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Students struggle learning vocabulary in science.

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Is it more effective to front-load on vocabulary before instruction, or teach vocabulary throughout?

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Interactive Word Walls Transforming Content Vocabulary Instruction - By Julie Jackson

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Interactive Word Walls Transforming Content Vocabulary Instruction - By Julie Jackson

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Summary: The article discusses how the use of word walls can support vocabulary development. Some word walls are very simple and are just a list of vocabulary words while others are more complex and organized to show relationships among the words. Any type of word wall is good, but the more organized and detailed a word wall is, the more effective it becomes. Adding visuals and student work to a word wall helps to make the vocabulary words more meaningful to the students.  Here is an example of a completed word wall at the end of a unit.

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Teaching Middle School Students Science Vocabulary Using Alternative Methods.  By Phillip Gauldin

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Teaching Middle School Students Science Vocabulary Using Alternative Methods.  By Phillip Gauldin

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Summary: Having students copying definitions down in their notebook very common way to teach vocabulary; however, it is not very effective. It is not engaging and it does not activate background knowledge. Phillip Gauldin of St. John Fisher College conducted a study using ten alternative methods for teaching vocabulary. The ten methods were wide reading, word map A, word map B, dictionary-glossary-pictures, keyword mnemonics, peer dialogue, hands on activities, paired reading, familiar association, and paired text. He found that hands on activities were the most engaging and effective.  Familiar association was effective when paired with another strategy.

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Reflecting on Instruction to Promote Equity and Alignment to the NGSS.  By Emily Miller and Joe Krajcik

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Reflecting on Instruction to Promote Equity and Alignment to the NGSS.  By Emily Miller and Joe Krajcik

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Summary:  In this article, the authors discuss the importance of giving an opportunity for student discourse.  Through student discourse, students will make sense of phenomena.  Students will discuss a concept before even knowing the vocabulary word that goes with the concept.  Students make connections to science by discussing their own experiences that relate to the phenomena.  The authors also stress the importance of student thinking and reflection.  Students need time to reflect on their own thinking.  They can express their thinking through modeling.  During reflection time, students will make sense of concepts and get more comfortable with vocabulary words.

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Establishing Norms: Laying the Foundation for Academically Productive Talk.  By Sarah Michaels and Cathy O'Connor.

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Establishing Norms: Laying the Foundation for Academically Productive Talk.  By Sarah Michaels and Cathy O'Connor.

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Summary: This article discusses productive talk in science class. Students can learn vocabulary through talking about different concepts. Sometimes, they may discover an idea or concept before they know the name for it.  There are nine productive talk moves: 1. say more, 2. verifying and clarifying by revoicing, 3. wait time, 4. who can repeat?, 5. explaining what someone else means, 6. asking for evidence or reasoning, 7. challenge or cnouterexample, 8. add on, 9. agree of disagree.   Students can use vocabulary in productive discussion.

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Understanding the Next Generation Science Standards and How They Link to the Instructional Planning Framework.  By Susan Koba and Ann Tweed

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Understanding the Next Generation Science Standards and How They Link to the Instructional Planning Framework.  By Susan Koba and Ann Tweed

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Summary:  This article explains the Next Generation Science Standards (NGSS) and the conceptual and instructional shifts that go along with them.  The  Next Generation Science Standards are composed of three dimensions: disciplinary core ideas, science and engineering practices, and cross cutting concepts.  One conceptual shit is focusing on a deeper level of understanding content.  Students need to be given time to to deepen their understanding so they can move beyond a novice level of understanding.

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https://docs.google.com/document/d/13b9MnXoXCG8eKw8Nseu6wi52v_YdqdB70fC3PT254Q8/edit?usp=sharing

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Flipping Grammar and Vocabulary. In The Flipped Learning Series. By Bergmann and Gudenrath.  

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Flipping Grammar and Vocabulary. In The Flipped Learning Series. By Bergmann and Gudenrath.  

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Summary: This article is about using technology to flip grammar and vocabulary.  To help with flipping vocabulary instruction, the teacher in the example meets with each student to find out their individual goal.  There is a software program called Membean that students use for vocabulary instruction and practice.  Students work on this at home on their own time and occasionally during class time.  During class time, students would have a chance to discuss with each other and the teacher.  The program is adaptive based on each student's individual performance.  Every two weeks there is a quiz given to students to evaluate their learning.  It would be interesting to see data on how effective flipping instruction is in helping students learn vocabulary.

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Complex Text Decoded: How to Design Lessons and Use Strategies that Target Authentic Texts.  By Kathy T. Glass

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Complex Text Decoded: How to Design Lessons and Use Strategies that Target Authentic Texts.  By Kathy T. Glass

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Summary: This article addresses effected vocabulary instruction such as preassessing words, asking students to restate the meaning of words, having students create a representation of the word, and conducting various writing and speaking activities. In the preassessment example, the student has to say if they have never heard the word, heard of the word but do not know what it means, or know the word.  If they know the word, they have to fill in some information about the word.  This article also discusses context clues, vocabulary activities, and strategies.

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Whole School Involvement Across All Content Areas.  By Rafael Heller and Cynthia L. Greenleaf

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Whole School Involvement Across All Content Areas.  By Rafael Heller and Cynthia L. Greenleaf

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Summary: Reading comprehension and vocabulary are common struggles that students have across the curriculum.  This article discusses what effective literacy instruction looks like in the content classroom.  In the specific example given about middle school science, the teacher had a working word wall in the classroom that students could add to.  The students used the words from the word wall in their reading and writing.  The teacher also had a  library of differentiated science texts that students could choose based on their science interests.  Before the actual lesson, the teacher showed a video to introduce vocabulary.  Students then did a reading about cells.  They were given three different texts to choose from.  After reading, the students did a hands on activity.  The students used what they learned from the reading and the hands on activity to create a model of a cell.  The teacher met with students one on one to ask them about the activity and the reading.  The teacher provided feedback and took notes.

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Data Analysis and Common Patterns.  By Houck and Novack

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Data Analysis and Common Patterns.  By Houck and Novack

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Summary: This article discusses results from data collected during literacy classroom visits. One statistic that I noticed relating to vocabulary was that only 24% of classrooms visited had an interactive word wall used to support writing and vocabulary development. The study also tracked whole group instruction, small group instruction, and independent reading and application. Whole group instruction was observed 64% of the time, independent was observed 20% of the time, and small group instruction was observed 16% of the time. Whole group instruction does not prepare students as well for the independent application as small group does.

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The CLUES Strategy: Improving Science Vocabulary Acquisition for Secondary English Language Learners with Reading Disabilities. By Lauren Helman

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The CLUES Strategy: Improving Science Vocabulary Acquisition for Secondary English Language Learners with Reading Disabilities. By Lauren Helman

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Summary: The author discusses CLUES strategy to help ELL students improve in science vocabulary. The author performed a study on four ELL students to determine the effectiveness of CLUES. The CLUES strategy consisted of four training lessons (e.g. context, morphemes, prefixes, roots, and suffixes). The strategy also included ten instructional lessons to teach common science roots. All four students showed improvement in the areas of strategy knowledge and strategy knowledge compared to the baseline.