Words Are Drab…Engage Your Students With Vocab! CAST 2011 Aimee Ayers and Jena Walters

6 th Grade Science TEK…do you see a problem?? (7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: (A) research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and

List of Words Commonly Found on Science Assessments ApparatusClassifyCommonComposedConfirmDiagramEvidenceExposedFormationIndicatesOrdinaryPercentageDiagram

Screen shot courtesy of Delta Education Foss Web

What To Do???

What the Research Says… Students need to be involved in constructing meaning The vocabulary needs to be tied into the content, not recited Listen, Speak, Read, Write!! ELPS Re-teach, review, and reuse vocabulary in an engaging way CONSTANTLY!

A robust approach to vocabulary involves directly explaining the meanings of words along with thought provoking, playful, and interactive follow up. Beck, McKeown, & Kucan, 2002

Word Wall Content Word Wall Colorful Catchy Title Words and Pictures Test Vocabulary Word Wall Color-coded Sentence Strips Vocabulary Card courtesy of Melissa Duncan

Games Excellent strategy for reviewing vocabulary Keeps students engaged Hands on approach that allows students to create their own meaning

Fly Swatter Vocabulary Fly Swatter Vocabulary (use your word wall)\ Divide students into 2-3 lines. The first student in each line receives a fly swatter or pointer Call out a definition or example of a vocabulary word on the word wall The first student to swat the correct word receives a point for their team

Magic Squares Vocabulary Words are each given a letter. Students match the numbers with the terms and record the number in the matching number box. After they have matched all numbers, they can add up the rows and columns to make sure they got the ‘magic number’ If they did not, they messed up somewhere!

Sticky Note Secrets or Human Hot Seat Sticky Note Secret In small groups or pairs, one student will put a sticky note on their forehead or a vocabulary card above their head, without looking. The other students(s) will describe the vocabulary word and the guessing student will guess the word on their head Human Hot Seat The game is the same, but one student sits in a chair facing the class On the board behind the student, write a vocabulary word for the class to describe

Total Physical Response ELPS Strategy Students use their whole body to demonstrate a vocabulary word Example: Potential and Kinetic

Back Words Each student puts a vocabulary word on his/her back. Students walk around room asking only YES or NO questions about his/her word. The game is finished when everyone has solved their word! Example from the beginning of the year: “Am I an animal?” Example from this week: “Am I living?,” “Is my word a process?”

Concept Attainment Provide “yes” and “no” examples. Students derive definition/concept by picking out common attributes from the “yes” category. Throw in a “twist.” Discuss

Conga Line Split class in half and create two lines of students facing each other. Teacher gives students a vocabulary word. Students start by telling the person across from them the definition. Students then rotate one person down the line and give them an example of the word. Students move again and use the word in a sentence. This can go on until you feel students have an understanding of the word!

Draw-a-word Give students construction paper or create a new page in journal. The top half of the page the students will illustrate a vocabulary word/concept. Teacher will start the music and students move around the room. When the music stops students sit where they are. Students will write the word for the picture, use it in a sentence, and write the definition on another students drawing.

On the Move Teacher gives each student a sentence strip with a vocabulary word. Students walk around the room as “word detectives” asking questions about their word. Students can come up with their own questions or the teacher can provide something for students to gather and record information on.

Concept Development Provide pictures or words for students to sort into categories. Students objective is to decide the title of the lesson and place all pictures or words into categories with common characteristics. There must be at least TWO per category. Students are deriving the concept.

Think-Pair-Share Pick a strategy to take back and use in your classroom. Discuss with a partner how you will use this strategy.

Story Telling Make it interactive Thumbs up Card sort Secret Message Decoder

The Story of Family Element MetalNon-metalMetalloid Periodic Table of Elements MagneticShiny/LustrousSolidConductivityDull

Thank you for joining us! Aimee Ayers – Jena Walters –