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ERIC Number: EJ1119742
Record Type: Journal
Publication Date: 2016-Nov
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2381-3369
EISSN: N/A
What Can Students Do with the Words They Know? An ELA Teacher Takes on Science
Hayden, H. Emily; Eades-Baird, Michelle
Literacy Research: Theory, Method, and Practice, v65 n1 p182-199 Nov 2016
The Common Core State Standard and Next Generation Science Standards emphasize language and literacy across disciplines, requiring shifts in teaching practices and inventive approaches. This case study focuses on the instructional decision-making and activities of one uniquely experienced and qualified seventh-grade science teacher, whose English Language Arts background made her approach to vocabulary instruction distinctive, as she selected focus vocabulary and incorporated morphological instruction and lexical enhancement into science teaching practices. Results highlight the differences between content literacy and disciplinary literacy and the pitfalls of applying broad literacy strategies without deep consideration of disciplinary knowledge and requirements and provide examples of naturalistic ways to incorporate morphology instruction into science instructional conversations to enhance students' relational knowledge.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A