Transcript Alike and Different How are

Reading Strategies for Science
Sally Creel, Science Supervisor
Warm-Up Activity
Beat the Clock!
 3 minutes—brainstorm a list of
content-area vocabulary words
addressed in your grade level.
SAVE YOUR LISTS!!!
 5 minutes—Choose one word.
Write your own definition. Create
an icon for it and an action.
 Extra points for using the word
and/or related words in a song,
rap, poem, cheer, or chant.
Warm-Up Activity
Let’s
Share!
Vocabulary Knowledge
Vocabulary knowledge means having an awareness of words and
word meanings.
Vocabulary
knowledge is more
complicated than
reciting key terms
and their definitions.
Understanding Words
 Word knowledge is not black and white
 Understanding vocabulary is not as simple as either knowing a word
or not knowing it.
never having
heard of a word
understanding all
there is to know
about a word
Here’s a strategy you can use to test this…
Knowledge Rating Scale
 Select words that are
essential to understanding
the concepts
 Students independently rate
their understanding of words
 Useful assessment tool to
evaluate students’ prior
knowledge
 After evaluating, teacher can
determine level of depth
needed when teaching
concepts
Page 73
Oral vs. Print Vocabulary
 Oral vocabulary = listening and speaking
 Print vocabulary = reading and writing
Vocabulary Strategies
 Helpful for distinguishing
a concept from others
that students may know
or may be learning
 Included in model are:
 Definition
 Characteristics
 Examples
 Non-examples
 Useful for concepts that
students may already
know but cannot readily
define
Frayer Model
Social vs. Content
BICS
Basic Interpersonal
Communication Skills
CALP
Cognitive Academic
Language Proficiency
Content vocabulary words are used within the
subject matter you are teaching (e.g. photosynthesis,
plate tectonics).
Academic vocabulary is the higher-level language
needed to understand the content (e.g., analyze,
identify).
Why Teach Academic Vocabulary?
Improves
Reading
Comprehension
Builds Background
Increases
Academic
Success
Why Teach Academic Vocabulary?
Identifying Vocabulary
“Big Idea” Words
General Academic
Words
Multiple Meaning Words
Subject Specific
Words
Words that relate to one
another
Vocabulary Strategies
Rank the following vocabulary strategies in
order from least effective to most effective.
1. Defining a word using a glossary or dictionary
2. Creating a semantic word map or vocabulary
diagram
3. Defining a word using a glossary or dictionary
and then using it in an original sentence
1, 3, 2
Alike and Different
•Describe muscles and organs.
•Muscles are tissues that enable your body to
move by contracting and extending.
•Organs are groups of specific tissues that
perform specific body functions. Your heart is
an organ that pumps blood to your body.
Alike and Different
•How are muscles and organs alike?
•Muscles and organs are both kinds of tissue in
the human body made of cells
•How are muscles and organs different?
•Muscles are tissues that enable movement.
•Organs are groups of tissues that perform a
specific body function.
Alike and Different
YOUR TURN!!!
•How are ______ and ______ alike?
•How are ______ and ______ different?
Alike and Different
•How are ______ and ______ alike?
•How are ______ and ______ different?
circulation
 How is circulation like the following?
 A car ______________________________
 A coke _____________________________
 A rock _____________________________
 How is circulation different from the following?
 A car ______________________________
 A coke _____________________________
 A rock _____________________________
word
word
A like
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Different
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Alike and Different
Let’s reflect on
what we just did.
Five Important Words
 Read a content-area (science) text or
passage
 As you read, identify 5 important words in the
text
 Use sticky notes to mark words and then write
the 5 words on the sticky notes
 Create a bar graph of the words that the
students used. Make the bar graph with the
sticky notes on large chart paper
Five Important Words
 Create a bar graph of
the words that the
students used. Make
the bar graph with the
sticky notes on large
chart paper
Ten Important Words
 Discuss:
 Which words were selected the most?
 Why are these words important?
 What do they mean in this text?
 Which words were selected the least?
 Why do you think fewer people chose
these words?
Ten Important Words
In conclusion, ask
students how
choosing 10 important
words, graphing them,
and writing summaries
helped them to better
understand the words
and ideas related to
the text.
Ten Important Words
Let’s reflect on
what we just did.
Vocabulary Diagram
•The outline technique encourages students to take
note of spelling and form a visual picture of the word
Vocabulary Diagram
Vocabulary Strategies
List, Group, Label
• Strategy to Assess and
Build on Prior Knowledge
 Students are presented with
list of words centered
around topic of study
 Students classify/sort words
into categories they
determine
 It’s OK to have “leftover”
words; or to use a word as
a category itself
Source: Reading Strategies in Science p. 80
List, Group, Label Modified
 Select a variety of images that are related to an
upcoming topic of study.
 Provide the images to students without
introduction.
 Encourage students to group and make
connections they see.
 Give students some clues about the topic your
were thinking of, or give them the standard you
are learning about.
 Allow students to modify their groupings.
Tip: I put the images in a PowerPoint presentation and
print them 6 to a page to get this size.
Images used are from Google image
Vocabulary Strategies
Foldables
Foldable Vocabulary Strategies
 Vocabulary Mits
 Know & Need to Know Definitions
 Multi-Tab Vocabulary Foldables
 Matchbook Vocabulary
 Envelope Foldables
Source: Dinah Zike Foldables www.dinahzike.com
Buzz Review Game
Shower Cards
 Allow students to create a “Shower Card”
 Use laminating film or transparency sheets
cut into various sizes.
 Students write down vocabulary terms,
diagrams, or general study
information using a
permanent marker.
 Take them home and study
while in the shower.
Twitter Posts of this Session
 Can be used as a Ticket-Out-the-Door
 Summarize what you learned about vocabulary
instruction using no more than 140 characters
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Vocabulary instruction can spark a student’s interest in a science concept and can make them want to learn more.
It doesn’t have to be boring!
This presentation may be
downloaded at
www.cicobb.typepad.com/es
Sally Creel
Science Supervisor
[email protected]