integrating literacy into science instruction august 7, 2013
TRANSCRIPT
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Integrating Literacy into Science Instruction
Integrating Literacy into Science Instruction
August 7, 2013August 7, 2013
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http://youtu.be/Zy7liFlkyHIhttp://youtu.be/Zy7liFlkyHI
Writing In ScienceWhy?
Writing In ScienceWhy?
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Writing In ScienceWhy?
Writing In ScienceWhy?
• College and Career Ready• Integrate writing & language standards• Expose students to & provide opportunity to
write with a variety of genres & writing styles• Provide students with meaningful writing
tasks
• College and Career Ready• Integrate writing & language standards• Expose students to & provide opportunity to
write with a variety of genres & writing styles• Provide students with meaningful writing
tasks
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• Provides students a way to create a record of their thinking
• Allows them ways to rethink & revise their claims
• As students write in science, they are scaffolding their own understanding
• Allows the teacher to check in on student thinking and conceptual understanding
• Provides students a way to create a record of their thinking
• Allows them ways to rethink & revise their claims
• As students write in science, they are scaffolding their own understanding
• Allows the teacher to check in on student thinking and conceptual understanding
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Writing In ScienceHow?
Writing In ScienceHow?
• Imbedded into Notebooking or a separate assignment
• May require explicit instruction, modeling and “think alouds” from the teacher
• Imbedded into Notebooking or a separate assignment
• May require explicit instruction, modeling and “think alouds” from the teacher
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Writing in ScienceHow?
Writing in ScienceHow?
• Formal Writing Pieces – R.A.F.T.– Provide students role for their writing– Provide authentic audience– Provide format for piece– Topic
• Formal Writing Pieces – R.A.F.T.– Provide students role for their writing– Provide authentic audience– Provide format for piece– Topic
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Role Audience Format Topic
Themselves Younger Student A letter Matter
A seed Its future self (plant)
Comic Book Germination
An Atom Self Travel Diary Changing States of Matter
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Writing in Science: What?Opinion Pieces
Writing in Science: What?Opinion Pieces
• Natural disaster planning• Conservation issues• Eating healthy• Which ecosystem would be easiest to
live in?• What’s more important – ecosystem
preservation or the advancement of society?
• Natural disaster planning• Conservation issues• Eating healthy• Which ecosystem would be easiest to
live in?• What’s more important – ecosystem
preservation or the advancement of society?
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Writing in Science: What?Informative/Explanatory
Writing in Science: What?Informative/Explanatory
• How a dam generates energy• How global weather patterns affect
hurricanes• How trees produce oxygen• States of matter
• How a dam generates energy• How global weather patterns affect
hurricanes• How trees produce oxygen• States of matter
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Writing in Science: What?Narrative
Writing in Science: What?Narrative
• My own experiences with different types of weather
• Piece of food traveling through the digestive system
• Journey of a raindrop through the water cycle
• Adventures in different ecosystems
• My own experiences with different types of weather
• Piece of food traveling through the digestive system
• Journey of a raindrop through the water cycle
• Adventures in different ecosystems
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Writing in Science: AssessmentWriting in Science: Assessment
• Aligning assessment/evaluation to the CCS for ELA and content
• Use of a rubric – either content specific or a general writing rubric
• Assessment vs. Evaluation• Quality vs. Quantity
• Aligning assessment/evaluation to the CCS for ELA and content
• Use of a rubric – either content specific or a general writing rubric
• Assessment vs. Evaluation• Quality vs. Quantity
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Interactive Read AloudInteractive Read Aloud• To think within, about and beyond the
text
• Scaffolded practice to develop student comprehension strategies and/or understanding of content
• To think within, about and beyond the text
• Scaffolded practice to develop student comprehension strategies and/or understanding of content
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Teacher StudentsDecides the purpose & provides students with the purpose• Build content understanding• Develop/extend understanding of text
structure• Vocabulary Development• Model and facilitate practice with a
particular reading strategyReads the text aloud to model fluency and ask questions that elicit student response
Actively listening with a specificpurpose
Reads the text ahead of time, multiple times & plans stopping points to ask pre-developed questions that elicit student response
• Responding to an oral reading of a text
• Use evidence from the text to build understanding
• Practice using specific skills or strategies
• Ask questions about the text or features of the text