RUNNING HEAD: Literacy Strategies for Vocabulary in an Integrated Unit 1

Literacy Strategies for Vocabulary in an Integrated Unit

Mellissa Webb

Wesleyan College
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When looking at literacy and its definition, most people tend to only look at the subject of

reading. Literacy is an important key in all subject areas, not just in reading. Every subject uses

reading in some way. The best way to build literacy is to focus on it no matter the subject area

being taught. In my unit, I am going to be focusing on building vocabulary and writing skills.

Young students can sometimes be intimidated by the use of longer, complicated words

that are not used in their everyday language. However, when they learn harder, more advanced

vocabulary words, they feel more confident and are able to use them in sentences once they fully

understand their meaning.

When it comes to science, there is a whole other language and terms that students have to

use and become comfortable with while reading and learning new content. Some teachers make

the mistake of assuming that younger students will not understand complicated terms and use

easier terms instead of the scientific terms.

The use of different texts in content areas is so important for full immersion of a subject.

In my unit I plan to use informational text to introduce important vocabulary words. In the article

Where Science and Literacy Intersect, its stated that informational trade books should spark

discussions and offer students opportunities to restate ideas in their own words and then expand

on their initial understandings as they learn more about a topic (Hapgood, Sullivan Palincsar

2006/2007).

In the article Seven Literacy Strategies That Work, there was research done from an

elementary school that changed their instruction of vocabulary from content specific vocabulary

instruction to transportable vocabulary skillsthat is, skills that students could use across

content areas. (Fisher, Frey, Williams 2003). By using vocabulary in order to build all content
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areas, you create independency in using more difficult vocabulary in their writing, their

speaking, and even extending into their reading independently. This article also looked into

whole group and small group literacy approaches, focusing on guided practice. It was found that

with guided practice and using vocabulary specific to the subject area they were learning in

whole and small group settings helped reinforce new vocabulary.

In a study done in an elementary school, the teachers changed their literacy approaches to

focus more on vocabulary usage and expanding their students writing skills. Once the study was

completed, it was found that the earlier this literacy approach was implemented in a childs

schooling, the better off they were (Vesay, J. P., & Gischlar, K. L. 2013). I truly believe this is the

best approach to help develop key skills early on in order to keep building more and more skills

once the base is formed.

In Vocabulary Instruction in the Disciplines, its stated that vocabulary should be used

as a stepping stone toward disciplinary practices (Vesay, J. P., & Gischlar, K. L. 2013). Using

vocabulary in other disciplines other than reading means that students learn multiple meanings

for different words. A science specific vocabulary word could also mean something else in a

different context, but this way, students learn how to use language specific to the subject that the

students are covering. This means students become familiar and comfortable with using language

specific to science when they otherwise would not.

Richard Sinatra wrote a book explaining how to use vocabulary and word recognition to

build literacy skills and success. Sinatra found that building a meaning vocabulary helped

students learn how to read to learn instead of just learning to read (Sinatra, R. 2003). So many

students are stuck on learning how to read at an older age now instead of reading to learn and be

curious about what they are reading.

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With my unit, I will be focusing on how to use vocabulary to pique each students interest

and curiosity in science specifically. Using vocabulary specific to seasonal changes and focusing

on why there are seasons, students will learn science vocabulary that will be implemented in

their writing of fact and opinion pieces. Students are capable of learning vocabulary specific to

subject areas, they just need to be exposed to all the words they need to know at an early time so

they can understand and build off a solid foundation of vocabulary.

I believe vocabulary is a solid starting point to building any unit. Once students know

how to use words in context, they begin to use them in their writing, their speaking, and begin to

feel more confident in reading different types of texts, regardless of how difficult the words may

seem at first. Building a students vocabulary helps build their learning across all disciplines, not

just in the one you introduce the vocabulary. Once they learn new vocabulary, they start to make

connections with what the word means in their everyday lives and make connections with other

subjects that use the same word as well.

I will use guided practice and whole and small groups to help reinforce the vocabulary I

will be introducing to my students. With these practices, I hope to build a solid foundation so that

the students are confident in using the vocabulary learned in their writing. With each of these

literacy strategies, I hope to help my students build skills in order to be more confident readers

and learners.
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References

Boyd, F. B., Sullivan, M. P., Popp, J. S., & Hughes, M. (2012). Vocabulary Instruction in the

Disciplines. Journal Of Adolescent & Adult Literacy, 56(1), 18-20.

Fisher, D., Frey, N., & Williams, D. (2003, November). Seven Literacy Strategies That Work.

Educational Leadership, 60(3), 70-73.

Hapgood, S., & Sullivan Palincsar, A. (2006/2007, December/January). Where Literacy and

Science Intersect. Retrieved September 26, 2016.

Sinatra, R. (2003). Word Recognition and Vocabulary Understanding Strategies for Literacy

Success. Bill Harp Professional Teachers Library.

Vesay, J. P., & Gischlar, K. L. (2013). THE BIG 5: TEACHER KNOWLEDGE AND SKILL

ACQUISITION IN EARLY LITERACY. Reading Horizons, 52(3), 281-303.