Vocabulary for the New Science Standards (Essentials for Principals)

Impact science education with direct vocabulary instruction. With this three-part resource, you ll discover a six-step process for successfully incorporating vocabulary from the new science standards into student learning. Identify the crucial aspects of vocabulary education, and learn targeted strategies to actively engage students. Gain access to lists of essential scientific terms that will help you establish an effective, organized vocabulary program.

Benefits

-Recognize the importance of vocabulary instruction on student reading ability and academic achievement.

-Gain access to self-evaluation scales that students can use to score their degree of understanding.

-Master grade-level, domain-specific vocabulary from the new science standards to enhance student learning from grade to grade.

-Discover the components and support needed to implement a systemwide vocabulary program.

-Create a system of assessment that tracks student progress with vocabulary from the new science standards.

Robert J. Marzano, PhD, is the cofounder and CEO of Marzano Research in Denver, Colorado. During his forty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The Art and Science of Teaching, Leaders of Learning, On Excellence in Teaching, Effective Supervision, The Classroom Strategies Series, Using Common Core Standards to Enhance Classroom Instruction and Assessment, Vocabulary for the Common Core, Teacher Evaluation That Makes a Difference, and A Handbook for High Reliability Schools. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators. He received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.

Katie Rogers is a production editor for Marzano Research in Denver, Colorado, where she writes and edits books, research reports, and website materials. She is coauthor of Teaching Argumentation: Activities and Games for the Classroom and has experience teaching and mentoring at the middle school and college levels, respectively. She holds a bachelor of arts degree in sociology from Colorado College, where she developed a strong interest in social theory and education research.

Julia A. Simms is director of publications for Marzano Research in Denver, Colorado. She has worked in K-12 education as a classroom teacher, gifted education specialist, teacher leader, and coach, and her books include Coaching Classroom Instruction, Using Common Core Standards to Enhance Classroom Instruction and Assessment, Vocabulary for the Common Core, Questioning Sequences in the Classroom, and A Handbook for High Reliability Schools. She has led school- and district-level professional development on a variety of topics, including literacy instruction and intervention, classroom and schoolwide differentiation, and instructional technology. She received her bachelor s degree from Wheaton College in Wheaton, Illinois, and her master s degrees in educational administration and K-12 literacy from Colorado State University and the University of Northern Colorado, respectively.