The first learning outcome was to improve the textual meaning making skills of the student. Some of the more general textual meaning making is to improve on vocabulary, but taking it a step further, this work attempts to make the student apply vocabulary based on context, phrases as applicable in their day to day activities and checking for structure of phrases and sentencing. In the first activity, a context based learning of words is taught to the child. The child learns how to make use of words so as to apply to specific scientific contexts. Most of the words that are used are basic ones, such as that of “sunshine”. Students would have used them in different contexts before not knowing they were using it in a context. The concept of word generation as Snow, Lawrence and White (2009) present it, is one that focuses on developing vocabulary and academic language skills by exposure. Repeated exposure of students to the same word but in different contexts, makes them fluent with it. They learn how to apply the word properly in a language subject or a science subject with the same fluency. Research studies note that children are often limited when it comes to expressing science subjects and reasoning in their own words (MacWhinney, 2004). These forms of early language literacy activities would help the child.