High School Math & Science High School Math & Science Success (HS MASS IV)Success (HS MASS IV)

Reading and Writing in ScienceReading and Writing in Science

Michigan Mathematics & Science Michigan Mathematics & Science Center NetworkCenter Network

Review of StrategiesReview of Strategies

Reading:Reading:Anticipation GuideAnticipation GuideRead AloudRead Aloud

Vocabulary:Vocabulary:Word CardsWord Cards

Writing:Writing: Cause and Effect Graphic OrganizerCause and Effect Graphic OrganizerExit SlipExit Slip

ACT Passages

Passage III Passage IV Passage VPeony Seeds Rock & Paper Thermoconductivity

Chromatography

Data Data ResearchRepresentation Representation Summary

6 questions 5 questions 5 questions

Question-Answer Relationship Question-Answer Relationship (QAR)(QAR)

Students learn to identify four question types:Students learn to identify four question types:

1.1. Right thereRight there – answers are explicitly found in – answers are explicitly found in the text.the text.

2.2. Think and searchThink and search – students have to read – students have to read several sentences to derive the answer.several sentences to derive the answer.

3.3. Author and youAuthor and you – students required to infer – students required to infer from or interpret the context, students draw on from or interpret the context, students draw on background knowledge.background knowledge.

4.4. On your ownOn your own – the response lies solely within – the response lies solely within the realm of the student’s own thinking.the realm of the student’s own thinking.

Question-Answer Relationship Question-Answer Relationship (QAR)(QAR)

Sample Biology Passage: DNASample Biology Passage: DNA

Locate the answer for each questionLocate the answer for each question

Label each questionLabel each question• Right ThereRight There• Think and SearchThink and Search• Author and YouAuthor and You• On Your OwnOn Your Own

Write an “On Your Own” questionWrite an “On Your Own” question

Another Read Aloud

James Watson and Francis Crick

Argumentation: Argumentation: (WAC p. 40-41)(WAC p. 40-41)

ACT Sample Passage IACT Sample Passage I

Conflicting Viewpoints, Earth ScienceConflicting Viewpoints, Earth Science

You Have 7 Minutes!You Have 7 Minutes!

ArgumentationArgumentation

Least Least SignificantSignificant

MostMost

SignificantSignificant

Main Argument:

Counter Argument:

Evidence: Evidence:

Evidence: Evidence:

Evidence: Evidence:

Evidence: Evidence:

Semantic Feature AnalysisSemantic Feature AnalysisKey Feature Key Feature Key Feature Key Feature

Vocabulary Term

+ +

Vocabulary Term

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Vocabulary Term

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Vocabulary Term

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Vocabulary Term

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Reciprocal Teaching

Students work in groups of fourStudents work in groups of four

Together they read a passageTogether they read a passage

Roles:Roles:PredictingPredicting – anticipate what will happen next – anticipate what will happen next

ClarifyingClarifying – help the group decipher confusing – help the group decipher confusing or unclear words or phrasesor unclear words or phrases

QuestioningQuestioning – create, and answer their own – create, and answer their own questionsquestions

SummarizingSummarizing – key ideas and themes – key ideas and themes

Introduction to the Hand-held Video Camcorder

Inquiry Science ActivitiesInquiry Science Activities

Radish Germination ExperimentRadish Germination Experiment Air and BreathAir and Breath Corner ReflectorCorner Reflector Rocks and MineralsRocks and Minerals

Inquiry Science ActivitiesInquiry Science Activities

Radish Germination ExperimentRadish Germination Experiment““Essay – Prediction” (WAC p. 42-43)Essay – Prediction” (WAC p. 42-43)

““Requires a more extensive response (at least a Requires a more extensive response (at least a paragraph). The first sentence answers the paragraph). The first sentence answers the question clearly and concisely (thesis question clearly and concisely (thesis statement). This is followed by data, evidence, statement). This is followed by data, evidence, details or examples that support the answer.”details or examples that support the answer.”

Inquiry Science ActivitiesInquiry Science Activities

Air and BreathAir and Breath““Main Idea” (WAC p. 27-28)Main Idea” (WAC p. 27-28)

““Students organize content by relative Students organize content by relative importance. Main ideas and supporting importance. Main ideas and supporting examples or evidence are identified and examples or evidence are identified and represented in an appropriate graphic represented in an appropriate graphic organizer.”organizer.”

Inquiry Science ActivitiesInquiry Science Activities

Corner ReflectorCorner Reflector““Research Report” (WAC p. 57-58)Research Report” (WAC p. 57-58)

““Informational text produced to summarize a Informational text produced to summarize a body of scientific work. Based on documented body of scientific work. Based on documented sources, follows appropriate format, uses sources, follows appropriate format, uses headings, subheadings, etc.”headings, subheadings, etc.”

Inquiry Science ActivitiesInquiry Science Activities

Rocks and MineralsRocks and Minerals““RAFTS” (WAC p. 19-21)RAFTS” (WAC p. 19-21)

““Students demonstrate their understanding of Students demonstrate their understanding of the targeted content by writing to an authentic the targeted content by writing to an authentic audience and purpose.”audience and purpose.”

Lesson Development Participant Information: HSCE Standard: Content Statement: Expectations:

Name:School:Grade Level:Course:Email:

Strategy: HS – MASSInstructional Intervention

Reading/Writing in Science

Description of Strategy:

Sequenced Instructional/ Assessment Activities

Resources Needed

Pre-test Students SAMPI Assessment

For Next Time:For Next Time:

Teach the Lesson you have developedTeach the Lesson you have developed

Document the Lesson with Video CamcorderDocument the Lesson with Video Camcorder

Administer Student Post-TestsAdminister Student Post-Tests

Be Prepared to Share How the Lesson WentBe Prepared to Share How the Lesson Went