Vocabulary At The Pond
Lesson 4 of 9
Objective: SWBAT write and draw about pond vocabulary terms.
Common Core RI.6.4 states students should determine meanings of symbols, key terms, and other domain specific words as they are used in a specific context. CCSS L.6.4 states determine or clarify the meaning of unknown and multiple-meaning words and phrases. It is important to build vocabulary skills. It's best practice.
I want students to keep important science terms in a Science Journal (notebook). It's important that students keep notes, vocabulary, questions, and drawings in one place and a journal will keep students organized.
Good vocabulary can help you say what you mean. Everyday students must communicate ideas and thoughts, so it is important to build strong vocabulary skills. It's best practice, directly linked to student achievement, and there is a strong relationship between reading comprehension and vocabulary knowledge.
I have students create a Science Vocabulary Journal where they write and draw about important vocabulary terms. I create a vocabulary term template for students to use with each word. This template includes: the term, a definition, a visual representation of the term, and examples and non-examples of the term. Giving students time to write and draw about each term will increase their overall achievement.
Today, students will complete the templates in their vocabulary journal for the terms biotic, ecosystem, and biology. Terms in this Life Science unit (Pond Study) include: biology, biotic, cell, classification, ecosystem, and species.
Teacher Tip: Some extended vocabulary activities to use in the classroom include: reading non-fiction text like newspapers and articles, playing dictionary games, doing word puzzles, using a thesaurus, knowing root words, and understanding prefixes and suffixes.
Cloze Reading Strategy
ELA-Literacy.L.6.4 states to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. I want students to use context as a clue to word meaning.
I use a Cloze Reading Strategy as a formative assessment to assess my student's understanding of precise science vocabulary and to assess their background knowledge of unknown words. This also builds student confidence to use what they know and to apply it as they read. This procedure is a vocabulary building tool. As a formative assessment tool, it guides my instruction and identify areas of strength and areas of concern.
Teacher Tip: I created my own Cloze Reading passage from a section within the chapter of the classroom textbook.