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Two educators share literacy strategies that they found to be effective in facilitating academic talk, reading, and writing in the science classroom.
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Nurturing Scientific Readers, Writers, and
SpeakersJulie Maimes, Buncombe County Early College
Kenny McKee, Buncombe County [email protected]
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/
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