CREDE

Crede standard 2... developing literacy and language skills across the curriculum is very important for my science students. I think many students - native English speakers and ELLs alike, sometimes tune out or turn off because the language of science sounds so complicated. So much of the content is based on words they don't use or hear everyday. At the beginning of the semester we focus heavily on what my science department refers to as "scientific literacy." We discuss and create visual aids for word parts used commonly in science like "hydro," "hetero," "geo," and "therm." When students see a word with one of these commonly used parts they can begin to decode the meaning. For example, if a student sees the word geothermal... they might recognize part of the word (therm) and think... "I know that has something to do with heat..."

What I do have going in my favor is that the concepts are things they do EXPERIENCE on a regular basis. This relates to what Herrell & Jordan call "relia." They can connect to the real world using objects like flashlights and bubbles to construct meaning and remember information. An example of this is the concept that light waves are energy, not matter. We emphasize that matter has mass and takes up space. If I shine a flashlight on a scale in front of them (or they do it themself) the scale does not register any measurement.