1. Solidify Content Knowledge Using Vocabulary and Questioning Strategies for Grades 5-8 Science Arkansas Department of Education

2. 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

3. 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 Arkansas Department of Education

4. How important to you are the following on a scale of 1-5? personal decision- making participation in civic and cultural affairs economic productivity

5. 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 Arkansas Department of Education

6. 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. Arkansas Department of Education

7. 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? Arkansas Department of Education

8. 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 Arkansas Department of Education

9. Selection Criteria for Instructional Vocabulary Tier 1Tier 2Tier 3 DescriptionBasic words that most children know before entering school Words that appear frequently in texts and for which students already have a conceptual understanding Uncommon words that are typically associated with a specific domain Examplesclock, baby, happysinister, fortunate, adapt Isotope, peninsula, bucolic Beck, McKeown, Kucan, 2002 Arkansas Department of Education

10. Direct and Indirect Instruction Repetition and Multiple Exposures Rich Contexts Active Engagement Wide Reading Effective vocabulary instruction provides: Dependence on a single vocabulary instructional method will not result in optimal learning. NRP Report, 2000 Arkansas Department of Education

11. Knowing when AND how to use various vocabulary strategies is important. Arkansas Department of Education

12. 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.

13. 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

14. 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. Arkansas Department of Education

16. The 5E Model

17. BSCS 5E Instructional Model, commonly referred to as the 5E model (or the 5Es). Developed by the Biological Sciences Curriculum Study (BSCS)

18. Introductory stage Capture students’ interest.

19. Cooperative exploration activities Build models Collect data Make and test predictions Form new predictions

20. Explains possible solutions to others Listens critically to explanations of other students and the teacher Uses recorded observations in explanations

21. 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

22. 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

23. With a partner, write down all the words you associate with: Scientific MOTION Arkansas Department of Education

24. 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

25. Motion Videos: Dare Devil Dogs Spectacular 1913 Train Collision Arkansas Department of Education

26. 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

27. Ball Drop Experiment Explore the Vocabulary Create Visual Diagrams for select terms Arkansas Department of Education

28. 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.

29. 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

30. Use what you have observed with “Motion” to explain and draw a picture of what you have observed.

31. Create visual diagrams describing your experiment using the motion terms you identified

32. Use the visuals and terms you generated to describe motion and describe the experiment to others in the class. Arkansas Department of Education

33. Add SIM Lincing Vocab

34. 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

35. 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

36. 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.

37. View the Science Keys video, “Ball Drop.” Collect/observe additional and new vocabulary terms and ideas Arkansas Department of Education

38. Ball Drop Arkansas Department of Education 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?

39. Arkansas Department of Education After viewing, participants share questions at their tables and then with the whole group.

40. 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

41. Quick Write Individually, write/draw a reflection of the terms you learned in the context of the experiment using targeted vocabulary.

42. Spacing Principle Wolf (2008). http://www.wired.com/medtech/health/magazine/16- 05/ff_wozniak (see Ebbinghaus, 1885) Arkansas Department of Education

43. 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

44. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. A Six-Step Process for Teaching New Terms Free Association Comparing Terms Classifying Terms Solving Analogy Problems Arkansas Department of Education

45. 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?

46. Comparing Terms Sentence Stems Venn Diagrams Double Bubble Matrix Arkansas Department of Education

47. 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 ___________. Sentence Stems Example Arkansas Department of Education

48. Double Bubble similar different Cellular Respiration OR Kinetic Energy Arkansas Department of Education Photosynthesis OR Potential Energy

49. Classifying Terms A process of grouping terms by similar attributes. Arkansas Department of Education

50. as Cell membrane Cell Offensive line Football team …won’t let bad things in … relating factor as Tsunami Wave Earthquake Tremor …is an extreme example of … relating factor Solving Analogy Problems Arkansas Department of Education

51. Periodically ask students to discuss the terms with one another. A Six-Step Process for Teaching New Terms Think, Pair, Share Arkansas Department of Education

52. Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Vocabulary Charades Draw Me Arkansas Department of Education

53. 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

54. (Root) Word Spokes Activity sci Science Conscience Conscious Subconscious

55. 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 Arkansas Department of Education

56. How can using Prefixes, Suffixes, and Root words be useful in defining this term? hippopotomonstrosesquippedaliophobia Arkansas Department of Education

57. 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. Arkansas Department of Education

58. 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. Arkansas Department of Education

59. Questioning Strategies in Science Arkansas Department of Education

60. 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. Arkansas Department of Education

61. 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. Arkansas Department of Education

62. Reflecting as a Reader Arkansas Department of Education

63. Text Complexity “Literacy instruction at the high school level should support students to continue developing reading fluency; improving vocabulary knowledge; developing higher- level reasoning and thinking skills; improving reading comprehension skills, and increasing student motivation and engagement.” Torgeson et al, 2007 Arkansas Department of Education

64. "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. Arkansas Department of Education

65. Text Features in Science Arkansas Department of Education

67. 1 in 4 Can’t Identify Main Idea

68. 25% read below grade level

69. 26 out of every 100 AR freshman will not graduate

70. Comprehension Monitoring Graphic and Semantic Organizers Question Answering Question Generating Story Structure (Text Structure) Summarization Research-Based Reading Comprehension Strategies : National Reading Panel Report Arkansas Department of Education

71. Questioning Thinking tool Strategy of good readers Increases student learning Research-based Classroom Strategies for Interactive Learning, Buehl Arkansas Department of Education

72. Questioning To actively inquire To explore uncertainties To investigate a text adapted from Subjects Matter, Harvey Daniels and Steven Zemelman, 2004 Arkansas Department of Education

73. 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 Arkansas Department of Education

74. Model QtA Strategy: “Motorcycle Helmet Use Laws” Arkansas Department of Education

75. QtA Prompts Changes in Classroom Discourse Teacher-generated questions Student discourse Questioning the Author, Beck, McKeown, Hamilton, and Kucan Arkansas Department of Education

76. QtA in a Thinking Device for Science: Super Helmet Safety Video.wmv Super Helmet Safety Video.wmv Arkansas Department of Education

77. 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. Arkansas Department of Education

78. Question-Answer Relationships (QAR) Right There Think & Search Author & Me On My Own Answer directly in text Put it together from the text Reader figures out meaning from text Wouldn’t have to read text In the BookIn My Head

79. Create Examples of Question- Answer Relationships (QARs) Right There, Think & Search, Author & Me, On My Own Arkansas Department of Education

80. Advantages of QtA and QAR: Engagement Motivation Arkansas Department of Education

81. Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Arkansas Department of Education

82. Lesson Planning to meet the Common Core State Standards in Science and Technical Subjects

83. 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