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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??.

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words are drab engage your students with vocab

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
6th 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
List of Words Commonly Found on Science Assessments
  • Apparatus
  • Classify
  • Common
  • Composed
  • Confirm
  • Diagram
  • Evidence
  • Exposed
  • Formation
  • Indicates
  • Ordinary
  • Percentage
  • Diagram

Screen shot courtesy of Delta Education Foss Web http://www.fossweb.com/NYC/modules6-8/DSM_LTE/DSM_LTE_Build.pdf

what the research says
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
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

  • 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
  • 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
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 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
Total Physical Response
  • ELPS Strategy
  • Students use their whole body to demonstrate a vocabulary word
    • Example: Potential and Kinetic
back words
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
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
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
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
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
Story Telling
  • Make it interactive
    • Thumbs up
    • Card sort
    • Secret Message Decoder
the story of family element
The Story of Family Element
  • Metal
  • Non-metal
  • Metalloid
  • Periodic Table of Elements
  • Magnetic
  • Shiny/Lustrous
  • Solid
  • Conductivity
  • Dull
thank you for joining us
Thank you for joining us!
  • Aimee Ayers – aayers@lubbockisd.org
  • Jena Walters – jwalters@mesquiteisd.org
  • www.ciser.ttu.edu/outreach