![]() In the example above, there were many vocabulary words. For example, "Who can tell me another way to say, 'The tadpole turns into a frog?" Encourage students to look at the academic vocabulary on the board, and say, "A tadpole develops into a frog." I heard someone correctly describe a step in the life cycle by saying, 'The eggs get fertilized." Reinforce vocabulary not heard by fishing for "other ways" to say it. Follow up with the class by sharing examples, "I heard some really good discussion in the groups. Listen for the use of vocabulary words and praise students who attempt to use it. It is important that students be given the opportunity and guidance to use the academic language to answer discussion questions or complete group work. Have students demonstrate the vocabulary concepts by using them in explanations, or drawing pictures in their journals.The stages of the frog's life cycle can be taped to the wheel while explicitly using the vocabulary first, second, third and fourth to describe the life cycle. In addition to teaching the vocabulary by labeling items, make sure students understand vocabulary concepts such as "cycle." A visual such as a bike tire that goes around is useful. Science lends itself easily to visuals and hands on learning, so many words would be easily taught through labeling parts and identifying terms by examining frogs. Write the words on the board and/or ask students to write them in their notebooks or on index cards. ![]()
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