Author: Lisha Cabral
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 227
Book Description
Accessing vocabulary in the content areas requires different approaches than in the typical English Language Arts classroom. In the sciences, there are at least three characteristics that create the necessity to approach vocabulary differently; the novelty of the concepts the vocabulary represents to students, the inordinate amount of new words encountered in the sciences, and the lack of explicit vocabulary acquisition instruction provided by science teachers. If students were able to leverage their understanding of words and word meanings and improve their automaticity of understanding the morphology of words, they may be able to improve their overall comprehension of text as well as concepts. The Matthew Effect and the Reciprocal Model both underscore the causal nature of the vocabulary-reading comprehension relationship. They also support the sense of immediacy necessary to keep children from falling further and further behind their peers. It is possible, even at the intermediate level, to enhance a student's reading comprehension skills and content area conceptual understandings through direct vocabulary study. This study documents the benefits of using Greek and Latin word parts in ELA to acquire vocabulary and understand new concepts in science in grade four and five classes. Students who participated in direct, explicit instruction of Greek and Latin word parts outperformed students who did not in identifying unfamiliar science concepts that utilized those word parts. Students indicated conceptual understanding of the scientific concept behind a nonsense word due to their familiarity with a science-related morpheme, thus indicting an opportunity to help students better understand new, content area vocabulary as well as the concepts represented by that vocabulary.
The Acquisition of Science Vocabulary
Author: Lisha Cabral
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 227
Book Description
Accessing vocabulary in the content areas requires different approaches than in the typical English Language Arts classroom. In the sciences, there are at least three characteristics that create the necessity to approach vocabulary differently; the novelty of the concepts the vocabulary represents to students, the inordinate amount of new words encountered in the sciences, and the lack of explicit vocabulary acquisition instruction provided by science teachers. If students were able to leverage their understanding of words and word meanings and improve their automaticity of understanding the morphology of words, they may be able to improve their overall comprehension of text as well as concepts. The Matthew Effect and the Reciprocal Model both underscore the causal nature of the vocabulary-reading comprehension relationship. They also support the sense of immediacy necessary to keep children from falling further and further behind their peers. It is possible, even at the intermediate level, to enhance a student's reading comprehension skills and content area conceptual understandings through direct vocabulary study. This study documents the benefits of using Greek and Latin word parts in ELA to acquire vocabulary and understand new concepts in science in grade four and five classes. Students who participated in direct, explicit instruction of Greek and Latin word parts outperformed students who did not in identifying unfamiliar science concepts that utilized those word parts. Students indicated conceptual understanding of the scientific concept behind a nonsense word due to their familiarity with a science-related morpheme, thus indicting an opportunity to help students better understand new, content area vocabulary as well as the concepts represented by that vocabulary.
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 227
Book Description
Accessing vocabulary in the content areas requires different approaches than in the typical English Language Arts classroom. In the sciences, there are at least three characteristics that create the necessity to approach vocabulary differently; the novelty of the concepts the vocabulary represents to students, the inordinate amount of new words encountered in the sciences, and the lack of explicit vocabulary acquisition instruction provided by science teachers. If students were able to leverage their understanding of words and word meanings and improve their automaticity of understanding the morphology of words, they may be able to improve their overall comprehension of text as well as concepts. The Matthew Effect and the Reciprocal Model both underscore the causal nature of the vocabulary-reading comprehension relationship. They also support the sense of immediacy necessary to keep children from falling further and further behind their peers. It is possible, even at the intermediate level, to enhance a student's reading comprehension skills and content area conceptual understandings through direct vocabulary study. This study documents the benefits of using Greek and Latin word parts in ELA to acquire vocabulary and understand new concepts in science in grade four and five classes. Students who participated in direct, explicit instruction of Greek and Latin word parts outperformed students who did not in identifying unfamiliar science concepts that utilized those word parts. Students indicated conceptual understanding of the scientific concept behind a nonsense word due to their familiarity with a science-related morpheme, thus indicting an opportunity to help students better understand new, content area vocabulary as well as the concepts represented by that vocabulary.
Gateway to Science
Author: Tim Collins
Publisher: Heinle Elt
ISBN: 9781424016211
Category : Juvenile Nonfiction
Languages : en
Pages : 0
Book Description
Uses picture dictionary and textbook formats to introduce content-area knowledge and skills needed to meet the requirements of science programs and state assessments. Teaches vocabulary and concepts from the following areas: science basics, life science, earth science, physical science. Includes glossary with Spanish translations. Appropriate for English language learners.
Publisher: Heinle Elt
ISBN: 9781424016211
Category : Juvenile Nonfiction
Languages : en
Pages : 0
Book Description
Uses picture dictionary and textbook formats to introduce content-area knowledge and skills needed to meet the requirements of science programs and state assessments. Teaches vocabulary and concepts from the following areas: science basics, life science, earth science, physical science. Includes glossary with Spanish translations. Appropriate for English language learners.
Strategies for Building Academic Vocabulary in Science
Author: Christine Dugan
Publisher: Teacher Created Materials
ISBN: 1425891934
Category : Language Arts & Disciplines
Languages : en
Pages : 282
Book Description
Boost students' science vocabulary with easy-to-implement effective strategies! Sample lessons using each strategy are included for grade spans 1-2, 3-5, 6-8, and K-12 using vocabulary words from standards-based, content-specific units of study. Each notebook includes 25 research-based strategies, differentiation suggestions, assessment strategies, sample word lists including both specialized content and general academic words, and family letters in both English and Spanish. This resource is correlated to College and Career Readiness and other state standards.
Publisher: Teacher Created Materials
ISBN: 1425891934
Category : Language Arts & Disciplines
Languages : en
Pages : 282
Book Description
Boost students' science vocabulary with easy-to-implement effective strategies! Sample lessons using each strategy are included for grade spans 1-2, 3-5, 6-8, and K-12 using vocabulary words from standards-based, content-specific units of study. Each notebook includes 25 research-based strategies, differentiation suggestions, assessment strategies, sample word lists including both specialized content and general academic words, and family letters in both English and Spanish. This resource is correlated to College and Career Readiness and other state standards.
The Language of Science Education
Author: William F. McComas
Publisher: Springer Science & Business Media
ISBN: 9462094977
Category : Education
Languages : en
Pages : 122
Book Description
The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories.
Publisher: Springer Science & Business Media
ISBN: 9462094977
Category : Education
Languages : en
Pages : 122
Book Description
The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories.
Vocabulary for the New Science Standards
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 0990345807
Category : Education
Languages : en
Pages : 288
Book Description
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 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.
Publisher: Solution Tree Press
ISBN: 0990345807
Category : Education
Languages : en
Pages : 288
Book Description
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 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.
Effects of Keyword and Contextual Methods on Acquisition and Retention of Earth and Space Science Vocabulary Words
Author: Laura Ann Phillips
Publisher:
ISBN:
Category : Mnemonics
Languages : en
Pages : 310
Book Description
Publisher:
ISBN:
Category : Mnemonics
Languages : en
Pages : 310
Book Description
The Effect of Greek and Latin Word Part Instruction on the Acquisition of Science Vocabulary
Author: Jean Pavlovic
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 70
Book Description
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 70
Book Description
Second Language Vocabulary Acquisition
Author: James Coady
Publisher: Cambridge University Press
ISBN: 0521561329
Category : Foreign Language Study
Languages : en
Pages : 312
Book Description
A collection of articles on direct and indirect second language vocabulary acquisition.
Publisher: Cambridge University Press
ISBN: 0521561329
Category : Foreign Language Study
Languages : en
Pages : 312
Book Description
A collection of articles on direct and indirect second language vocabulary acquisition.
Toward a Science of Vocabulary Development
Author: Joseph P. O’Rourke
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110812614
Category : Language Arts & Disciplines
Languages : en
Pages : 136
Book Description
No detailed description available for "Toward a Science of Vocabulary Development".
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110812614
Category : Language Arts & Disciplines
Languages : en
Pages : 136
Book Description
No detailed description available for "Toward a Science of Vocabulary Development".
Measuring Second Language Vocabulary Acquisition
Author: James Milton
Publisher: Multilingual Matters
ISBN: 1847693784
Category : Language Arts & Disciplines
Languages : en
Pages : 287
Book Description
Measuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.
Publisher: Multilingual Matters
ISBN: 1847693784
Category : Language Arts & Disciplines
Languages : en
Pages : 287
Book Description
Measuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.