Strategy Application Blog Module 3

My first selection came from Utah Science with Engineering Education (SEEd) Chapter 1.1 Abiotic Factors, Biotic Factors and Populations p.17 - 26. The items highlighted represent Fang’s use of Abstraction and Vocabulary Load terms. These types of terms are very prevalent in science textbooks and writings. Science requires the building of previous knowledge and understanding. The term “system” is used in many different uses in science, such as structural systems in the body, skeletal system, to continuous movements of material such as water in the Water Cycle. Both are systems and both are discussed in intermediate and high school levels. These types of words are especially difficult for ELL students as the same term is used in multiple ways. The strategy I would use from Fang with this section would be Sentence Transformation. Many texts in science use Abstraction / Normalization of verbs into adjectives and nouns, by having the students rewrite sections of the passage in their own words will help bridge the gap in their understanding. Students rewriting the second sentence in the paragraph Where can you find an ecosystem could be written as: There are ecosystems underwater and on land. There are ecosystems both in the water and on land. Utah State Board of Education (2022). Utah Science with Engineering Education (SEEd). p. 17 -26. [Utah State Board of Education]. https://www.uen.org/emedia/resources/oer/2022-2023-BiologySEEd.pdf
My other article called “Causing the Civil War” uses Technicality from Fang and Conceptual Vocabulary and Historical References from Buehl. The use of Technicality and Conceptual Vocabulary are seen in using “agricultural vs industrial.” These terms are not used in everyday conversation and have specialized meaning in this article. The use of cotton plantations also falls under this idea. “John Adams Presidency” is used as a Historical Reference showing cotton gins in the South was not a new concept as John Adams time in office dates back to 1797 to 1801, ending almost 59 years before the Civil War officially started. For students to understand how the use of the Cotton Gin shows no real effect on the beginning of the Civil War students must come in with an understanding of the US climate to understand what is occurring. Causing the Civil War. Causing the Civil War | TeachingHistory.org. (n.d.). https://teachinghistory.org/history-content/beyond-the-textbook/23912 These articles require me to rethink how I plan to ensure student understanding of reading materials in my classroom. As a high school teacher I fall past Fang’s reading-to-learn stage but that doesn’t mean my students are coming equipped with the knowledge to best succeed.

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