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Master's Theses & Capstone Projects Education

12-2016

Teaching Science Vocabulary with Children’sLiterature: The World of Words ProgramAsha M. EppNorthwestern College - Orange City

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Recommended CitationEpp, A.M. (2016). Teaching science vocabulary with children's literature: The World of Words program (Master's thesis, NorthwesternCollege, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/11/

Running Head: TEACHING SCIENCE VOCABULARY WITH LITERATURE 1

Teaching Science Vocabulary with Children’s Literature: The World of Words Program

Asha M. Epp

Northwestern College

TEACHING SCIENCE VOCABULARY WITH LITERATURE 2

Abstract

The purpose of this study is to investigate how to build academic vocabulary across the science

content area. With the use of the children’s literature based program, World of Words by Dr.

Susan B. Neuman, the study seeks to gain a better understanding and evaluate best practice in

explicit vocabulary instruction. The program focuses on teaching science vocabulary through

explicit direct instruction of terms and using literature as an application support. Students’

growth was evaluated by a pre and post assessment after the instructed unit.

TEACHING SCIENCE VOCABULARY WITH LITERATURE 3

Teaching Science Vocabulary with Children’s Literature: The World of Words Program

According to Merriam-Webster the word vocabulary is defined as “words that are related

to a particular subject” (Merriam-Webster Online). That being said, vocabulary is often taught in

isolation within a subject to meet a content objective. Vocabulary has become about rote learning

repeating terms for memorization purposes, but disregarding the purpose of vocabulary itself – to

gain understanding (Sinhaneti & Kyaw, 2012). Vocabulary instruction is often taught as rote

learning in a student’s early years or if the instructed language is not their primary language

(Sinhaneti & Kyaw, 2012). However, as students’ word base increases it is imperative that they

are able to connect words to context and use to continue growth. Words without application have

no meaning or relevance.

As an educator one faces the troubling issue of quality vocabulary instruction within

content areas. Although vocabulary is integrated into curriculum across the content areas it is

often “surface learning” meaning that a term is taught, used a few times in a sentence, and then

another term is taught. Experience has shown that students can identify words by appearance, but

they are unable to use them in the appropriate context. Additionally, students are unable to recall

words after long periods of time without review and use.

The author a teacher, at Woodward Elementary for Technology and Research, a high

poverty school of students who receive free and/or reduced lunch at a 90 percent rate, within

Kalamazoo Public Schools in Kalamazoo, Michigan (Kalamazoo Public Schools, 2013) has

observed that students struggle most with vocabulary retention in the areas of math and science.

This observation is not surprising in that there is a strong focus on reading instruction in schools,

but math, and especially science instruction is often reduced due to the lack of time in an

instructional day. According to the 2014-2015 Michigan Assessment (M- STEP) data, only one

TEACHING SCIENCE VOCABULARY WITH LITERATURE 4

percent of fourth graders earned a proficient score in the area of science on the exam (Kalamazoo

Public Schools, 2015). Districtwide fourth grade students earn proficient scores of 8.5 percent

and statewide 12.4 percent (Kalamazoo Public Schools, 2015).

Reviewing the data at both a building specific level, district level, and state level it can be

observed that science knowledge and the lack there of is an issue that is concerning within

Michigan schools across the state. So the question becomes: How does the educational

instruction improve to better equip students to succeed in the area of science? As previously

mentioned, the instruction of vocabulary and the understanding of vocabulary play a significant

role in content area growth. If students understand what is being asked of them, they have a

higher rate of success.

In order to close the deficiency gap in science, specifically at Woodward Elementary, and

increase the improvement, retention and success rate of students in this content area student must

be taught explicit and applicable instruction in the early primary years before the M-Step

assessment in fourth grade. Teaching applicable instruction in the early years will provide

students with a stronger foundation of academic vocabulary in science and allow students to

make continuous connections as they grow in their educational experience.

Methods

Participants

For the purpose of this study the focus school will be Woodward School for Technology

and Research. The studied group of students are 18 first graders are primarily African American,

Middle Eastern, and Biracial ethnicities. At this time, the majority of the students receive free

and reduced lunch services.

TEACHING SCIENCE VOCABULARY WITH LITERATURE 5

Program Overview

The purpose of this study is to teach science objectives and vocabulary using both fiction

and non-fiction literature. The program used for this study is the World of Words (WoW) by Dr.

Susan B. Neuman of the University of Michigan (Follett School Solutions, 2016). This program

is a set of ten units focusing of various areas of scientific study. In this study the WoW unit –

Extreme Weather will be used to implement direct and explicit vocabulary instruction. The

Extreme Weather Unit was chosen for this study because it aligns with the first grade science

unit pertaining to weather used by Kalamazoo Public Schools.

Students were given a pre-assessment prior to the (Wow) instruction (See Appendix A).

Traditionally each unit is taught in a four week time period, but for the purposes and time frame

of this study the Extreme Weather unit has been taught in a three week span. The fourth week

will be used to assess students after the unit instruction. The WoW program uses specific

vocabulary terms supported with photographs related to the overall subject taught. Through the

teaching of specific vocabulary terms through explanation and photo support, the terms are then

applied to fiction and non-fiction texts to show scientific terms in context (Neumann, 2015).

Each children’s text is supported by a specifically designed lesson plans to assist the teacher in

the instruction of the vocabulary. Based on the vocabulary focus in the lesson, the teacher then

writes questions that could apply to the text focus. These questions may be teacher created or the

open – ended and choice questions written with the unit for the specific book may be used. It is

suggested that both teacher and unit questions be used in the questioning and reading of the text

to enhance comprehension.

The goal of this study in regards to the WoW Program is increase student word based and

content knowledge with vocabulary words in context. The goal is to assist students in building a

TEACHING SCIENCE VOCABULARY WITH LITERATURE 6

strong academic vocabulary base, which they can apply and connect to literature, experiences,

and science concepts taught and tested based on the Common Core State Standards.

The following non-fiction and fiction literature choices were used in the teaching of the

WoW Extreme Weather unit Ready… Set… Wait! What Animals Do Before a Hurricane by Patti

Zelsch. A Storm Called Katrina by Myron Uhlberg, The Magic School Bus: Inside a Hurricane

by Joanna Cole, and Tornadoes by Valerie Bodden. In addition, the following vocabulary picture

cards were used to teach weather related terminology: hurricane, tornadoes, drought,

thunderstorm, flood, earthquake, tsunami, high winds, blizzard, wildfire and sun. To further

enhance learning, supplemental videos were used as well as teacher created activities were

developed to apply vocabulary skills (See Appendix B).

WoW was taught using a structured vocabulary routine and the teaching method of

explicit direct instruction. In the book, Explicit Instruction: Effective and Efficient Teaching

(2011) authors Archer and Hughes write that explicit instruction helps students to understand

when word usage is appropriate and when it is not (p. 53). Vocabulary words should not be

obvious familiar words; rather words that have more in depth meaning that a student can learn

and apply in various structure learning experiences (p. 55). Providing a structured routine allows

students to visualize, verbalize and practice a word both in isolation and context.

Procedure

Students were instructed three times a week for 45 minutes using the WoW program. The

routine began with the use of picture vocabulary words specifically designed for the unit. The

vocabulary cards contained the word to be taught and a photograph representing and describing

the word. Students were taught through direct instruction by echoing the teacher, then discussing

the photograph, and repeating the term on their own. The vocabulary terms taught within the unit

TEACHING SCIENCE VOCABULARY WITH LITERATURE 7

were tsunami, thunderstorm, high winds, tornado, flooding, earthquake, blizzard, drought,

wildfire, sun. Students were then asked to provide examples using a vocabulary term. The

example could be something that the student had a personal connection to or restating the

description of the term in their own words. Students were instructed to use the following

sentence starter “An example of _________ is extreme weather because ___________.” One

student provided an example of the following, “An example of a tornado is Sharknado because

there are sharks in the tornado”. The student made a personal connection and related the term,

however, clarification was provided that shark tornadoes do not exist.

In addition to the vocabulary routine students were read informational text both non-

fiction and realistic fiction text pertaining to the extreme weather and the vocabulary terms

taught. (See Appendix B for book list.) Throughout the read aloud students were asked open

ended comprehension questions written by Dr. Anita Archer and the Michigan Integrated

Behavior and Learning Supports Initiative (Archer & MIBLSI, 2016). The comprehension

questions served as connecting points for students to further develop their understanding of

weather vocabulary in context and not solely in isolation. Questions were selected based on the

discussion and participation of the students. While all questions were available to be asked not

all questions were asked due to their self- answering nature and/or length of instruction time. The

comprehension questions were also embedded in extension activities and daily quick review.

Two to three comprehension questions were used from each story to serve as the pre and post

assessment.

Extension activities were created by the teacher to further support vocabulary instruction

and comprehension. Students watched and discussed weather videos pertaining to weather

vocabulary. In the video, How’s The Weather (The Kid’s Picture Show, 2013) students see

TEACHING SCIENCE VOCABULARY WITH LITERATURE 8

animation for each weather term described in the video. These term range from sun to blizzard.

For example, if the word is drizzling then students see an animated video of water drizzling.

Providing an audio visual aspect to the weather study allowed students experience learning

through various multiple intelligences. Students also viewed a video about Hurricane Katrina and

discovered the cause and effects of the hurricane from real-life video (Teacher Tube, 2011).

Other activities included students creating a brainstorm map reflecting on weather terms

they had learned throughout the study (See Appendix C). This activity was given in the second

week of the study to monitor student comprehension. As the study progressed students responded

to writing prompts and created their own weather books describing and illustrating vocabulary

they had learned throughout the study. The weather books served as a cumulative informal

assessment in addition to the post test.

Data Collection

In September, a World of Words program, was chosen to align with the current science

curriculum used by Kalamazoo Public Schools. The initial unit taught to first graders focuses on

the content of weather; that being said the unit Extreme Weather from the WoW program was

selected. Students were given a pre assessment before the teaching of the unit. The assessment

was given mid-September. The questions on the assessment were selected from the World of

Words comprehension question list (Archer & MIBLIS, 2016). The questions selected gave a

two choice option, for example, “Is the eye of a hurricane calm or stormy?” Students’ scores

were based out of ten on a one hundred percent scale (See Figure 1).

TEACHING SCIENCE VOCABULARY WITH LITERATURE 9

Data Analysis

Data collected during the implementation of the Extreme Weather Unit from the WoW

program indicates that teaching with explicit instruction plays an intricate role in the retention

and growth of students’ academic vocabulary. Based data from the pre and post assessments

students made gains of at least ten percent or higher (See Figure 1 through Figure 3). The data

reflects that students’ gains can be attributed to the diversity in literature, which invites students

to engage in non-fiction and science fiction texts. In addition, the establishment of a consistent

vocabulary routine that presents the vocabulary information verbally by call and respond,

visually with photographs, and text-connection by providing examples fosters growth and

development for all learning styles. This research shows the impact structured teaching and

student engagement can and has on student learning and growth.

Figure 1: WoW Extreme Weather Pre - Test Data

Student World of Words Pre -Test Raw Score Pre-Test Percentage

score

Student 1 7 out10 70%

Student 2 5 out 10 50%

Student 3 3 out of 10 30%

Student 4 4 out of 10 40%

Student 5 1 out 10 10%

Student 6 4 out of 10 40%

Student 7 4 out of 10 40%

Student 8 5 out of 10 50%

Student 9 6 out of 10 60%

Student 10 7 out of 10 70%

Student 11 6 out of 10 60%

Student 12 7 out of 10 70%

Student 13 7 out of 10 70%

Student 14 6 out of 10 60%

Student 15 6 out of 10 60%

Student 16 9 out of 10 90%

Student 17 7 out of 10 70%

Student 18 6 out of 10 60%

TEACHING SCIENCE VOCABULARY WITH LITERATURE 10

Figure 2: WoW Extreme Weather Post - Test Data

Figure 3: Class Averages and Median Scores

Pre- Test Post- Test

Class Average 55.55% 84.44%

Class Median 60% 90%

Results

The data table, Figure 1, shows that the pretest average for the Extreme Weather

assessment was 55.55 % with a class median of 60%. After three weeks of instruction students

were given the same assessment and the class average increased from 55.55% to 84.44% a gain

of nearly thirty percent (28.89%). The class median increased from sixty percent to ninety

percent respectively.

Most students demonstrated gains in their learning ranging from minimal to significant.

The lowest score on the post assessment was fifty percent. This percentage despite its value

Student World of Words Post -Test Raw Score Post-Test Percentage score

Student 1 8 out of 10 80%

Student 2 9 out of 10 90%

Student 3 5 out 10 50%

Student 4 9 out of 10 90%

Student 5 5 out 10 50%

Student 6 10 out of 10 100%

Student 7 7 out of 10 70%

Student 8 10 out of 10 100%

Student 9 10 out of 10 100%

Student 10 8 out of 10 80%

Student 11 7 out of 10 70%

Student 12 9 out of 10 90%

Student 13 8 out of 10 80%

Student 14 8 out of 10 80%

Student 15 10 out of 10 100%

Student 16 10 out of 10 100%

Student 17 10 out of 10 100%

Student 18 9 out of 10 90%

TEACHING SCIENCE VOCABULARY WITH LITERATURE 11

demonstrates learning gains for both of the students who earned these scores. Specifically,

Student three, who scored a thirty percent on the pre-assessment. Student three made a gain of

twenty percent which is a significant gain for the student’s academic ability. Cognitively student

three is developmentally at a three year old to preschool age learning level, but was engaged in

the Wow Program and made academic despite her cognitive level.

All students demonstrated growth of at least ten percent or higher. No student in this

study demonstrated a deficit in their learning, assessment score, or overall growth based on data

and work samples collected (See Appendix C).

Discussion

The purpose of the World of Words study was to promote student vocabulary and

enrichment in the content are of Science. Through the four week study of this program

implementation the data has reflected that students made growth vocabulary growth by the use of

explicate vocabulary routines, personal connection discussions, and vocabulary enriched texts

and visuals.

Students also demonstrated vocabulary growth over the course of this study because of

the additional engagement pieces created by the teacher. The extension activities allowed

students to not only apply their knowledge to specific skills, but interact with materials, media,

and one another to achieve learning targets. Throughout the use of the Wow program, students

were able make personal connections that were relevant to their own environment. Explicit direct

instruction by the teacher provided a guide for students in the development and understanding of

stated vocabulary objectives within the science curriculum and program itself. Students thrived

in their comprehension skills and use of vocabulary terms because of the structured and

TEACHING SCIENCE VOCABULARY WITH LITERATURE 12

automatic routine. The routine of the Wow Program has carried over into students’ daily

academics as they use similar strategies learned from the program. Students navigate through

their text and other vocabulary using picture clues, context words, and prior personal connections

to gain meaning and understanding of words they are learning. The Wow Program and the direct

and routine instruction it has provided students has helped them continue independent paths of

learning in all content areas.

TEACHING SCIENCE VOCABULARY WITH LITERATURE 13

Annotated Bibliography

Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: effective and efficient

teaching (pp. 53-91). New York, NY: The Guilford Press.

In Explicit Instruction: effective and efficient teaching, chapter three focuses on designing

lessons with an emphasis on vocabulary. Within this chapter the educator learns how to

select vocabulary within content areas and present vocabulary to students. The chapter

provides strategies for instruction of new vocabulary as well as how to read and write

learned vocabulary. The chapter provides examples of vocabulary uses in a variety of

formats from read alouds with picture books to chapter books. Additionally, the chapter

demonstrates how vocabulary can be used in context within a story or concept. A feature

of this chapter (p.66-67), explains how to create student friendly definitions with

vocabulary words. With examples in the chapter an educator can implement quality

vocabulary instruction with a higher success rate. Chapter three of Explicit Instruction:

effective and efficient teaching focuses on vocabulary selection and teaching vocabulary

words in context. The chapter will assist me in the development of my capstone because

it provides strategies on how to effectively teach new vocabulary to students. The chapter

also provides examples with various texts such as primary books, chapter books, fiction

and non-fiction. This chapter supports my capstone project directly because it explains

how to teach vocabulary using various types of literature. The chapter also explains how

to approach and teach new vocabulary to students in a direct, but simple way.

Archer, A. L. & Michigan Integrated Behavior and Learning Supports Initiative -MIBLSI

(2016). First grade wow comprehension questions informational books extreme

weather. Michigan Department of Education.

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The first grade comprehension questions for the World of Words (Wow) Extreme

Weather unit were written by Dr. Anita Archer with grant support from MIBLISI to

provide an additional element to the instruction of science vocabulary within the Wow

program. The comprehension questions will be utilized in the instruction and

implementation of the Wow program throughout this study. Additionally, comprehension

questions from this document will be selected for use in a pre and post assessment.

Kalamazoo Public Schools. (2015) Annual education report: Woodward Elementary.

http://www.kalamazoopublicschools.com/Portals/0/KPS%20Site%20Docs/Annual%

20Reports%2001/2015-16/Woodward.pdf

This report reflects the testing scores for Woodward Elementary for the academic year of

2014-2015. The report focuses on the state-wide test for the State of Michigan – the M-

STEP assessment. This report and its demographic data are used with in this study to

explain and describe the population that is the focus of this study and the impact direct

instruction can have on academic vocabulary growth within tested content areas.

Kyaw, E.K. & Sinhantei, K. (2012). A study of the role of rote learning in vocabulary

learning strategies of Burmese students. (pp. 987-1005). US- China Education

Review. David Publishing. http://files.eric.ed.gov/fulltext/ED539350.pdf

This article on the role of rote learning within vocabulary strategies and instruction

focuses on the impact that rote learning has within vocabulary development. The study

discusses how rote learning and vocabulary learning strategies are paired with one

another to create a direct instruction blend to assist students in their academic vocabulary

growth.

TEACHING SCIENCE VOCABULARY WITH LITERATURE 15

The article will assist in developing a further understanding for direct instruction

practices in regards to academic vocabulary. Furthermore the article will provide

additional information to support my vocabulary research (e.g. best practices, developing

a routine.)

Neuman, S.B. (2016). World of Words: A shared book reading program for vocabulary and

comprehension. Westchester, IL: Follett School Solutions.

The World of Words Program (Wow) was developed by University of Michigan research

Dr. Susan Neuman. The program focuses on building vocabulary and comprehension of

science concepts using shared text and photographs. The program provides a structured

routine for teachers to implement when teaching academic vocabulary. The texts used are

non-fiction and science - fiction texts centered on a specific topic and vocabulary. This

program will be used to study the impact that direct instruction has on teaching academic

vocabulary with structured routines, comprehension questions and an explicit vocabulary

teaching format.

TEACHING SCIENCE VOCABULARY WITH LITERATURE 16

Appendix A

Pre and Post Assessment

Test: Pre/Post Total Correct: ________/10

Name_______________________________________________ Date ________

World of Words Extreme Weather Unit

Pre/Post Test (Questions are taken and from the World of Words Curriculum First Grade

Choice Comprehension Questions) Directions: Teacher reads questions to students individually. Students are given a (+) for a

correct understanding response or a (-) for an incorrect understanding response.

Question +/-

Do hurricanes start over the ocean or on land? ocean

Did the heat energy make the storm weaker or stronger? stronger

Is the center, or the eye, of the hurricane calm or stormy? calm

Did the hurricanes make giant waves or small waves? giant waves

Do clouds spin or stay calm in a tornado? spin

Do tornadoes whip debris or snow? debris

Can tornadoes be really wide? yes

Are tornadoes measured by how fast the wind blows or how much rain they have? Tornadoes are

measured by how fast the wind blows.

Do meteorologists or doctors study the weather? meteorologists

Do they use radar or thermometers to see where tornadoes might be? radar

TEACHING SCIENCE VOCABULARY WITH LITERATURE 17

Appendix B

World of Words Book List and Additional Resources

Bodden, V. (2014). Our wonderful weather series: Tornadoes! Mankato, MN:

The Creative Company.

Cole, J. (1995). The magic school bus: Inside a hurricane. New York: NY

Scholastic. Inc.

Zelch, P. & McLennan, C. (2010). Ready, set, wait! What animals do before a hurricane.

Pittsford, NY: Castle Rock.

Uhlberg, M. & Bootman, C. (2011, 2015). A storm called Katrina. Atlanta, GA:

Peachtree Publishers Ltd.

Kid’s Picture Show. (2013). How’s the weather? Retrieved from

https://www.youtube.com/watch?v=uwTinezUx-Y

Teacher Tube. (2011). Hurricane Katrina. Retrieved from

http://www.teachertube.com/video/hurricane-katrina-224974?utm_source=video-

google&utm_medium=video-view&utm_term=video&utm_content=video-

page&utm_campaign=video-view-page

Merriam Webster Online Dictionary Retrieved from http://www.merriam-webster.com/

TEACHING SCIENCE VOCABULARY WITH LITERATURE 18

Appendix C

Student Work Examples

Brainstorming Map

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“If I was a meteorologist I would check the weather.”

TEACHING SCIENCE VOCABULARY WITH LITERATURE 20

Weather Books- student definitions

“A tornado pick up stuff.” “A flood is more water.”