A Place For Content Literacy By Katherine E. Misulis Misulis, Katherine E. A Place for Content Literacy. The Science Teacher (2011) : Print
At the secondary level, science content is complex, and challenging Highly specialized terminology Embed content literacy instruction within science instruction Integrate literacy skills rather than add them
The National Institute for Literacy (2007) assessment data confirms that for many high school students, subject-related literacy tasks are challenging The National Institute of Child Health and Human Development (2000) reported that students need continued development and reinforcement of vocabulary and comprehension skills
Teacher should actively review content and select their own vocabulary words Do not limit vocabulary instruction to memorization Identify word parts (root, prefix, suffix), word origins, context clues, build dictionary skills Provide opportunity to use the words throughout the lesson Understanding is achieved through regular opportunities to reinforce meaning
Brainstorming Connections and discussions Graphic organizers Visual depiction of words and their relationships Categorizing activities Group words into categories with rationale for choices Literal-level vocabulary activities Flashcards, matching, synonyms, Jeopardy Application vocabulary activities Higher comprehension level, use of terms throughout lesson, lab work, writing, demonstration
In addition to vocabulary activities, comprehension activities should be included within science instruction to facilitate learning of science content, processes, and procedures. Think at higher comprehension levels and engage in reasoning
Anticipation & Reaction Guides Agree/disagree statements at beginning and end of lesson Did their opinion change? Bloom’s Taxonomy
Make a game of using new vocabulary words in a lesson Multisensory learning of vocabulary words for better comprehension Charades & Pictionary Keep any ongoing list of all words learned throughout the year posted