Writer's Notebook Post #3

I'm going to continue my musings on the different models of integrated learning that we've been focusing on in EDT 646: Reading & Writing in Content Areas. The past two classes I've attended have focused on the two learning models CORI (Concept-Oriented Reading Instruction) and EIC (Environment as an Integrating Concept (for learning)). Today we will be focusing on the "SS/RR" approach (that is, "Seeds of Science and Roots of Reading" by Cervetti et al (2005)).

There are many things that intrigued me about the SS/RR model, although I can't see myself really implementing it unless I have the opportunity to team teach with an eighth grade science teacher at some point. What I liked the best about this article (entitled "Reading and Writing in Science" was its exploration of vocabulary instruction.

As a Language Arts instructor, I have seen vocabulary approached in many different ways, and I don't think there's one perfect solution. However, I am adamantly against rote memorization of vocabulary words from a book, because studies shows that kids retain only a small percentage of the vocabulary information gained. This article promotes the strategy of having students learn words as organized networks of information, and additionally, have the students learn words in the context of (and in relation to) words they already know.

We are all aware that the jargon included with the science curriculum can be difficult and confusing. By providing the appropriate scaffolds, activating students' prior knowledge on certain words/topics, and teaching vocabulary as an organized network, students will be inevitably more successful in their acquisition of scientific vocabulary.

"Reading and Writing in Science" also promotes a "four-pronged strategy" when it comes to vocabulary instruction (25). In summation, the four "prongs" include:

**The following is also taken from Cervetti et al:

1) Create an environment that is rich in the words & linguistic structures of science.
2) Select vocabulary representing key concepts in the domain along with key words needed to communicate scientific activities and ideas to others.
3) Use everyday language to introduce and build a conceptual bridge to more scientific language.
4) Immerse students in firsthand investigations in a way that binds the language to the activity.

I, frankly, believe that this four-pronged approach is awesome, and I'm looking forward to discussing it in tonight's class! :)