Content Conscious: Ways to Increase Literacy Within Content Area Classrooms.

Content Conscious: Ways to Increase Literacy Within Content Area Classrooms. Hunter O. Jolley

“I teach students, NOT subjects.”

Essential Questions What is the importance of literacy within my content area? How do I bridge the gap between fiction and scientific writing? How can I improve literacy without subtracting time from my class? What are some methods I can utilize within my classroom to engage students and support literacy efforts?

The four languages of communication Reading Speaking Listening Writing

“Reading and writing are the major tools for learning any subject. They help us learn how to learn. So these tools must be used in every classroom, at ever grade level, and in every school to provide the application and practice necessary for students to become effective learners.”

Significant improvement in both science and reading scores occurred when the regular basal reading program was replaced with reading in science that correlated with the science curriculum (Romance and Vitale, 2001). Teachers should help students recognize the important role that prior knowledge plays and teach them to use that knowledge when learning science through reading (Barton and Jordan, 2001). Most students arrive at the science teacher's classroom knowing how to read, but few understand how to use reading for learning science content (Santa, Havens, and Harrison, 1996). The same skills that make good scientists also make good readers: engaging prior knowledge, forming hypotheses, establishing plans, evaluating understanding, determining the relative importance of information, describing patterns, comparing and contrasting, making inferences, drawing conclusions, generalizing, evaluating sources, and so on (Armbruster, 1993).

Retention Talking +Writing=Improved Retention of Science Learning (Rivard and Straw 2000) “Best non fiction writing emerges from topics the writer knows, cares, and wonders about and wants to pursue.” Harvey, 1998

Using Fiction in Science Relatable Lead-Ins Less intrusive Readability Daily Reading Time Library Student Choice

Fiction Ideas

Non-analytical writing Unique Student Choice Less stressors Allows student’s to put work in their own terms. Great Ways to Start Writing Community/Safety Doesn’t Coincide with scientific writing

Ode To A Proton Oh proton, how your positive charge makes me blush!I watch you from a distance, and my heart just turns to mush...If only I was a neutron, we could frolic for awhile,and then my dear I'm sure, I would wear a permanent smile.But alas, I'm an electron, and I must watch you from afar, so far from where you are. It seems to me that my fate is sealed, but how can my love not be revealed?My mass will not be complete until you are mine,so give me this chance, and show me a sign.Some day our gazes will meet, and I'll see your eyes,and we will meet together and neutralize...so until that day, farewell my opposite attract,my love for you will always stay intact.

What are some ways you have students present their thoughts in an original fashion, yet still maintain details they read or listened to in class?

Each table has been equipped with a science article. As a group you must utilize your creativity to express the main points of the piece with the rest of the class. This can be done in any method of your choosing. You may create songs/raps, children’s books, skits, or anything your imagine can conjure.

Content Specific Literature Teach the form you expect Match your tone to your audience Different Expectations “I write the way I speak.”

Reading and Writing Like a Scientist Observation. Science begins with observations of objects and events; these observations lead to the asking of questions. Crucial to scientific inquiry is the ability to ask the right question and to make selected observations relevant to that question. Past experience influence observations. Observations often involve instruments (microscopes, telescopes, oscilloscopes, etc.), and require careful recording and description. Surprising or unexpected observations occasionally contribute new and important knowledge. Measurement. Measurement involves assigning numbers to objects or events that may be arranged in a continuum according to a set of values. Expression of observations in quantitative terms adds precision and permits more accurate descriptions. Experimentation. An experiment is a series of observations carried out under special conditions. The distinction between observation and experimentation is slight. An experiment always consists of observations, but it is more than that because the observers usually interfere to some extent with nature. Experimentation is the hallmark of good science, whether it comes at the beginning—as a gathering of facts—or at the end in the final test of a hypothesis. Communication. Communication is the means by which purpose and usefulness are given to scientific investigation. Scientists are obligated to make the information from observation and experimentation available to the scientific community for independent confirmation and testing. Discussion and critical analysis of findings are the key means by which science advances. Critical Thinking Skills. Critical thinking skills are part of the common pattern of scientific investigation. These include inductive reasoning, formulation of hypotheses, deductive reasoning, and a variety of mental skills such as analogy, extrapolation, synthesis, and evaluation

Analytical Writing Case Studies Medical Research Laboratory Development http://ublib.buffalo.edu/libraries/projects/cases/teaching/novel.html

An Ancient Scientist’s Perspective "If you are out to describe the truth, leave elegance to the tailor.” ---Einstein

A New Age Scientist’s Perspective “To write a poem, you have to read 100 poems first”- Katie Wood Ray

Bridging the Gap Noticings KWL Categorizing LGL Scaffolding Science Signs Continual Questioning Pre-Read Questioning Mentor Texts

Trying it out! LGL Write Read for Meaning Reflect Share

Everyday VS. Scientific

Ways to Use Daily Daily reading/writing times Science Notebooks Entrance/Exit Slips Thematic Studies Create Songs/Raps/Stories Out-of-the-Box

Immersion Methodology Using fiction to encourage, using non-fiction to learn research strategies. A year long approach.

Works Cited Benjamin, Amy. Writing in the Content Areas. Larchmont, N.Y.: Eye on Education, 2005. Print. Moje, Elizabeth B., and LeeAnn M. Sutherland. "Integrating Literacy Instruction into Secondary School Science Inquiry." Web. 20 June 2010. <http://www-personal.umich.edu/~moje/pdf/MojeEtAlScienceLiteracyTeachingStrategies2010.pdf>. Ostlund, Karen. "Skills and Strategies at Work." Electronic Journal of Science Education (1998). Print. Park, Travis D. "Reading Strategy Instruction in Secondary Agricultural Science Courses: An Initial Perspective." Career and Technical Education Research 32.1 (2007): 45-75. Web. 22 June 2010. <http://scholar.lib.vt.edu/ejournals/CTER/v32n1/pdf/park.pdf>. Richardson, Judy S., Raymond F. Morgan, and Charlene E. Fleener. Reading to Learn in the Content Areas. Belmont, CA, USA: Wadsworth, 2009. Print. Stone, Ellen. "SCIENCE AND LITERACY." Utah State Office of Education - USOE - Welcome. 5 Jan. 2002. Web. 19 June 2010. <http://www.schools.utah.gov/curr/Science/ReadScience/NEF Sci and Lit.html>.

Content Conscious: Ways to Increase Literacy Within Content Area Classrooms.