Integrating Common Core Writing, Speaking, and Listening Strategies Into

Science Instruction

Carolina Biological

Terri Sessoms

San Antonio, Texas

Lucky You! Went to a workshop and now one more thing…

Who Am I? Who Are You?

You are VIP’s!

Common Core Makes Science Teachers Extremely Important!

Session Goals

• Provide research based tools for teachers to use to…– Improve academic performance in science AND

literacy skills– Facilitate Common Core and Next Generation

standards– Increase student engagement– WORK SMARTER & NOT HARDER

Goals-Success with Common Core and Next Generation

• Explore examples of current research and best practice in achieving literacy (ELA Core) through science education (Next Generation)

• Model strategies that demonstrate how reading, writing, and discussion promote science literacy.

• Reflect on and discuss how to incorporate literacy into your strategic plan

What Do the Goals Mean?

• “Marry” Common Core ELA and Science Next Generation Standards

• Focus on how the research ties together – not one

more piece on your teacher’s plate, but a vehicle for engagement with the Common Core/Next Generation Standards

• Improve academic performance in tested areas (Science and Reading) through Reading and Writing in the Content Areas

Don’t Panic!

Steps for Making this Happen!

• Find out what is familiar – Accountability

– Standards Curriculum

• Remove what is old and no longer applies– Rote learning, old instructional objectives

• Make room for the new – strategies that work for inquiry, vocabulary, comprehension, mastery of CC and New Generation standards

CC ELA – English and Language Arts

• Text Complexity

– Vocabulary

– Features of text (graphic and digital)

• Balance of literature and informational texts

• Direct link to college and work readiness

• Literacy standards for science and social studies

• Clear vertical progression across grades– Background Knowledge and Vocabulary

Common Core StandardsReading, Writing, Speaking, Listening

• R. Key Ideas and Details

• W. Text Types and Purposes

Research to Build and Present Knowledge

• SL Comprehension and Collaboration

Integrating Literacy and Science Streamlines the Research

• Marzano – Effective Learning Strategies• Calkin, Daniels – Common Core, Next Generation• Payne - Generational Poverty

– Vocabulary Development– Background Knowledge– Random Language to Sequential Language

• Comprehension (McLaughlin & Allen, 2002; Rand, 2002; Harris & Hodges, 1995; Cambourne (1995) – Predict– Retell– Clarify – Summarize

• Rigor and Relevance – Revised Bloom’s Taxonomy– Relevance – Read and Write About Science

Research Shows…

– If teachers use literacy in the content area strategies 15-20 minutes (a couple of times each week) students increase reading levels and significantly improve performance on content area standardized testing.

Is Literacy and Science a Natural Fit?

• Reading and writing clarify learning points of science inquiry lesson

• Non-Fiction/Informational Reading Requirements– EOG Reading – 60% Non fiction

– EOG Science – Vocabulary and Concepts

– NAEP – 4th grade 50%

– NAEP – 12th grade 70%

What do Scientists Do?

80% of their time is devoted to reading and writing!

(Palinscar & Magnusson, 2000)

© NSRC, 2012

Writers must record observations, organize knowledge, link evidence to claims, draw conclusions, and make connections to what was learned – and to scientific

terms.

© NSRC, 2012

Science and Writing

Comparison of Skills

▪Science▪Observing▪Predicting▪Inferring▪Comparing & Contrasting▪Communicating▪Classifying▪Collecting & Organizing Data▪Interpreting Data▪Linking Cause & Effect▪Formulating Conclusions

▪Reading▪Note details▪Predicting ▪Inferring▪Comparing & Contrasting▪Communicating▪Sequencing▪Summarizing ▪Recognizing Main Ideas▪Recognizing Cause & Effect▪Drawing Conclusions

© NSRC, 2012

Writing• Compare and contrast• Analysis• Persuade and

convince• Cause and effect• Problems and

solutions• Descriptions and

observations• Summaries

Science• Interpreting data and graphs• Annotated diagrams and

drawings• Procedures/processes• Inferences• Hypotheses • Explanations/justifications• Conclusions• Focused free writing

© NSRC, 2012

Writing Skills and Science

Common Core ELA/Literacy ShiftsReading for Information/ Next Gen

• PreK-5 Balancing Informational Text with Literary Texts (at least 50% Info Text)

• 6-12 Read to Learn – learn from content text

• Text Complexity – College & Career Ready Text

• Text Based Responses

• Writing from Sources (Text Based Argument & Information

• Academic Vocabulary – speaking, listening, writing, reading

Personal Reflection

• Using your notebook, take a minute to reflect on:

– What is literacy? Being literate?

– What is scientific literacy?

Content Area Literacy

Defined as…

The level of reading, writing, and speaking skill necessary to read, comprehend, and respond to appropriate instructional materials in a given subject area.

Science Literacy is a Must

David Liben, Why Complex Text Matters

“Science is a process, but it is also a body of knowledge. This body of knowledge is most efficiently accessed through its texts. This cannot be done without the ability to comprehend complex expository texts.”

Use of informational texts relevant to student inquiries as part of the literacy development…– Inherently interesting to most students– Motivates further reading– Builds background knowledge (concept

understanding and vocabulary) for future learning because it helps children learn about the world around them

– Basis for success throughout later years in school

– Hapgood & Palincsar (2007). Educational Leadership.

© NSRC, 2012

Developing Literacy Through Science

CCSS Persuasive WritingNotebooking/Reading for Info

CLAIM – What I discoveredTake a position to argue

EVIDENCE – How do I knowFrom text and charted data in

science notebooksAnnual patterns of living organisms are changing

• butterfly migration patterns• bird migration patterns• budding trees

ICE Strategy vs.

Ideas Claims EvidenceWhat I think will happen What I found out Data and/or observations

that support claim

All plants need to be Not all plants do well with Indoor container watered everyday water everyday. vegetables lived. Desert

plants died.

Trading Places“My Kids Can’t Read Science Text”

Multiple logistic regression was used to examine the association between depression screening and the model variables hypothesized to be predictive of screening behavior. For this analysis, all significant variablesfrom the bivariate analysis were entered into the regression asdichotomous variables.

5 Minute Glossary •Term - Kid friendly explanation

•Term – Kid friendly explanation

•Term – Kid friendly explanation

5 Minute Glossary…Explain vs. Define

• On chart paper…– List words that will be new to their speaking,

listening or reading vocabulary (Key Terms)

– Explain in “Kid Friendly” terms what the word means

– Use movement whenever possible to engage student

Vocabulary Teacher Steps…

• Identify words/phrases that most students are not likely to know

• Choose the words/phrases that are most essential to understanding the text.

• Identify any words/phrases that are likely to appear in academic text in future grades.

• Words that are a part of a semantic group should be given priority (social, socially, socialite, society).

Once List is Assembled…

• User friendly explanations. Dictionaries don’t help.

• Words should be taught and reviewed in a variety of contexts.

• Activities should require thinking, not rote.

• Six repetitions are minimum for solid learning.

• Pace activities out over a week or more.

• Morphology and etymology when appropriate

Vocab Weekly 10 Plan

• Monday: 5 Minute Glossary, Cloze (Pretest)

• Tuesday: Review Cloze, Key Word Cluster

• Wednesday: Review Cloze, Word Sort

• Thursday: Word Sort, Frayer Model

• Friday: Word Wall Game (Read My Mind), Cloze Posttest

Text Navigation or Picture Walks – Before Reading…

• Direct students to look at titles, subtitles, captions, etc. Make a prediction about what the text will be about. Turn these pieces of text into questions.

• Direct students to look at a photo or other graphic text.

• Discuss the meaning the photo or graphic text holds. Use this to build background knowledge.

Text Navigation- Predictions for Engagement

Look at the title. Tell a

partner what you think this is going to be about?

ORWhat do you

want to know?

What is happening in the photo?

Read the caption. How do you think this connects with magnetism?

Challenges to Reading and Information Gathering in the Content Areas

• Concept Density – more ideas and skills in less time

• Specialized Vocabulary - unique and multiple meanings

• Readability – higher than student skill levels

• Length – longer and more comprehensive

• Graphs/Charts/Maps – complex information

• Non-Print Sources – online information

Savings and Loans Notebooking Strategy

Savings (3) Loans

Research Says…Savings and Loans

• Scan the research in your handouts to review the research regarding effective instruction and literacy across content areas.

• Identify 3 points you predict will be important to remember

• Be prepared to share those aloud and explain why you believe they are important to remember.

Text Complexity

• Vocabulary is the primary cause of the achievement gap. (Baumann & Kameenui, Stanovich)

• Informational text contains more rare words than narrative, yet constitutes only 7-15% of instructional material in elementary and middle schools. (Hoffman, Moss, Newton, Yopp and Yopp).

Why Complex Text Matters

• ACT Research says…– 47% of students who met reading test benchmark,

also met science test benchmark

– ONLY 5% of students who did not meet reading test benchmark, met the science test benchmark

What Makes Difference on ACT

• Clearest difference was degree of text complexity (across all subgroups)

• No difference in meeting benchmark – Literal vs. inferential question type

– Questions focusing on textual elements• Main idea, author’s purpose, supporting details,

relationships, conclusions, and isolated vocabulary knowledge

ACT Research

• 49% of students scored no better than chance on multiple choice items associated with complex text.– K12 Textbooks have become easier

– College Books have NOT gotten easier

– K12 instruction does not require complex text (reading informational text vs. narrative text)

Academic Vocabulary Instruction

• Teachers need to be given tools (strategies) not programs.

• Research based instructional strategies are essential for direct vocabulary instruction.

• Vocabulary must be taught within context of learning.

• Dictionaries don’t work.

• Words must be taught and reviewed in varied contexts. (At least 6 repetitions)

Most Effective Learning Strategies – McRel

• Identifying Similarities and Differences– Classification, Categorization

• Summarizing/Notetaking• Cooperative Learning• Graphic Organizers• Providing Appropriate Practice (Guided &

Independent)• Setting Objectives and Providing Meaningful

Feedback• Reinforcing Effort and Providing Recognition

Revised Bloom’s Taxonomy

• Remembering: can the student recall or remember the information?

• Understanding: can the student explain ideas or

• concepts?

• Applying: can the student use the information in a new way?

• Analyzing: can the student distinguish between the different parts?

• Evaluating: can the student justify a stand or decision?

• Creating: can the student create new product or point of view?

Cambourne on Comprehension

Before reading selection

Step 1 – Make a Prediction (engagement)

After reading selection with a strategy

Step 2 – Retell Information (oral or written)

Step 3 – Clarify (explain to someone)

Step 4 – Summarize (written)

ALT – Academic Learning Time vs. Time on TaskShift from Teaching to Learning

• What is each and every student doing to indicate academic success with the learning objective?

• What is the teacher doing to cause ALT?

Research Connection Between Science and Literacy

Language is essential for effective science learning:– Supports clarity of thought, description, discussion, and

argument.– Students make meaning by writing, talking, and reading

about science, especially when accompanied by direct investigation of scientific phenomena.

– The ability to use language to form ideas, theorize, reflect, share, debate, and clearly communicate underpins of student acquisition of science concepts and processes.

NSRC, 2012

Writers must record observations, organize knowledge, link evidence to claims, draw conclusions, and make connections to what was learned – and to scientific

terms.

© NSRC, 2012

Science and Writing

Primary and Elementary Teachers Should…

• 60% of text that students read or listen to is non-fiction.

• Picture Walks for Non-Fiction text (STC Reading Selections, Big Books, Weekly Readers, etc.): Graphics such as subheadings, maps, charts, diagrams, etc.

• Use Graphic Organizers for Non-Fiction as Shared Reading and Shared Writing Activities

Research on Effects of Poverty on Learning…

• Students from Poverty enter kindergarten with one half of the speaking and listening vocabulary that their other classmates bring to school.

• Students from Poverty “don’t get out much” – background information and vocabulary.

• By the time students from Poverty enter 9th grade, they have one fourth the vocabulary that their classmates have.

What Works Best in Schools? Why Can’t the Reading Teachers Do it All?

Marzano says…• Involve students in a program of wide reading

that emphasizes vocabulary development.– Content Reading – Wide reading opportunities

each day in different subject areas exposes student to many more words than basal reader or direct vocabulary list instruction (750 – 1500 words vs. 350 words per year).

Customer Focus

• U.S. Dept. of Education states there are 2 types of reading All workers must be able to do:

1. Comprehend reading materials related to daily core job responsibilities.

2. Read occupational materials related to organizations, trade journals, etc.

• Set goals for reading• Make predictions• Construct, revise, question• Find meaning from context• Integrate prior knowledge• Monitor their understanding• Read different kinds of texts

differently© NSRC, 2012

Behaviors of Good Readers

Characteristics of Poor and Successful Readers

• Poor Readers– Think

understanding occurs from “getting the words right”.

• Successful Readers– Understand that

they must take responsibility for constructing meaning using prior knowledge.

Characteristics of Poor and Successful Readers:

• Poor Readers–Have a

relatively low self esteem.

• Successful Readers–Have self

confidence that they are effective learners.

Successful Comprehension: Before Reading

– Activating background knowledge

– Investigating Text Structure

– Setting a Purpose for Reading

– Predicting text content

– Reviewing and Clarifying Vocabulary

Successful Comprehension: During Reading

– Establishing the purpose for each part of the reading

– Self-Monitoring

– Visualizing

– Summarizing

– Confirming, rejecting predictions

– Identifying and clarifying key ideas

– Questioning self

Successful Comprehension: After Reading

– Assessing if purpose of reading was met

– Paraphrasing important information

– Identifying the main idea and details

– Making comparisons

– Connecting

– Drawing conclusions

– Summarizing

– Analyzing

Savings and Loans

• Create a summary statement – capture all 6 points in a statement that is only 12 words or less.

• Next day, take out Savings and Loans and write a summary paragraph with summary statement being the first sentence (key i6 sentences as supporting details). Concluding sentence is “The most important thing I learned was…”

Questions? Refer to the Research

• How Do I Grade These Strategies? – Same as lecture grading.

• How do I make time to do this?– Glasser – Take the least effective piece off your

plate.

Amount of Transfer

Teach Others/Use Learning

Practice & Real Application

Discussion Group

Demonstration

Audio Visual

Reading

Lecture

90%

75%

50%

30%

20%

10%

5%

Learning Activity Retention

William Glasser, The Quality School

• If reading informational text for understanding is best ……within the discipline (e.g., science)…within the real-world context (e.g., electric

circuitry)…within the science activity (e.g., building a

flashlight)

• Then how and where would you use it in teaching an inquiry science lesson?

© NSRC, 2012

Science and Reading Literacy

Pedagogy Research Based on how students learn best

Rigorously field-tested with diverse populations

Developmentally appropriate

FERA Cycle helps teachers to Engage all students

Helps teacher differentiate instruction

Maximizes the use of Literacy Skills in science (read, write, communicate)

ELA/Science FERA Cycle Steps:

Format for Lesson IntegrationFERA Cycle

• Focus – Text Navigation, 5 Minute Glossary, etc.– Build background knowledge, vocabulary, and engagement through

predictions and prior knowledge

• Explore – Inquiry, Hands On Science

• Reflect – Notebooking (teacher modeling is a must)– Written justification, analysis, definition

• Apply – STC Reading Selection with Strategy (teacher modeling is a must)

(Anticipation Guide, Concept Map, Cornell Notetaking, Savings and Loans)

– Reinforce and clarify Big Idea

Literacy Whole Group Time

• Rehearsing science vocabulary already learned (reading the room, games, etc.)

• Building Word Walls • STC Reading Selection with literacy strategy• Model science text vocabulary and comprehension

with graphic organizers • Read Aloud – related science informational text for

comprehension and vocabulary development (think/pair/share)

• Morning Message- Big Idea

Flex Groups/Literacy Centers –

• Flex Groups – teach skills that will be reinforced in whole group and literacy centers– 15-20 minutes – Science concepts and terms in text for

phonemics, decoding, guided reading, comprehension– Literacy Centers – Science Text

• Research – Big Idea in science• Spelling – science vocabulary • Graphic organizers – science reading selection• Fluency with science text• High Frequency Words – science • High Frequency Phrases – science

Middle and High School

• Strategies – when and how?– Great bell ringers (after modeling and guided

practice)

– Vocabulary study to build background knowledge before introducing concept

– Review vocabulary and content before test

– Independent practice

– Review of content for building connections to lab

Seven Elements of Notebooking

1. Question/Problem/Purpose

2. Prediction

3. Developing a Plan

4. Observations, Data, Charts, Graphs, Drawings

5. Claims and Evidence

6. Drawing Conclusions

7. Reflection: Next Steps and New Questions

© NSRC, 2012

Notebooking: Problem, Prediction, Plan

Notebooking: Charts and Claims

Notebooking: Conclusions and Reflections

Let’s Do It! Implementing Standards with Strategies

K-1 Shared Reading and Writing)

• MS.PS-IF Interaction of Forces

a. Plan and carry out investigations to illustrate the factors that affect the strength of electric and magnetic forces.

5 Minute Glossary – compass experiment

Text Navigation – compass experiment

Strategies with Text• 5 Minute Glossary

• Text Navigation/Picture Walk

• Word Wall Games – Science Terms

• Savings and Loans

• Anticipation Guides

• Vocabulary Builders – Cloze, Key Clusters, Word Sorts, Frayer Model

• Concept Maps

• Cornell Graphic Organizer – Formulating Questions/Research

• Paraphrasing – Multi Step Processes (Lab sheets, etc.)

• Daily Write – Minute Paper

New Generation and CC ELA Standards for Today

• Middle School Physical Science – Physics– MS.PS-IF (Interaction of Forces)

• Plan and carry out investigations to illustrate the factors that affect the strength of electric and magnetic forces

• Science and Engineering Practices – Planning and carrying out investigations

• Disciplinary Core Ideas PS2.B – Types of Interactions

• Crosscutting Concepts – Cause and Effect – Resource: STC Experimenting with Forces and Motion –

Lesson 6

CC ELA Standards – Science Grades 6-8

• Key Ideas and Details

– RST 6-8.1 Cite specific textual evidence to support analysis of science and technical texts

• Anticipation Guide

• Cornell Graphic Organizer

• Key Word Cluster

– RST 6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of text distinct from prior knowledge or opinions

• Concept Definition Map

CC ELA Standards – Science Grades 6-8

• Key Ideas and Details Continued

– RI 6.3 Analyze in detail how an individual, event, or idea is introduced, illustrated, and elaborated in a text

• Text Navigation

– RST. 6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks

• Paraphrasing

• Cloze

• Notebooking

CC ELA Standards – ScienceGrades 6-8

• Craft and Structure

– RST 6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

• 5 Minute Glossary

• Cloze

• Frayer Model

• Words Sorts

• Key Word Cluster

CC ELA Standards – ScienceGrades 6-8

• Craft and Structure– RST 6-8.5 Analyze the structure an author uses to

organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

• Text Navigation

• Cornell Graphic Organizer

• Paraphrasing

CC ELA Standards – ScienceGrades 6-8

• Craft and Structure – RST.6-8.6 Analyze the author’s purpose in

providing an explanation, describing a procedure, or discussing an experiment in text.

• Text Navigation

• Paraphrasing

CC ELA Standards – ScienceGrades 6-8

• Integration of Knowledge and Ideas– RST.6-8.7 Integrate quantitative or technical

information expressed words in a text with a version of that information expressed visually (diagram, flowchart, model, graph or table)

• Concept Map

• Text Navigation

• Venn Diagrams

CC ELA Standards – ScienceGrades 6-8

• RST 6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in text.– Anticipation Guide

– Cornell Graphic Organizer

– Frayer Model

CC ELA Standards – ScienceGrades 6-8

• RST 6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text of the same topic.– Notebooking

• Savings and Loans (Jigsaw: assign different sources to groups)

• T-charts and Venn Diagrams

CCSS ELA Standards – Science Grades 6-8 (All Strategies)

• ·CCSS ELA-Literacy: SL 6-8 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• CCSS ELA –Literacy: SL 6-8 Delineate speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Cambourne on Comprehension

Step 1 – Make a Prediction (engagement)

Step 2 – Retell Information (oral or written)

Step 3 – Clarify (explain to someone)

Step 4 – Summarize (written)

Format for Lesson Integration

• Focus – Text Navigation, 5 Minute Glossary, Cloze – Build background knowledge, vocabulary, and engagement through

predictions and prior knowledge

• Explore – Inquiry, Hands On Science – Paraphrasing lab sheets (multi-step procedures – (teacher modeling a

must)

• Reflect – Notebooking (teacher modeling is a must)– Written justification, analysis, definition (Savings and Loans)

• Apply – STC Reading Selection with Strategy (teacher modeling is a must)

(Anticipation Guide, Concept Map, Cornell Notetaking, Savings and Loans)

– Reinforce and clarify Big Idea

Step 1: My Paraphrase: Get your compass and make sure it balanced. Adjust it if it is not. It could have been

bumped.

My Thoughts or Questions:I may need to move the wire (that holds the magnet) in or out of the end of the straw if it is not balanced on the cup. Keep trying until it balances.I may need to twist or rotate the magnets to make it balance.Step 2: My Paraphrase:

My Thoughts or Questions:

“Explore” RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Pg.58-59 Using Your Compass: Which Way is Which?

“Reflect”RST 6-8.1., 2.,9. WHST.7.

• Savings and Loans – 3 things you learned about the earth and forces

through activity. What were the causes and the effects with the interactions?

– 3 things your partners believe is important to remember

– Summarize all 6 points in 12 words or less

“Apply” - Anticipation GuideRST 6-8.1

• Identify concepts you want students to learn from the reading

• Create 4-6 statements that support or challenge beliefs or experiences

• Before reading the text, have students read and code each statement as to whether the text will agree or disagree with each statement (predictions, prior knowledge)

Anticipation Guides

• Have students read the selection to find evidence that either supports or disconfirms each statement

• While reading, students may change coding

• Partners share their coding and refer back to text to prove accuracy

• Discuss what was learned from reading

• Have students rewrite false statements to make them true (individually, partners, or whole group

Earth’s Magnetic Personality pg. 60-63A=Agree with Text D= Disagrees with Text

NS = Not Sure

• _____Changes in Earth’s circulation patterns in the inner core cause the magnetic poles to change location.

• ____As lava cools, the magnetite loses its magnetic strength.

• _____The magnetic south pole is located approximately 11 degrees from the northern point of rotation.

• _____Scientists predict that the Earth will flip upside down when the poles change.

Text: Generalization or PrincipleEvery composite number can be written as a product of prime numbers

Anticipation Guide (D, A, NS)

___ 20 = 2 + 2 + 5 ____ 14 = 3 + 11

___ 10 – 6 = 4 ____ 13 + 10 = 130

___ 5 = 4 + 1

Cloze DirectionsRST 6-8.4

• Read the cloze passage and see how many blanks you can fill in using prior knowledge.

• Read the complete text passage silently and look for information that would fill in blanks.

• Turn over the complete passage, read the cloze, and fill in/change blanks.

• Compare the pre and post reading results.

Cloze Example: Magnetic Personality

• Scientists use an instrument called a _____________ to measure the _____________ and intensity of the lava rocks’ magnetism. With these measures, scientists can tell exactly in which direction Earth’s __________field pointed at the time that this rock was formed. Layers of volcanic rock record the movement of Earth’s magnetic _____________over time.

Cloze Example: Magnetic Personality

• Scientists use an instrument called a magnetometer to measure the direction and intensity of the lava rocks’ magnetism. With these measures, scientists can tell exactly in which direction Earth’s magnetic field pointed at the time that this rock was formed. Layers of volcanic rock record the movement of Earth’s magnetic poles over time.

Cloze Example: Magnetic Personality

• Scientists use an instrument called a _____________ to measure the _____________ and intensity of the lava rocks’ magnetism. With these measures, scientists can tell exactly in which direction Earth’s __________field pointed at the time that this rock was formed. Layers of volcanic rock record the movement of Earth’s magnetic _____________over time.

Bats

• Bats are ____________ animals which means they hunt at night. Since they are ________ they do not lay eggs, but give live ______. Bats feast on small _____.

Word Activities RST 6-8.4

• Word Walls – Read My Mind

• Semantic Webs and Word Sorts (Human, Table, Walls)

• Partner Finds (Terms, Definitions, Examples)

Semantic Web Example for Word Wall – Extension of Word Sort

Concept

CategoryTermTermTerm

CategoryTermTermTerm

CategoryTermTermTerm

CategoryTermTermTerm

Semantic Web Example for Word Wall – Extension of Word Sort

Magnetic Force

Compasses

Poles

Earth

Rocks

FloatingPivotedMagnetized NeedleMariners

Inner CoreMagnetic FieldForcesReversals

Magnetic Geographic Reversals

LavaMagnetite MagneticTemperature

Semantic Web Example for Word Wall – Extension of Word Sort

Geometry

2-D Figures

Angles

3-D Figures

Measurement

SquareRectangleRhombus

CircumferenceRadiusVolume

ConePrismCube

RightAcuteObtuse

Concept Definition MapRST 6-8.7

• Write the term “magnetism” (concept) in the center of your concept map.

• Read the text about viruses (concept) to find information to fill in the parts of the concept map.

• Compare your map with a partner’s map, use text to defend, and adjust as needed.

• Debrief with class and then write a one paragraph definition of “magnetism”.

Magnetism

Examples:

What category isit in?

What is it different from?

What are its properties?

Concept

Cite sources here

Sources:Evidence

Claim(Argumen

t)

Evidence

Evidence

Initial IdeaOr Counter

ClaimVs.

Claim

How is claim different frommy initial idea?

Evidence to Support claim

Cornell Graphic OrganizerRST 6-8.7., 8. WHST. 7,

• As a group, discuss the details/answers you recorded in the second column and determine a main idea (What do all of these details have in common?) and write the main idea in the third column.

• Use the self evaluation key and code your details and questions.

• Prepare a group presentation for the class on your section of the reading passage.

Cornell Graphic Organizer

• With a partner or group, survey passage. (Title, subheadings, captions, pictures, first and last sentences)

• Develop questions from the above and write in the first column.

• Read passage and highlight details that will help answer questions.

• When you finish reading, use information to answer questions (second column).

Questions Details Main Idea

Self Assessment Key: Check mark = I know this. ? = I have a question about this.∙= I need to review this more.

Cornell Graphic Organizer

Pg. 60: Why is there a photo of hot lava?

Pg. 61: How do geologists read rocks?

Pg 62: How is the geographic pole different from the magnetic pole?

Lava contains magnetite. When it is cool, it behaves like a small magnet.

They use a magnetometer to measure the lava rock’s magnetism.

Geographic pole tells the earth’s point of rotation. Magnetic poles are where the Earth’s magnetic force is greatest.

Geologists study volcanic rock to determine the movement of Earth’s magnetic poles.

Frayer ModelRST 6-8.4, 6-8.8

• Assign a concept that might be confusing because of its relational qualities

• Explain the Frayer model diagram

• Model how to fill out the diagram

• Students complete diagram

• Share with a partner

• Summarize in 12 words or less

Frayer Model – Vocabulary within Context of Concept

Definition (own words) Characteristics

Examples Nonexamples(from own life) (from own life)

WORD

Frayer Model – Vocabulary within Context of Concept

Definition (own words) Characteristics Magnetic pole of earth may

When Earth’s magnetic field be south at the geographic reverses itself, N to S. North Pole (point of rotation)Magnetic poles are where and visa versa.Earth’s magnetic forceis greatest.

Facts Speculation

Position of the Earth’s Change in circulation magnetic field changes while patterns of outer core of geographic poles remain Earth may cause magneticthe same. poles to flip or reverse.

Reversal

Frayer Model – Vocabulary with in Context of Concept

Definition (own words) Characteristics

A change in size, shape, Same matter or state of matter. Present before and

after change.

Examples Nonexamples(from own life) (from own life)

Chocolate melting Smoke from woodCut paper Mixing vinegar and

baking soda

Physical Change

Key Word ClusterRST 6-8. 1., 4.

• Review, visual map of key words associated with topic, study skill– In groups of 2-3 students, ask students to brainstorm a

short list of associated key words to review a topic. Record on cluster chart.

– In pairs, have students partner with someone in a different group (jigsaw) and share their charts with explanations of why words relate to the topic. Write explanations under each cluster word.

Key Word Cluster

Earth as a Magnet

Compasses

Variation of Strength

Reversals Temperature

Magnetic Poles

AttractRepel

Electromagnetic Fields

Geographic Poles

Key Word Cluster

Topic Energy Sources

Fossil FuelsRemains of dead plantsand animals

Wind EnergyMovement of air

Nuclear EnergyEnergy stored in the nucleus of an atom

Solar EnergyEnergy from the sun

GeothermalNatural heat

BiomassPlant and animal matter

Local IssuesFracking

Hydro EnergyMoving water

Key Word Cluster

Nuclear Energy

Nuclear FusionAtoms combined – energy released

RadiationRays of energy released during fission

Nuclear FissionNuclear split-energy released

Uranium Fuel pellets used in a nuclear reactor

Uranium Is nonrenewable- a mineral that cannot be reproduced

AtomsTiny particles that make up matter

Nuclear Power PlantWhere electricty is made by splitting uranium atoms

Nuclear ReactorWhere fission or fusion takes place

Key Word Cluster

Topic Virus

Daily WriteMinute Paper

• What is the most significant point you learned today?

• What are your unanswered questions?

• What are your ah-ha’s?

Next Steps for Science Literacy

• Science Notebook – take a minute to quietly write: – Something new that you learned about science

literacy that you will share with your team

– An action you will take – where does Literacy fit into your strategic plan? How will you enact effective reading and writing into your strategic plan?

Session Goals

• Explore examples of current research and best practice in achieving literacy through science education

• Model strategies that demonstrate how reading, writing, and discussion promote science literacy.

• Reflect on and discuss how to incorporate literacy into your strategic plan

Science and Literacy: A Winning Combination!

Science and Technology Concepts (STC™) Online Support

• Teacher Guide– Embedded Blackline Masters– Teacher Prep Videos– Printable Spanish Resources

• Student Investigation Guide– Embedded Blackline Masters– Text to Speech

• Student Literacy Book– Text to Speech

• Interactive Whiteboard Activitieswww.carolinascienceonline.com

STC™ Blending Print and Online Resources

http://carolinascienceonline.com

Already have your codes?Go to http://www.youtube.com/user/TheUserGuides to view tutorials on how to

maximize your CSO account usage.

Need your codes?Contact cso_support@carolina.com or call 1-800-334-5551 for your activation code.

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