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I like the z chart strategy because it allows the students to express themselves in writing as well as non-linguistically. It also doesn't require the students to write so much, but highlight important points and create a summary.

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"Words are labels for Ideas...." this statement stood out to me profoundly as a teacher because there have been times when I've defined, explained, and given examples for a term and feel like the students totally get it. The next day when I ask them to give me their own examples they draw a blank or absolutely wow me by how they interpreted the term. I'm definitely adding imagery to student reflection time when new words are discussed so I can really "see what I'm saying" through their perspectives.

TNPhillips - Lewis MS

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I like the fact that she stated when students are initially taught to read, it's via narrative text, but in science it is expository and I think that sometimes many people forget that.  It is important for us as educators to provide our students with a variety of strategies to help them understand.  Also,  we need to help our students master vocabulary to better understand the context and content.

S. Richardson
Aldine Middle

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I really liked the idea of having a picture to help students understand the vocabulary term.  One example given was having an ape on top of a mountain to help students understand the term, apex.  I have incorporated a lot of movement in the classroom to help my students understand but not as much in the way of pictures and imagery.  Towards the end of the school year we started making anchor charts with many illustrations and brief explanations and the students loved it.  This will be an area of focus for me this year.

Matt Cline
Grantham

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One of my favorite methods for incorporating imagery into vocabulary acquisition is the Frayer Model.  Students break down the word's meaning in a personally relevant way, from 4 different angles: a text definition, the characteristics you would see in an example of that word, an illustration describing the word, and listed examples.  This provides context and allows the student to personally reflect on how they would explain the word.

Then, of course, you follow up with a sharing session in which students show and teach one another their definitions, as they chose to represent it.  Not only does it strengthen understanding across the board, but as most of us have experienced, teaching can often be the best way to learn!

LM Rasberry
Mead Middle School

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Literacy                                                   While viewing the different strategies for teaching vocabulary in science, I am especially interested in the use of imagery. As a visual learner myself, I understand the importance of associating words with familiar pictures. Allowing students to create their own images will better prepare them for the curriculum

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Literacy                                                   While viewing the different strategies for teaching vocabulary in science, I am especially interested in the use of imagery. As a visual learner myself, I understand the importance of associating words with familiar pictures. Allowing students to create their own images will better prepare them for the curriculum

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S. Miller
Garcia Middle School

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Response to Cohen's Importance of Vocabulary for Science Learning.

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Response to Cohen's Importance of Vocabulary for Science Learning.

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Reading this article puts me right back in the classroom, though it is summer. Several points were brought to mind, that we as educators deal with frequently. The first is Productive Comprehension and the three factors; development, understanding structure of text and, metacognitive control (I am going to say we because I know that I am not alone). In order for students to know what they are speaking and reading about, they have to have a foundation and some basic knowledge of what's being presented to them, so when Cohen speaks of imagery to enhance knowledge, I am totally on board. The section about literacy integration is important for science in two major ways. It is true that more focus is placed on math and reading (this is right out of the mouth's of my kids), so it's important to work with reading and math in order to integrate as much as possible. However, also within science is the elephant in the corner, of none standardized testing grades (elementary 1-4) focusing primarily on math and reading. Coming from 5th grade science and into 8th (both testing) I get children who have no idea about simple concepts of science and just like the article says when kids don't understand even half of what they are reading it hinders them from the beginning. I like to have my students illustrate what they are reading or working with, BUT with 5th grade I also have to introduce core vocabulary with images embedded so it becomes real to them. Even though it's the dreaded PPT format, below is one of my classes' favorite PPT's for vocabulary introduction and the formative assessments were better after. You'd be surprised how many times I have been asked what is a hammer, file, skeleton...etc.  I also like to break down the structure of the words by roots so by the time we get to words like exoskeleton, they already know exo is outer and them ask them to draw what they think exoskeleton is. I wish I had the responses with me to show.

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I used this in my lesson. The vocabulary term is there, but this format allows for students to fill in how they want to communicate the information. (I can admit that is how it is supposed to be used, but that is not how I used it- I gave them the information due to time constraints. I will not allow my students to miss out on the opportunity or time to process or make connections on their own).
-S. Brown

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pic of student vocab sheet for plate boundaries.jpg

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I like this format where it ask the student to generate how they will remember the term.
S. Brown

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"A strong focus on vocabulary helps student understand and communicate using appropriate terminology, and the incorporation of imagery makes learning fun."
I am going to incorporate more student generated imagery, often we give the students images. I like the idea of having them take pictures of their creations and sharing in a forum like padlet so that other students will have the benefit of seeing the different connections made and perhaps that will make their experience with learning the vocabulary more concrete. I like all of the suggested strategies and will implement them.
-S. Brown

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Reflection of Cohen's Science Vocabulary for Learning

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Reflection of Cohen's Science Vocabulary for Learning

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I have the students create visuals(images) every time we learn new vocabulary in their interactive notebooks. Here is a picture of students creating a model of a topographic map and then creating a drawing with labels in their notebooks. Students can refer back throughout the year. They have a reference.

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Cohen's Vocabulary for Science Learning reflection

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Cohen's Vocabulary for Science Learning reflection

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Reflection by Lynnette Garza
Cohen states that of the many ways to teach vocabulary to students is to incorporate imagery. Because we have a high percentage of LEP students in our district, scaffolding content through the use of supplemental aids is to incorporate the strategies that Cohen discusses in the article. I find when students create their own memory aid to assist their understanding, they are more successful in retaining information over a longer period of time.

An example of supplemental aid for parts of the atom.

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By: Tiffany Grant-Scott

"A picture is worth a 1000 words.” More and more this is becoming true as society’s attention span is becoming shorter over time. With the evolution of technology I.e. text messages and social media, people make more connections to memory through abbreviated opportunities as opposed to longer, extensive ones. Our memories are more prone to recall a photo or media clip rather than the details read in a book. Meaningful imagery helps to internalize what is learned.

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I have been contemplating using the right sides of the interactive notebooks for their work, pictures, graphs, etc.  I like the idea, but I am afraid the notebooks will be used up so quickly and after they are used, lost.  

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I have been contemplating using the right sides of the interactive notebooks for their work, pictures, graphs, etc.  I like the idea, but I am afraid the notebooks will be used up so quickly and after they are used, lost.  

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Padlet may be a place they could electronically keep their work, instead?

I have to think some more on this.

Love it for classroom discussion, homework and assessment purposes.

Jill Hines

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I really like the z chart strategy because it incorporates pictures that my students can illustrate as well as written work that is simple but directed at the content. The dominoes is another strategy I love because of the vocabulary intent

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I really like the z chart strategy because it incorporates pictures that my students can illustrate as well as written work that is simple but directed at the content. The dominoes is another strategy I love because of the vocabulary intent

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Cohens introduced several strategies that I can immediately implement in my classroom.  While I often have my students write definitions for terms in their own words and draw corresponding pictures, I had not previously used imagery in semantic mapping or practiced guided imagery with my students.  Both are techniques that I will implement this year.     - Blount 

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Cohens introduced several strategies that I can immediately implement in my classroom.  While I often have my students write definitions for terms in their own words and draw corresponding pictures, I had not previously used imagery in semantic mapping or practiced guided imagery with my students.  Both are techniques that I will implement this year.     - Blount 

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Buying My 1st Car

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To use Padlet as a formative assessment or class participation, you may allow students to take a picture, video, recording, or statement of their activity and upload it to Padlet.  There are settings where you may view the Padlet before it is posted, and you may chose to allow students to comment on one another's posts.  This is a picture of a circle sort activity. The items inside the large circle are in an all category, but those inside the smaller are in a specific category within the whole group. In example, if we sort the organelles, all cells would be all organelles, but the smaller one could be organelles found only in plant cells.