Nurturing Scientific Readers, Writers, and Speakers

Nurturing Scientific Readers, Writers, and

SpeakersJulie Maimes, Buncombe County Early College

julie.maimes@bcsemail.org

Kenny McKee, Buncombe County Schoolskenny.mckee@bcsemail.org

Twitter: @kennycmckee

Powerful Teaching and Learning

Ready for College

Design Principles

Participants will:

1) Understand the value of literacy scaffolding and instruction in the classroom.

2) Acquire practical strategies that can be easily implemented.

3) Learn how to formatively assess students’ mastery of content and language.

4) Determine strategies that support students reaching Common Core Literacy Standards for science.

Outcomes

http://www.polleverywhere.com/multiple_choice_polls/k0HSYC9FcMGwG7v

Why Am I Here?

• Equality• Choice• Voice• Reflection• Dialogue• Praxis• Reciprocity

Effective Partnership (Knight, 2007)

"The goal is to gradually release the responsibility of strategic processing too students...so they are using the strategy independently..." (Almasi & Hart, 2011, p. 269).

Instructional practices that foster deep learning require transformation of ideas "in the mind and on paper" -- not the transmission of ideas (Fisher, Schell, & Frey, 2004).

Literacy Scaffolding

"Mastery of technical language has long been recognized as a predictor of success in any field" (Fisher & Frey, 2012, p. 38).

"Typically, the words and concepts students absorb and use as they listen and talk are the foundation for what they will read and write later" (Bromley, 2007, p. 529).

The Importance of Vocabulary

Building Academic Vocabulary(Marzano & Pickering, 2005)

Which of these steps do you consistently employ and how?

Which do you believe you could employ more consistently?

The Six Steps

It is difficult to know students' thinking unless they show their thinking through speaking, writing, and action. (Harvey & Goudvis, 2007).

On Formative Assessment...

Give One-Get One

Speaking

"A ________ is different from a __________ because....

*proton/neutron*terrestrial planet/jovial planet*plant cell/animal cell

Content Vocabulary Sentence Frames

I hypothesize that ....

Based upon the results of the experiment, I infer that...

I believe the variable of ___________ will result in....

Academic Language Sentence Frames

Teacher to Student (Modeling Questioning Strategies)

Student to Student

Socratic Questioning

• Headbands• Memory Match• Definition Fishin’• Charades• Scattergories• Mile-a-Minute

Games

Let's Try Mile-A-Minute

* astronomy* geology* biology* physics* chemistry* anatomy* environmental science

Branches of Science

• Paideia/Socratic Seminars• Dump and Clump• Critical Friends Protocols (Save the Last

Word for Me, Text Rendering)• Trading Cards• Prompts for Eliciting Thinking

Speaking

Reading

http://www.paideia.org/for-teachers/materials-to-download/

Paideia Seminar

INSERT

(Interactive Note-taking System for Effective Reading and Thinking)

Annotation Codes

? -- QuestionsC -- Connections! -- Surprising Ideas+ -- Important Ideas

Mitosis and Meiosis

$2 Summary is a concrete way to help students focus on the gist of a text.

Use the summary box in the INSERT form the collectively develop a summary statement.

You cannot spend more than $2. Each word costs 20 cents.

Summary

• Sharing Reading Purpose• Literacy Roles• Jigsaw• Reading and Analyzing "Authentic" Texts• $2 Summary/Don’t Bounce the Check• Foldables

Reading

Writing

Writing format used to foster college-readiness skills in all disciplines

Developed by teachers at Kings Mountain High School

Received from Elizabeth Wiggs at Lee Early College (Sanford, NC)

TPEQEA

TOPIC POINT EXAMPLE QUOTATION ELABORATION ANALYSIS

TPEQEA

Read Learn Write

Assessment Vocabulary Understand

Speak Teach Think

3 x 3 Vocabulary Grid

Junk Food -- Writing Activity

Dump and Clump

• Sentence frames

• Whiteboard meetings• Edmodo/Discussion Boards/Blogs• Cornell research note-taking• Pro-Con T-Charts/Take a Stand

Writing

Start, Stop, Continue

What will you start doing?What will you stop doing?

What will you continue doing?

Closure

Almasi, J. F., & Hart, S. J. (2011). Best practices in comprehension instruction. In L. M. Morrow & L. B. Gambrell (Eds.). Best practices in literacy instruction (p. 250-275). New York, NY: The GuilfordPress.

Bromley, K. (2007). Nine things every teacher should know about words andvocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 529-537.

Fisher, D., & Frey, N. (2012) Improving adolescent literacy: Content area strategies that work. (3rd ed.). Boston, MA: Pearson.

Fisher, D., Schell, E., & Frey, N. (2004). "In the mind and on the paper":Teaching students to transform (and own) texts. The Social Studies Review, 26-31.

References

Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. (2nd ed.). Portland, ME: Stenhouse Publishers.

Knight, J. (2007). Instructional coaching: A partnership approach toimproving instruction. Thousand Oaks, CA: Corwin.

Marzano, R. J., & Pickering, D. J. (2005). Building academic vocabulary:Teachers' manual. Alexandria, VA: ASCD.

National Paideia Center. (2013). Seminar lesson plans. Retrieved fromhttp://www.paideia.org/for-teachers/materials-to-download/

References