Innovating Science Vocabulary Practices: Tiered Frameworks for Vocabulary Selection and Assessment for the Next Generation

• In Event: Literacy and Language in STEM Teaching

Abstract

Common Core (2010) and Next Generation Science Standards (2011) place renewed emphasis on vocabulary and language for communication and learning. We present one 7th grade science teacher’s process for selecting key terminology using the Tier system (Beck, McKeown, & Kucan, 2002) and analyze an adapted classroom tool for assessing vocabulary development (Scott, Hoover, Flinspach, & Vevea, 2008). Students gained deeper understanding of semantic connections among key terms (faults/crust/inner core/outer core) and the teacher was able to illuminate imprecise understandings thus refining students’ lexical knowledge. Item factor analysis supports the use of assessments centered on individual words for determining levels of student knowledge, superordinate category, and definition, and also supports our addition of the productive element of sentence writing.

Authors

• H. Emily Hayden, University of Nebraska Omaha

• Kristin H. Javorsky, Mississippi State University

• Guy Trainin, University of Nebraska - Lincoln