
Students use their whole Students use their whole body to demonstrate a body to demonstrate a vocabulary wordvocabulary word
Example: Potential and Example: Potential and KineticKinetic
Back WordsBack WordsEach student puts a vocabulary word Each student puts a vocabulary word on his/her back.on his/her back.
Students walk around room asking Students walk around room asking only YES or NO questions about only YES or NO questions about his/her word.his/her word.
The game is finished when everyone The game is finished when everyone has solved their word!has solved their word!
Example from the beginning of the year: Example from the beginning of the year: “Am I an animal?”“Am I an animal?”
Example from this week: “Am I living?,” Example from this week: “Am I living?,” “Is my word a process?” “Is my word a process?”
Concept Concept AttainmentAttainment
Provide “yes” and “no” examples.Provide “yes” and “no” examples.
Students derive definition/concept Students derive definition/concept by picking out common attributes by picking out common attributes from the “yes” category.from the “yes” category.
Throw in a “twist.”Throw in a “twist.”
DiscussDiscuss
Conga LineConga LineSplit class in half and create two lines of Split class in half and create two lines of students facing each other.students facing each other.
Teacher gives students a vocabulary word.Teacher gives students a vocabulary word.
Students start by telling the person across Students start by telling the person across from them the definition.from them the definition.
Students then rotate one person down the Students then rotate one person down the line and give them an example of the line and give them an example of the word.word.
Students move again and use the word in Students move again and use the word in a sentence.a sentence.
This can go on until you feel students have This can go on until you feel students have an understanding of the word!an understanding of the word!
Draw-a-wordDraw-a-wordGive students construction paper or create Give students construction paper or create a new page in journal.a new page in journal.
The top half of the page the students will The top half of the page the students will illustrate a vocabulary word/concept.illustrate a vocabulary word/concept.
Teacher will start the music and students Teacher will start the music and students move around the room. When the music move around the room. When the music stops students sit where they are.stops students sit where they are.
Students will write the word for the Students will write the word for the picture, use it in a sentence, and write the picture, use it in a sentence, and write the definition on another students drawing. definition on another students drawing.
On the MoveOn the MoveTeacher gives each student a sentence Teacher gives each student a sentence strip with a vocabulary word.strip with a vocabulary word.
Students walk around the room as Students walk around the room as “word detectives” asking questions “word detectives” asking questions about their word.about their word.
Students can come up with their own Students can come up with their own questions or the teacher can provide questions or the teacher can provide something for students to gather and something for students to gather and record information on. record information on.
Concept Concept DevelopmentDevelopment
Provide pictures or words for students Provide pictures or words for students to sort into categories.to sort into categories.
Students objective is to decide the title Students objective is to decide the title of the lesson and place all pictures or of the lesson and place all pictures or words into categories with common words into categories with common characteristics. characteristics.
There must be at least TWO per There must be at least TWO per category.category.
Students are deriving the concept. Students are deriving the concept.
Think-Pair-ShareThink-Pair-Share
Pick a strategy to take back and Pick a strategy to take back and use in your classroom.use in your classroom.
Discuss with a partner how you Discuss with a partner how you will use this strategy. will use this strategy.
Story TellingStory Telling
Make it interactiveMake it interactiveThumbs upThumbs up
Card sortCard sort
Secret Message DecoderSecret Message Decoder
The Story of The Story of Family ElementFamily Element
MetalMetal
Non-metalNon-metal
MetalloidMetalloid
Periodic Table of Periodic Table of ElementsElements
MagneticMagnetic
Shiny/LustrousShiny/Lustrous
SolidSolid
ConductivityConductivity
DullDull
Periodic Table of Periodic Table of ElementsElements
Thank you for Thank you for joining us!joining us!
Aimee Ayers – Aimee Ayers – [email protected]
Jena Walters – Jena Walters – [email protected]
www.ciser.ttu.edu/outreach