The document discusses building background knowledge and academic vocabulary for science units. It recommends creating a "Science Working Word Wall" at the beginning of each unit to introduce new vocabulary words that are important for students to know and understand. The word wall should include tools, unit-specific words, and properties. Introductory activities for the word wall include having students make predictions about what vocabulary words are used for and classifying related words. These activities aim to develop students' vocabulary, oral language, and connections between words and concepts.
6. Read the KUDs for the unit – this will help you with the
planning and development of the questions for the Unit
Inventory and will be a good indicator of the language we want
students to Know and Understand.
Label chart paper, transparency or white board
“Science Working Word Wall”
Select a few items for the inventory
These items should be new to students and important for the unit
Some items such as tools should be used for every unit
Help students make a connection to engaging scenario
The Unit Inventory should be done at the
beginning of each unit. For every unit you
will create a Science. Working Word Wall
9. Introduction to unit
Science and Language Arts integration
- Oral language practice
Develop “working word wall”:
Adaptable to student’s needs
- Vocabulary development
- Helps students make connections
10. Prediction
Student/Teacher pull out one item at a
time. Students predict what they think it
might be used for.
Students discuss which items they’ve
previously used and how
Classifying
Teacher distributes items. Students match
items they feel are used together
or fall under the same category. Students
may identify properties of items.
Students take an item from
kit and describe it by using their senses.
They can play a guessing game with
class/partner.
