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Northwestern College, IowaNWCommons
Master's Theses & Capstone Projects Education
12-2016
Teaching Science Vocabulary with Children’sLiterature: The World of Words ProgramAsha M. EppNorthwestern College - Orange City
Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters
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This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses &Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected] .
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/
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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
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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.
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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
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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.
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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
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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
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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
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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).
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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%
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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%
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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
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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.
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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.
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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.
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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
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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/
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Appendix C
Student Work Examples
Brainstorming Map
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“If I was a meteorologist I would check the weather.”
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Weather Books- student definitions
“A tornado pick up stuff.” “A flood is more water.”