Science Sampler: Using direct instruction to teach content vocabularyby: Lisa Catherine Leno and Laura Anne Dougherty

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The magnitude of vocabulary students need to know in the middle school science curriculum is vast and can be daunting. As educators, it is our job to efficiently and effectively teach students so that they are not only able to apply the new vocabulary to that year’s curriculum, but to store it in their memory for future use in high school and college. This article describes a direct instruction approach to teaching vocabulary that provides students with the ability to interact with the vocabulary verbally, visually, spatially, and intrapersonally.

Grades
  • Middle
Publication Date
9/1/2007

Community ActivitySaved in 121 Libraries

Reviews (1)
  • on Fri Mar 30, 2012 10:43 AM

These authors develop and use a visual component to learning vocabulary in science classes. They limit the amount of words to seven in a list and provide a foldable graphic organizer design to accommodate this technique. I agree that visualization is important for students to make those necessary connections but I feel that a better way to learn vocabulary is in a hands-on activity rather than a paper and pencil process.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)


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