TOPIC: VOCABULARY DEVELOPMENT IN SCIENCE
Shayla King
Science is an important subject that is highly looked over when it comes
to literacy. Science is a subject that is mainly learned through
experiments. But we as educators
need to learn to incorporate literature into the classrooms.
Students may understand how to do the experiment, but do the students
understand the meaning of the experiment. This
is where teachers play an important role by encouraging vocabulary development
in science. The following is a list
of on-line resources to facilitate middle and secondary teachers in science.
These resources add to the information from chapter 6 of : Brozo, W.G.,
& Simpson, M.L. (1999). Readers,
teachers, learners: Expanding
literacy across the content areas (3rd Eddition).
New Jersey: Merill Prentice
Hall.
This list provides steps to take as a teacher to
incorporate English language development into the science instruction.
The steps to incorporate vocabulary development into science lessons are
as followed:
In this site it states that “One way for students to
develop English language skills is for them to carry out investigation within a
group of students with varying levels of English proficiency, and to engage in
follow through activates to motivate them to use English.”
This not only improves their vocabulary, but it also promotes cooperative
learning.
Students should use their knowledge of word origins and word relationships as well as historical and literacy context clues to determine the meaning of specialzed vocabulary. The following list of rules can be used as a process for any subject matter. The list applies to grades 5 through 8:
Grade 5:
Grade 6:
I feel that it is very important that a student
does not know or understand a word, it is our obligation as a teacher to help
them. We may do this by
recommending a dictionary, showing them a picture, or giving them a sentence
with the word in it. One adds to
his/her prior knowledge by seeking to find new knowledge.
28 Takes 21st Century Literacy Instruction
In this site it talks about the recommended strategies for promoting
vocabulary development taken from the book, Teaching Vocabulary to Improve
Reading Comprehension. They
point out three essential components recommended by William Nagy.
The three components are as followed:
·
Integration-
tying in new words with familiar concept and experience
·
Repetition-
multiple exposures to a word
·
Meaningful
use- being able to use a word properly
These three components allow the students to first
relate their vocabulary words with their previous experiences, second by hearing
the word repetively, they will comprehend them better, and third they will be
able to use the words in their speaking, reading, and writing.
This site provides a couple of paragraphs about incorporating the common
essential learnings into science instruction.
This site states that , “The science curriculum from Kindergarden to
grade 12 involes the development of the factors within the Dimensions of
Scientific Literacy. The main goal
is to promote an interest in, and an understanding of, science.”
This site provides six principals used to guide the creation and
inplementation of a comprehensive vocabulary development program.
The following list provides the six principles:
1.Teachers must offer direct instruction of techniques or procedures for developing a broad and varied vocabulary.
This instruction can be provided both formally through the language arts program, and informally through various
classroom interactions-such as story time-with students.
2.New vocabulary terms must be connected to students' previous knowledge and experiences. If students are
unable to contextualize new words by attaching them to words and concepts they already understand, the words
will likely have little meaning to them. And as Ediger (1999) points out, "if meaning is lacking, the chances are
pupils will memorize terms and concepts for testing purposes only or largely" (p. 2).
3.Students should be able to contextualize the vocabulary terms they have learned and use them in society (Ediger,
1999, p. 7). In order for students to do this successfully, they must first learn to become comfortable using these
words in the classroom. Students should be required or encouraged to incorporate new vocabulary terms into their
oral and written reports and presentations.
4.Practice and repetition are important methods by which students can become familiar with new words and under-
stand how they may be used correctly (Laflamme, 1997). Students should be frequently exposed to the same
words through practice exercises, classroom use, and testing.
5.Teachers should model an enthusiasm for and curiosity about new words through their own behaviors and
attitudes. Teachers who are enthusiastic about vocabulary development will automatically look for "teachable
moments" throughout the day, pointing out interesting words as they crop up in texts, stories, or conversation;
asking students to explore alternative ways of expressing concepts; and helping identify colorful, descriptive ways
of speaking and writing.
6.Schools, teachers, and students must be committed to vocabulary development over the long term. The teaching of
vocabulary must be an interdisciplinary project, integrated into the curriculum at every level.
Bibliography of Resources for Middle and
Secondary Teachers that Improve Vocabulary Development in Science
Vocabulary As a Central Concept In Library Information Science
LeapPad Pro Learning System
Works Cited
http://www.ed.gov/databases/ERIC_Digests/ed357113.html
http://www.kidsource.com/kidsource/content3/ca.standards/ReadingWriting/rw.word.html
http://www.npin.org/library/2001/n00551/n00551.html
http://www.sasked.gov.sk.ca/docs/midlsci/coremsc.html