WIS CHAP 3 KENNEDY JONES
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School
Eastern Kentucky University *
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Course
104
Subject
Communications
Date
Feb 20, 2024
Type
Pages
2
Uploaded by MegaChinchilla4011
Writing in Science
Chapter 3 reading guide
Respond to these first two questions
BEFORE
you read the chapter:
·
How important do you feel science vocabulary is to developing student’s thinking?
- I think it is very important because in order for a student to comprehend what they are
reading they need to know science vocabulary. This can help further their thinking on the
topic they are learning.
·
When and how should science vocabulary be taught during the course of a unit?
-
I think it would be important to introduce science vocabulary at the beginning of a unit.
That way students can get an understanding of the word so when they read about it they
will be able to comprehend it better.
During your reading
,
·
State the role and importance according to the author of the use of science
word banks.
-
Science word banks are used so a teacher can show the words to the students so the
students can easily see and hear the words for when it is time to use the words in their
scientific investigation. The word bank is also useful in modeling scientific skills. The
teacher could take words out of the word bank and have students sort and classify them.
This will help students see relationships among words, resulting in higher-level thinking.
·
Describe and give an example of at least 4 Graphic Organizers given by the
author
-
Graphic organizers are used to provide visual support for students when
developing skills and understanding. Four graphic organizers that the author
mentions are T-charts, system-parts maps, flow maps, and concept maps.
After reading
respond to these questions:
·
What does the author say (p. 30) about when new vocabulary should be taught
and why does she make this claim?
-
The author believes that students must learn new scientific vocabulary after they have
had concrete experience. Before a teacher places a new word in the word bank they
should read the word with the students and focus on the sound and the spelling. The text
states, “Ideas develop from experiences and technical terms develop from the ideas and
operations that are rooted in those experiences.
·
How have your i
deas changed after reading this chapter with respect to your
answers in the first two questions above?
-
My ideas have changed because although I found science vocabulary to be
important I did not know how without going over it at all with your students they
might not understand the entire lesson being taught.
·
What do you feel is the most important thing to consider about the science word
bank?
-
I think the most important thing to consider about science word banks is that they
are useful when modeling scientific skills. You can use the cards to show explicit
connections among words and their meanings.
·
How do you feel the use of graphic organizers will help students think
scientifically?
-
I think the graphic organizers will support scientific thinking because they
organize what the students are learning. By organizing the information students
can better understand and visually be able to see what they are learning.
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