Building Prior Knowledge and Vocabulary in Science in the Intermediate Grades: Creating Hooks for Learning

Abstract

Vocabulary knowledge is a salient factor influencing success both in and out of school. The specialized vocabulary knowledge in science represents the concept-laden hooks on which learning is hung and enables students to build prior knowledge through the expansion of these conceptual hooks. We have identified four levels of learners—struggling readers (SR), English Language Learners (ELL), breakthrough learners (BL), and conceptual learners (CL)—that are found in almost every intermediate and middle school classroom in the United States, including science. We propose a focus on science learning with strong theoretical and practical supports from reading and the purposeful combination of narrative informational text, textbooks, and hands-on science activities in a manner that is adaptable to the needs of all students in learning science.

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