Integrating Science into the Literacy Block

1. Integrating Science into the Literacy Block

2. 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 science into your literacy block

3. Are Literacy and Science a Natural Fit? Reading and writing clarify learning points of a science lesson • Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

4. Use of informational texts relevant to student inquiries as part of the literacy development . . . –Motivates further reading –Inherently interesting to most students –Builds background knowledge for future learning because it helps children learn about the world around them (concept understanding and vocabulary) –Basis for success throughout later years in school Hapgood& Palincsar (2007). Educational Leadership.

5. Trading Places “My Kids Can’t Read Science Text” The analysis of the cerebrospinal fluid was normal. A test for anti–aquaporin 4 (NMO-IgG) antibodies was positive. The patient was given a diagnosis of neuromyelitis optica and treated with intravenous methylprednisolone for 5 days. Azathioprine therapy was also initiated. At the follow-up, his neurologic deficits had resolved completely except for some residual sensory symptoms. The superficial abdominal reflex can be used for localization of lesions in the thoracic spinal cord.

6. 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.

7. Create a 5 minute glossary. In small groups of two or three, choose the three words from the text and come up with a kid friendly explanations. •Term – Kid friendly explanation •Term – Kid friendly explanation •Term – Kid friendly explanation

8. Text Navigation – Before Reading . . . Using Text Features Text Features can help readers: Identify the most important ideas in a text Anticipate what’s to come Understand challenging ideas Find information they are looking for Activates background knowledge

9. Most Effective Learning Strategies Classroom Instruction that Works-Marzano, Robert; Pickering, Debra; Pollock, Jane •Identifying Similarities and Differences •Classification, Categorization •Summarizing/Note taking •Cooperative Learning •Graphic Organizers •Providing Appropriate Practice (Guided & Independent) •Setting Objectives and Providing Meaningful Feedback •Reinforcing Effort and Providing Recognition

10. Concept Maps –refers to a graphic/visual representation of concepts with linking connections that show various relationships between concepts. • Why use a concept map? • It helps children organize new information. • It helps students to make meaningful connections with ideas and information. • They're easy to construct and can be used within any content area. • Good formative assessment option

15. Now It’s Your Turn Most include the following steps: -identify the major concept -Organize the ideas into categories. Remind students that your organization may change as you continue learn more information. -Use lines or arrows on the map to represent how ideas are connected to one another. When you first start with the students, limit the amount of information on the map to avoid frustration. -After students have finished the map, encourage them to share and reflect on how they each made the connections between concepts.

16. How We Learn 10% of what we READ20% of what we HEAR30% of what we SEE50% of what we SEE and HEAR70% of what is DISCUSSED with OTHERS80% of what is EXPERIENCED PERSONALLY95% of what we TEACH TO SOMEONE ELSE Quality Schools~William Glasser

17. 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 science. NSRC, 2012

18. Language Development Activity • Give One – Get One Activity • Purpose: • Students share information with one another • Provides structured oral language development • for students • Allows for movement • Incorporates social skills

19. 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-fourththe vocabulary that their classmates have.

20. 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 expose student to many more words than basal reader or direct vocabulary list instruction. • 750–1500 words vs. 350 words per year

21. Plan for direct vocabulary instruction: Marzano’ s 6 Steps for Teaching Vocabulary 1. YOU provide a description, explanation or example. 2. Ask students to re-state or re-explain meaning in their own words. (journal, turn to your neighbor) 3. Ask students to construct a picture, graphic, or symbol for each word. 4. Engage students in activities to expand their word knowledge. (add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another. (collaborate) 6. Have students play games with the words.

23. Let’s Play Jeopardy! Jeopardy5thGradeScience.ppt

26. Give One – Get One Activity Guiding Questions: What are 3 take aways from this session? 1. Jot down 3 ideas 2. Get up and find someone to share with 3. GIVE ONE idea from your list. GET ONE idea for your list (write it in the Get One side of your paper). 4. Move to a new partner and repeat the process when you hear the signal. 5. If your list and your partner’s list are identical, you must brainstorm together an idea that can be added to both of your lists. Note: Exchange no more than one idea with any given partner.

27. Marzano – Effective Learning Strategies • Marzano, Robert; Pickering, Debra; Pollock, Jane- Classroom Instruction that Works • Payne – Generational Poverty • Comprehension (McLaughlin & Allen, 2002; Rand, 2002; Harris & Hodges, 1995; Cambourne, 1995) • Building Background Knowledge for Academic Achievement Research on What Works in Schools by Robert Marzano; ASCD, 2004