Proficiency in academic language in all content areas is key to learning and achievement. Science involves a variety of academic terms essential to understanding science concepts.
Part 1
Review the Disciplinary Core Ideas from NGSS (physical sciences, life science, earth and space sciences, engineering, technology and applications of science) and choose a grade level and one Disciplinary Core Idea to identify key language and vocabulary.
Using the “Vocabulary Strategies Chart”:
Identify five key academic vocabulary terms.
Describe the instructional strategy you would use to explicitly teach the terms.
Describe two vocabulary development activities you would implement to allow students opportunities to practice and apply their knowledge of the terms.
Part 2:
Use at least two scholarly sources to support your reflection.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the “Vocabulary Strategies Chart” and reflection as on submission.
Below are a few links of resources you may can use to get more info.
https://assets.pearsonschool.com/asset_mgr/legacy/…
http://massreading.org/wp-content/uploads/2015/08/…
Course Code
ELM-360
Class Code
ELM-360-O500
Criteria
Criteria
Percentage
100.0%
Vocabulary Strategies Chart
33.0%
Reflection
32.0%
Appropriateness
10.0%
Originality
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)
5.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
10.0%
Total Weightage
100%
Assignment Title
Academic Vocabulary Strategies
1: No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
50.0
2: Insufficient (65.00%)
The Vocabulary Strategies Chart is incomplete. One or more
of these area are missing from the chart: five key academic
vocabulary terms, the instructional strategy used to explicitly
teach the terms, and a description of two vocabulary
development activities to implement to allow students
opportunities to practice and apply their knowledge of the
Reflection does not explain how 5E Lesson Plan was revised
to include academic vocabulary instruction and development,
including possible ways to differentiate to meet the needs of
ELL and students with exceptionalities clearly and has no
distinctive supporting details and/or examples to support
reasoning.
Selection of a tool, technique, or paradigm does not relate to
the project or course goal. Selected materials (photos, sound
files, video clips, apparel, illustrations, etc.) are not
appropriate for the audience and the situation and are
inadequately developed.
The work is a minimal collection or rehash of the ideas,
products, images, or inventions of other people. There is no
evidence of new thought.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
3: Approaching (75.00%)
The Vocabulary Strategies Chart is complete. All five key
academic vocabulary terms, the instructional strategy used to
explicitly teach the terms, and a description of two
vocabulary development activities you would implement to
allow students opportunities to practice and apply their
knowledge of the terms is easily identified but leaves some
Reflection explains how 5E Lesson Plan was revised to include
academic vocabulary instruction and development, including
possible ways to differentiate to meet the needs of ELL and
students with exceptionalities. Several distinctive supporting
details and/or examples to support reasoning are missing.
Selected tool, technique, or paradigm achieves a basic
representation as defined in the project or course guideline.
Selected materials (photos, sound files, video clips, apparel,
illustrations, etc.) are appropriate for the audience and the
situation, but some of the development of the material is
inadequate.
The product shows evidence of originality. While based on
the ideas, products, images, or inventions of other people,
the work does offer some new insights.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied
sentence structure and audience-appropriate language are
employed.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
4: Acceptable (85.00%)
The Vocabulary Strategies Chart is complete. All five key
academic vocabulary terms, the instructional strategy used to
explicitly teach the terms, and a description of two
vocabulary development activities to implement to allow
students opportunities to practice and apply their knowledge
of the terms is easily identified.
Reflection explains how 5E Lesson Plan was revised to include
academic vocabulary instruction and development, including
possible ways to differentiate to meet the needs of ELL and
students with exceptionalities. Several distinctive supporting
details and/or examples to support reasoning are included.
Selected effective tool, technique, or paradigm to achieve the
desired goal as defined in the project or course guideline.
Selected materials (photos, sound files, video clips, apparel,
illustrations, etc.) are appropriate for the audience and the
situation.
The product shows evidence of originality and inventiveness.
While based somewhat on the ideas, products, images, or
inventions of other people, the work extends beyond that
collection to offer new insights.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
5: Target (100.00%)
Comments
The Vocabulary Strategies Chart is complete. All five key
academic vocabulary terms, the instructional strategy used to
explicitly teach the terms, and a detailed description of two
vocabulary development activities you would implement to
allow students opportunities to practice and apply their
knowledge of the terms is easily identified.
Reflection clearly explains how 5E Lesson Plan was revised to
include academic vocabulary instruction and development,
including possible ways to differentiate to meet the needs of
ELL and students with exceptionalities. Several distinctive
supporting details and/or examples to support reasoning are
included.
Shows a deep understanding of the audience and the
situation by selecting material that enhances understanding.
Creates tools, techniques, or paradigms that effectively
achieve the desired goal.
The product shows significant evidence of originality and
inventiveness. The majority of the content and many of the
ideas are fresh, original, inventive, and based upon logical
conclusions and sound research.
The writer is clearly in command of standard, written,
academic English.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Vocabulary Strategies Chart
Grade Level:
NGSS Disciplinary
Core Idea
Academic Vocabulary Term
Instructional Strategy (1)
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Vocabulary Development Activities to Allow
Students Opportunities to Practice and Apply
Knowledge of the Terms (2)
Reflection:
© 2016. Grand Canyon University. All Rights Reserved.