TEXAS REGIONAL COLLABORATIVES
for Excellence in Science and Mathematics Teaching
and Rice University Collaborative
Vocabulary that Connects and Test Strategies That Work
Vivian Rogers
Conference for the Advancement of Science Teaching
Dallas, Texas
November 17-19, 2011
Vivian Rogers
[email protected]
5th Grade Science and Social Studies
J. L. Lyon Elementary
Magnolia ISD
My Background
• Struggled through school.
• Taught for eight years in Title 1 schools in
Arizona and Texas.
• Many students are low SES, bilingual,
monolingual, or LD.
• I teach for life-long learning.
• Completed a year-long training program with
the Conoco Phillips Rice Elementary Model
Science Lab (REMSL).
Common Problems With Teaching Vocabulary
• "My students just don't get it"
• "I've given them the definitions, we've practiced,
played games and more. Why don't they
remember? I'm at a loss!"
What I have discovered:
 Front loading vocabulary words does not help in
science
 They use “sciencey” sounding words without thinking.
 Learning is hindered because they have to be
corrected.
 Discovery of the concept needs to be first.
What I Have Learned Over Time
 Introduce the unit vocabulary after they have
explored and experimented.
 Vocabulary should be more at the
application/analysis level or the elaborate/evaluate
level in the 5E model.
 This allows them to demonstrate their learning by
creating their own definitions for common
science/academic vocabulary words.
How to Teach Vocabulary That
Connects
Materials: 3 x 5 index cards, book rings, and a hole
punch. Pre-punch index cards at the top.
Directions
1. Have students draw a grid on the index card.
2. Label squares: upper left-MD (my definition), lower leftPIC (picture), and lower right-RMO (reminds me of).
Part 1: My Definition
1.
Give the students the vocabulary word.
2. Group discusses how they want to describe the word. They will
not write anything until you model how it is done during step 6.
3. Walk around, ask questions to clarify meanings.
4. Whole class, ask each group what their definition is.
5. Students lead the direction of the definition as you model how
it is written down.
6. Write their definition in the MD (my definition) square.
My Definition
Non-ESL
ESL
Part 2: Pictures That Count
1. Group discusses what picture they will draw
that connects the concept to the word.
2. Model thinking and then draw what you think
it would look like.
3. Remind them that being good at drawing is not
necessary; stick figures work just fine.
4. Have students draw and label their own
pictures.
Non-ESL
Pictures That Count
ESL
Part 3: Reminds Me Of...
1.
Group discusses the things it reminds them of.
2. Walk around, ask students what they think and
why they think that.
3. Ask each group what it reminded them of.
4. Model thinking and write down things that the
class has shared.
5. Students need to write down at least three things
it reminds them of.
6. Congratulations! You have now finished your first
vocabulary card.
Reminds Me Of...
Non-ESL
ESL
Completed Vocabulary Card
Non-ESL
ESL
Student Interview
"The Brain Can Opener"
Trouble making vocabulary tests?
"The Brain Can Opener".
1.
Write the word on the board and have the student copy
it onto a separate piece of paper.
2. Draw a picture for the word.
3. Write the definition in their own words.
4. This method is like having a can opener for their
brains. It allows me to see what and how they are
thinking. I can then address the misconception, discuss
what was wrong and what needs to be changed .
Female
At risk
LEP…
and she understands
the words.
Male
At risk
504…
and he understands
the words.
Misconception…rotation
means to spin, but he has
shown “going around
something.”
I can see what he is
thinking and give
immediate feedback.
Test Strategies That Work
1.
I don't teach to the test, but I do teach them how to pass a test.
2.
Have them include pictures and “Reminds Me Of” when they take a
test.
3.
Read it all the way through.
4.
Discuss in their group what they think the key words/ideas
are. Underline and circle them.
5.
Do not underline the whole question.
6.
Draw a picture that connects to the question. This is a fast picture,
not a work of art.
7.
Write what it reminds them of: anything that can connect their life
to the question.
8.
Now they are ready to answer the question.
Connecting RMO
and pictures from
vocabulary and
activities.
Connecting RMO
and pictures from
vocabulary and
activities.
Tables, Charts, and Graphs
1.
Group work. Have students look at tables, charts, and
graphs that don't have a question attached to it.
2. Their goal is to get as much information as they can from
the tables, charts, and graphs as they can.
3. It starts with looking at the title, labels, and labeling it
as necessary. (Bars on a graph, etc.)
4. They will write down the information on their paper.
5. Reveal the question.
6. Most of the time they have already discovered
the answer before they have ever looked at
the question.
Where to Watch Vocabulary That
Connects
To view the set of three vocabulary lessons, please go to Youtube and
search “Vocabulary That Connects and Test Strategies That Work” or
by going to the following links.
Part 1: My Definition
https://www.youtube.com/watch?v=2TuPOLM8v_Y&feature=related
Part 2: Pictures That Count
https://www.youtube.com/watch?v=2LhdJ9C2R5s
Part 3: Reminds Me Of
https://www.youtube.com/watch?v=hn48r5i70Sw&feature=mfu_in_order&list=UL
Questions???
Contact
Vivian Rogers
[email protected]
Presentation can be downloaded at
the CAST website.