Framing Our Reading Part 4

Framing our reading part 4 – vocabulary The three words Jennifer and I chose to focus on this week are solution, wavelength, and temperature. First, Jennifer made a list of all the important terms in each article we have analyzed for the past few weeks. Each article had between 5-10 words that she felt were vocabulary important for students to know or learn to understand the concepts presented in that piece of text. Next, Jennifer and I discussed which one word we should focus on from each of the three readings. In the first piece of text, Chemical Solutions, we chose the word “solutions” because it is in the title and can have many meanings in science and other subjects. In the gravitational waves article, we chose the word “wavelength” to focus on because it is an important part of the vocabulary for physical science and can be confusing to imagine. In the Molecules in Motion article, we chose the word “temperature” because this word is often used incorrectly and can be described in many different ways. To help our students internalize these vocabulary words we need to have the students do more than just write and study definitions of these terms. “Teachers can help students build conceptual knowledge of content area terms by teaching and reinforcing the concept words in relation to other concept words. This key instructional principle plays itself out in content area classrooms whenever students are actively making connections among the key words in a lesson or unit of study. ” (Vacca & Vacca 322). One method of helping students learn vocabulary in science is to use a graphic organizer that connects new words with familiar concepts in that unit. In his study of the benefits of the use of nonlinguistic learning strategies (which include graphic organizers), he found a 17 percentile point increase in achievement (Marzano 1). Each text and vocabulary word lends itself to a different method of study, which I will discuss below. For the word wavelength, I would use a semantic feature analysis chart (McLaughlin 115-6). I would use this organizer because it can be used before, during, and after reading to compare all different types of wavelengths and their characteristics. I would compare all of the different wavelengths of the electromagnetic spectrum, geological waves, and gravitational waves. At the end, I would have the students write their conclusions about wavelengths. For the word temperature, I would use the Frayer model to best illustrate this term to my students. I would choose the Frayer model because students have the opportunity to “…provide a definition, list characteristics, and provide examples and nonexamples of the concept” (Barton & Jordan 53). Since there are many misconceptions about what temperature actually is, and how it is different than heat, I think that by providing examples and nonexamples, students would get the most benefit from this graphic organizer. The word I chose to try in a vocabulary strategy this week was solution. For the word solution, I think that the best way for students to learn the many meanings of this word is through a semantic question map (McLaughlin 110). This method is useful because I can use it to help my students focus on specific aspects of a topic, and questions can be teacher or student generated. To use this strategy with my students, I would write the word “Solution” in the center circle, with four ovals surrounding the main circle. On the left, I would ask the following questions: “What is a solution in math?” and “What is a solution in humanities?”. On the right, I would focus my two questions on science: “What is solution in science” and “What are the parts of a solution in science?”. Since I need my students to know how to use this word in science specifically, I focused two of the 4 questions on science. I looked up definitions for solution using the Merriam-Webster online dictionary, and wrote the parts of a scientific solution from memory. I have attached a PDF of my completed semantic question map, with the questions, answers, and sources of my answers. References Barton, M.L. & Jordon, D.L.. (2001) Teaching Reading in Science: A supplement to Teaching Reading in the Content Areas: If not me then who? 2nd Ed. Aurora, CO. McREL (Mid-Continent Research for Education and Learning). Marzano, R. (2010) The Art and Science of Teaching/Representing Knowledge Nonlinguistically. Educational Leadership. Vol 67. No 8. ASCD. Accessed online 04/27/2018. Mclaughlin, M. (2015) Content Area Reading: Teaching and Learning for College and Career Readiness. 2nd Ed. University of Pennsylvania. Pearson. Vacca, R. & Vacca J.A. (1999) Content Area Reading: Literacy and Learning Across the Curriculum. 6th Ed. New York. Longman.