Science Literacy

1. Science Literacy June 26th 2008 Literacy Flex Option Alexis Swinehart RHS Literacy Coach

2. Admit Slip • On the note card provided, answered the following: Thinking about the content you have to teach and the type/level of students in your class, what are your goals/hopes for literacy?

3. June 26th 2008Today’s Agenda • Introduction - Admit Slip • Characteristics of a Good Reader • Comprehending Text • Before/During/After Strategies • Questions • Reflection

4. What do you think of when you hear the words, “Good Science Reader”?

5. Research on “Good Reading” Strategies • Activate background knowledge & make connections between the new and the known information • Monitor Comprehension - Employing fix-up strategies to repair confusion • Self-Questioning the text to clarify ambiguity and deepen understanding Pearson et al. 1992

6. Research on “Good Reading” Strategies • Marking inferences from the text using background knowledge & clues from the text • Determining importance in text to separate details from main ideas • Using sensory images to enhance comprehension & visualize reading • Synthesizing and extending thinking Pearson et al. 1992

7. Democracy Matters • Summarize the text. • What reading challenges did you encounter? • What did you do to make sense of the text?

8. 3 Factors thatIncrease Readability • Background Knowledge – The more background knowledge a reader has about a topic, the more difficult text he can read • Interest & Motivation– If a reader has interest in the topic or is motivated to read the text, he will work harder to comprehend meaning • Purpose – When a reader knows why he is reading something and knows what task is required for the text, he can better sift and sort information to determine what is important

9. How to Bartle Puzballs There are torkgooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovoinny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that gruntolipples, you should bartle the fusho who has rackled the parshtootoos after her humplyfluflu. • How many gooboos of puzballs are there?  • What are laplies, mushos, and fushos? • Even if you bartle the puzballs that tovoinny and onny of the pern, they will not what? • How can you geemee a puzball that gruntoslipples?

10. BEFORE/DURING/AFTER Strategies • A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation. • Strategies give readers options for thinking about text when reading words alone does produce meaning.

11. Gradual Release of Responsibility • Teacher modeling I Do • Guided Practice Collaborative learning We do • Independent Practice Application of the Strategy You do Fisher & Frey, 2007

12. The Before-Reading Strategies Setting a Purpose “The purpose readers set for themselves as they read affects comprehension in several ways. First, it determines the speed of the reading. If readers are scanning the phone book for a name, they can read very quickly. It they are reading a math word problem, they most likely read slowly to catch important information. Purpose also determines what the reader remembers. When readers have purpose, they tend to remember more of the text.” (CrisTovani, Do I Have to Teach Reading? 2004)

13. Give one – Get oneBefore/After Great for activating background information OR review • Directions: • Have students fold a piece of paper in half. • Starting with the left column, students will list as many ideas as they can about a particular topic (2-3 minutes). • Then students will circulate throughout room and exchange ideas. They will “give one” idea and then “take one” from their peers. (2-3 minutes) • Discuss ideas as a group. *Optional – Have students write a summary using lists

14. Anticipation GuideBefore/After • An anticipation guide consists of a list of statements that are related to the topic of the text your students will be reading. • While some of the statements may be clearly true or false, a good anticipation guide includes statements that provoke disagreement and challenge students’ beliefs about the topic. • Before reading the text, students indicate for each statement whether they agree or disagree with it. Serve two primary purposes: • Elicit students’ prior knowledge of the topic of the text. • Set a purpose for reading. Agree Disagree _____ ______ 1. I would want to know if I carried the cancer gene. _____ ______ 2. Genetically predetermining the sex of a baby is immoral.

15. Possible Sentencesbefore Purpose: To activate and evaluate student knowledge of a topic. Directions: • Generate a list of 10-12 words related to your lesson. These words should represent concepts that are both familiar and unfamiliar to students. • Have students create 5 possible sentences “that might be found in the text” by using two words in each sentence until all words are gone. • Share a few sentences on white board or smart board • Read the text. • Have students confirm, modify, or extend the sentences.

16. Possible Sentence – ExampleChapter 2 AP Chem text

17. Possible Sentence – ExampleChapter 2 AP Chem text • The alkalineatoms are in the first group of the periodic table. The halogens are nonmetals. Isotopes are atoms of the same element that have the same atomic number but different atomic masses due to a different number of neutrons. (*reference – Chemistry Addison-Wesley)

18. Previewing Text StructureBefore • Preview the Chapter – Headings, subheadings, diagrams/charts, captions, summary box • Text Features – bold terms, color codes, italics • Preview Unfamiliar Vocabulary • Identify the type of writing structure – informational, cause/effect, problem-solution, directional, etc.

19. How well do you know your textbook?

20. Assumicide

21. Missing Captions/Headings

22. Missing Captions/Headings Change is inevitable

23. Missing Headings/Captionsbefore/after *Great for activating background knowledge or assessing meaning Students generate: • captions for illustrations • headings for text sections *Variation – Students can sketch diagrams or illustration from a caption

24. Establish a Clear Purpose for Reading If students are reading in class or at home, give them a clear purpose for reading and a method for retention. So if you want to assign them a Chapter 4 on Motion and Force be explicit – “Identify and explain Newton’s three laws of motion.” Students should use some method for recording their examples (double-journal/post-its/etc.) *Reread with purpose – Sections of text can be reread with a different purpose to tackle difficult content, perspectives, or critical thinking.

25. Demon in the Freezer • Group 1 – highlight any scientific terms you don’t understand (remember you’re a student). Then mark passages where the terms are defined in the article. • Group 2 – Mark phrases that create visual images from each of the four paragraphs. Then draw pictures for each paragraph to visualize the effects of the smallpox virus.

26. The During-Reading StrategiesHolding on to Thinking “Mark Twain once said, ‘No one is smart enough to remember all that he knows.’ When I don’t have a way to hold my thinking while reading challenging texts, I often have trouble remembering or returning to my reading. No matter how hard I try to remember my thinking as I read, I forget it if I don’t have a way to make it permanent. I especially struggle to remember the reading if it is difficult or boring. I find that the same is true for my students.” (CrisTovani, Do I Have to Teach Reading? 2004)

27. 6 Reading Habits from Harvard When it comes to Marking the Text: “throw away the highlighter in favor of a pen or pencil. Highlighting can actually distract from the business of learning and dilute your comprehension. It only seems like an active reading strategy; in actual fact, it can lull you into a dangerous passivity.” http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html

28. Note TakingDuring/After • Double Journal • Sticky Notes • Learning Logs • Sketches • Cornell Notes Refer to Strategy Packet

29. Sketching Through TextDuring/After • Students visualize the text and create pictorial representations to demonstrate comprehension: Cartoons, diagrams, doodles • Ex – Demon in the Freezer • Refer to Strategy Packet

30. Student GeneratedGraphic Organizers • Great way for students to understand and organize textbook material. • Useful for prewriting Types: • Clustering • Venn diagram • Hierarchy • Categorical Refer to strategy packet

31. Written Conversation (Write Around) after Silent Discussion • In pairs, students are instructed to write a response to a chapter, story, or nonfiction text • Students will exchange their response and write back to one another. This exchange is repeated several times. • VARIATION – Write Around – when student groups (4-5) pass around written responses

32. Written Conversation (Write Around) after Group Task • Each member select one article to read • Answer the following: Is LASIK surgery safe? • After 2-3 minutes, pass your written response to the person next to you. • Read their response and write back to them.

33. Written Conversation (Write Around) after SKILLS • Questioning • Paraphrasing/Summarizing • Citing evidence • Synthesizing • Reading Critically

34. RAFTRole Audience Format Topic

35. It says – I say – And so After • This strategy helps the reader combine text information with prior knowledge to make inferences about the text. Great for guiding students to higher level thinking. Directions: The teacher models the four column chart. Questions can be generated by teacher, student, and/or class discussion. Students will complete the chart.

36. 3-2-1 During/After • Directions: Have the students list the numbers 3, 2, 1 on their paper leaving lines between each number. Assign a specific writing prompt/task for each number. Prompts will vary according to the content. GENERIC example 3 – Observations you made while reading 2 –Two connections you made while reading 1 – Select one important quote from the text. SCIENCE example 3 – Identify at least three differences between acids and bases. 2 – List two uses of acids and two uses of bases. 1 – State one reason knowledge of acids and bases is important to people in our community?

37. Most Important Wordafter • This strategy helps students determine importance, summarize, and make inferences & generalizations.

38. Reading Minute • 3-4 times a week, share an interesting piece of reading. The reading selections are from variety of genres from various sources. • Sometimes the activity is a springboard into the lesson and sometimes it is a quick 1-2 minute sharing of text.

39. 3 Factors thatIncrease Readability • Background Knowledge – The more background knowledge a reader has about a topic, the more difficult text he can read • Interest & Motivation– If a reader has interest in the topic or is motivated to read the text, he will work harder to comprehend meaning • Purpose – When a reader knows why he is reading something and knows what task is required for the text, he can better sift and sort information to determine what is important

40. Instructional Purpose(What is Essential for Students to Know) • What two places may cause students difficulty? • What will you model that will help students negotiate the difficult parts? • What do they need to do with the information they are reading? • How will they hold their thinking while they read?

41. Comprehension Monitoring • Double Journal/Sticky Notes • Trouble Slip • Scoring Your Comprehension • Graphic Organizer

42. Resources

43. Literacy Reflection • Any changes to your Literacy Goal? • Which two strategies do you plan to try in your classroom? • What concerns do you have? • I like to collect articles, cartoons, and other media on content related topics. List a few main units/topics that you teach.