Content Area Literacy: Individualized Science Instruction

Integrating other learning areas in our unit of work and exercising more resources that teachers can use in the classroom base upon our science unit is also a crucial element that our group was missing that needed to be included in our presentation. The classroom environment should include lots of books, visual materials, ICT devices and activities to facilitate learning and keep the student’s interests by promoting questioning and discussion to stimulate their science thinking processes and skills in a creative and encouraging environment. (Pitcher, 2014)

[ ] In clip 1, it is evident that I was able to deepen children’s language and literacy development by incorporating science and language arts into instruction. For example, in clip 1, children are asked about their prior knowledge of poison ivy and are then able to make connections to poison ivy through the mentor text, “Fancy Nancy Poison Ivy Expert”. I chose this text in order for children to make connections with the anatomy and characteristics of poison ivy due to this plant being popular in our area. After asking the children about their prior knowledge of poison ivy, we studied images of poison ivy by looking at the shape and how many leaves there were together. By counting the leaves on the poison ivy plants, the children were increasing their counting skills which helps develop their mathematical skills of numbers and operations.We then made connections to the children’s prior knowledge that they stated before looking at the images of the poison ivy leaves. Through this

After about two weeks of playing theater games with the students to motivate them and get them out of their comfort zone it was time to begin our reader’s

The purpose of this research is to develop science-oriented community science module equipped science literacy assessment for 7 grade. This type of research is development research, using model of Plomp This development model consists of three phases that is preliminary research phase (preliminary research phase), the design and prototype (development and prototyping phase), and the assessment phase. The results obtained in this research is a science-oriented community technology-oriented module equipped science literacy assessment has validity module has a category very valid. The science-oriented community technology-oriented module equipped with science literacy assessment for 7 grade 2nd semester students is very

There are a few things I know now about ways to incorporate student’s prior knowledge, experiences, home language and culture into science teaching. I have learned that the children learn more effectively when we teach them something they already know about. When we give a lesson plan that link new information to the student’s prior knowledge, they will activate the student’s interest and curiosity, and would infuse instruction with a sense of purpose. An example of how I would do this with my own students is that as I connect the new lesson with their prior

What is Reader’s Theater? Reader’s Theater is a unique strategy to help students develop reading fluency while transforming their classroom into a stage for the readers to perform, making each reader a star. Readers Theatre is known as a very motivating strategy to use in the classroom that connects students’ oral reading skills with literacy and dramatic role-play (Carrick, 2001). This may sound like a traditional theater performance to many, but it is very different from what we see in a traditional theater. The only materials needed to perform in a Readers Theatre are scripts, as costumes, props, and other materials generally used during performances are not required, but can be used if the teacher desires. When performing and reading the script during Readers Theatre, readers use their oral language skills, facial expressions, and body movements to act out the role of the characters that are being portrayed throughout the script. Alongside the readers, a specific student is chosen to serve as the narrator to explain the story’s setting and any other relevant information, as well as reading the lines in the script that are not assigned to a reader and usually are meant to transition into a new scene of the story being read in the script (Carrick, 2001).

This particular article talks about Scientific Literacy Project (SLP) and how it is incorporated into a Kindergarten classroom. The SLP believes that science involves asking questions about the world around us and seeking answers to the questions. The process involves predictions, summarizing, and communicating to other what they have learned. The ways that the activities are developed is by: learning science through inquiry, social interactions and science talk among children, and book reading that stimulate children’s interest and knowledge of science. There are also six study units, two including: Force and Motion and Marine Life as

Reader’s Theater is a way that I use creativity and innovation in the media center. My student’s love to preform! Reader’s Theater keeps my entire class engaged in learning because they are able to connect with literacy on a personal level. I differentiate the scripts, so everyone feels comfortable reading aloud regardless of a student’s individual reading level. During our reader’s theater time, we are able to explore many different genres. Some popular scripts that we have explored are Romeo and Juliet, Harriet Tubman Escape to Freedom and The Tell- Tale Heart.

Scientific-based instruction is something that teachers use all the time in their classroom. Teachers are consistently assessing and evaluating students’ performance, creating and amending individual education plans, lesson plans, and reflecting on their practices. As teachers, we should be doing rigorous research and building hypothesis to base further teaching practices on.

Rewind to circa 2005, I was still living in England and I was attending primary school in a small town on the outskirts of Oxford. I was a relatively timid child and, as a result, often found it daunting to ask questions/seek help in lessons. As a result, I was often behind compared to my peers. My school noticed this and assumed I had various learning difficulties. They actually placed me in separate classes aimed towards those whom needed additional help. Against this background, it came as a surprise to me when science lessons were more heavily introduced to the curriculum, and I found that it was something I not only understood, but also enjoyed. A large part of this was

Science has always been a passion of mine because of its endless discoveries, ability to change the world, and the wide variety of fields it has to offer. The possibilities seem endless when we explore the field of science as well as the achievement of new knowledge, however as I become closer to attaining my teaching credentials I have come to realize that not every student has the same drive as I do to learn about it, much less comprehends it. The most frequent struggle I consistently noticed when teaching students with a science textbook was the inability to comprehend what was being read, a struggle that I lived through myself when I was younger. I can clearly recall in high school hardly ever understanding what was being read from the science textbook unless my teachers explained it in simpler terms or examples. Science alone is a challenging subject that has difficult vocabulary words attached to it, and as a future science teacher I want to find different strategies to improve my students’ comprehension of science texts. It is because of this that I decided to research how self-regulation plays a role in the science classroom and whether there are any benefits or improvements because of it. The purpose of my research is to discover how self-regulation impacts secondary students’ comprehension of science texts.

The objective of this study was to assess the effects of Adaptive Readers’ Theater on the achievement of elementary students. The first sub question of my research project was: What will be the effects of Adaptive Readers’ Theater on vocabulary acquisition? Vocabulary scores of all students were assessed. The results suggested, that in this case, Adaptive Readers ' Theater had a significant impact on vocabulary results from the pre-test to the post-test.

This is a learning story I published, involving two toddlers, one aged 2 years and three months and the other one year and eight months. It is in an outdoor environment, consent to use this story is added to my appendix. The following learning story shows the learning area of science.

Language and literacy play a large part in in high school science, although that is not always immediately apparent. High school science builds the foundation for scientific literacy later in life and throughout college education. In science there are many new discoveries and it is an important aspect of adulthood to be able to read articles and understand them, especially when they are about scientific breakthroughs. Another important characteristic of understanding science is being able to understand the technical terms. You can read every word of a science textbook but if you have no idea what the words mean then you cannot grasp the concepts. The different ways I can assist students in developing disciplinary knowledge and habits of mind through language and literacy include developing vocabulary, building the necessary background experiences, promoting scientific comprehension, and encouraging questioning.

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing