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Literacy to Learn Science NSTA Regional Conference November 7, 2013

Literacy to Learn Science NSTA Regional Conference November 7, 2013. Session Goals. Explore how using the CCSS Content Literacy standards for reading and writing can deepen students’ science content understanding.

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Literacy to Learn Science NSTA Regional Conference November 7, 2013

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  1. Literacy to Learn Science NSTA Regional Conference November 7, 2013

  2. Session Goals • Explore how using the CCSS Content Literacy standards for reading and writing can deepen students’ science content understanding. • Examine the LDC module as a resource for organizing instruction that utilizes reading and writing to learn science content.

  3. Obtaining, Evaluating, and Communicating Evidence

  4. Obtaining, Evaluating, and Communicating Evidence

  5. Obtaining, Evaluating, and Communicating Evidence

  6. Obtaining, Evaluating, and Communicating Evidence

  7. Obtaining, Evaluating, and Communicating Evidence Challenges

  8. Ball Drop • Learning Targets • I can use data to make inferences and draw conclusions about energy conservation. • I can support a claim with evidence.

  9. What happens when the ball is dropped? • Complete the “Ball Drop” probe on your own. Be sure to write your explanation. • Discuss your explanation with your group of 3.

  10. Let’s Find Out! • Obtain a ball from a facilitator. • Using the SWH template as your guide, explore the question concerning the ball. • Develop a plan to test your question. • Be sure to record your observations and any data collected on your SWH. • Materials available: • Ball, meter stick, stop watch, sound meter

  11. Scaffolding Student Writing

  12. Focus Question: Teacher, student, class generated Graphic Organizers may be needed to assist students with organizing data.

  13. Graphic Organizers - Observations - Word Walls and/or Banks Useful words and phrases - Word Banks Useful words and phrases - Word Banks

  14. “…our end goal is to help students construct an understanding of the big ideas of science in a way that is transferable from application in one situation to application in another situation.” • Negotiating Science, pg. 93

  15. Will add findings from classmates investigations Reading Strategies Text Features Text Structure Finding appropriate readings Explanations

  16. Data Analysis and Conclusion • Now, let’s pool data from all groups. • Compare your group’s data to that of each group. • Make revisions to your conclusion based on the whole group’s findings.

  17. Let’s Do a Little Research • To help you gather more information to answer your question, use the organizer as you read the excerpt from Newton at The Center by Joy Hakim.

  18. What about the probe? • Discuss your findings with your group. • Re-visit the probe used at the beginning. • Are you satisfied with your choice & explanation? • Modify if needed.

  19. Use the frame to guide your writing When a ball is dropped, ___________________. The data provide evidence that _____________________ . Therefore, I think ____________________________. What’s Your Claim? Your claim Include qualitative & quantitative data Reasoning for claim

  20. Let’s Debrief • D

  21. Shifts in ELA/Literacy

  22. MS/HS Shanahan and Shanahan, 2008

  23. Disciplinary Literacy Discrete Academic Discourse

  24. Two Approaches to Reading in the Content Areas “teaching around the text” Disciplinary Text Teach Disciplinary Text Teach “teaching through the text”

  25. “The idea is not that content-area teachers should become reading and writing teachers, but rather that they should emphasize the reading and writing practices that are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject-area experts.” • Biancarosa and Snow, 2004, as cited in Buehl, 2009, pg. 18

  26. Literacy Design Collaborative

  27. Argumentative Template Tasks

  28. Informational Template Tasks

  29. Informational Template Tasks

  30. Teaching Task Rubric (Informative or Explanatory)

  31. How can we manage energy transfers and transformations in order to reduce overall energy loss or usage? After reading informational texts, conducting investigations, utilizing simulations, and designing solutions to a problem, write an article in which you analyze the energy transfers and transformations for (student design problem), providing examples to clarify your analysis.

  32. LDC Instructional Ladder

  33. “Language capacity is the root of all student performance.” • Heidi Hayes Jacobs, Active Literacy Across the Curriculum

  34. Session Goals • Explore how using the CCSS Content Literacy standards for reading and writing can deepen students’ science content understanding. • Examine the LDC module as a resource for organizing instruction that utilizes reading and writing to learn science content.

  35. Contact Information • Diane Johnson • Diane.johnson@uky.edu • Susan Mayo • Susan.mayo1961@att.net

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