A middle school PLC observed that students were not retaining or using content specific vocabulary or completing teacher provided practice. Through a coaching partnership, educators researched and determined to prioritize the following learning: conceptual understanding, explicit instruction, connection between words, multiple interactions with words, and discourse among peers. First, teachers minimized the words in each unit to focus only on Tier 3 and Tier 2 words. Next, the educators placed the words in a flow chart on a large wall showing connections between words. Teachers developed conceptual understanding during instruction and ways for students to interact with each word. Examples included; labs, readings, definitions, and discourse with peers. The teachers intentionally selected strategies to interact with each word such as defining, drawing, comparing, summarizing, discussing, and synthesizing their understanding. Student work was displayed on the interactive wall.
Participants will leave with strategies to implement vocabulary instruction in any science content area.
Maryam Siddiqui (Teacher: , IL), Meghan Chuipek (Thompson Middle School)