Planet Literacy

Day 2: Literacy in Science

DAY ONE REFRESHER

• In reading any text, the “ability to get meaning…is dependent on what we already know.”

(Daniels and Zemelman), Subjects Matter, p 27)

Research – Prior Knowledge

“Perhaps the single most important resource in learning with texts is reader’s prior knowledge.”

(Vacca & Vacca, 2002)

Prior Knowledge & Achievement

• Two students at 50th percentile

• 50 to 25th

• 50 to 75th

• Marzano: Building Background Knowledge for Academic Achievement

• Vocabulary is intricately woven into prior academic knowledge. From a long-term memory standpoint – which is where learning must reside for retrieval – words are used as labels for “packets of knowledge.”

(Marzano, Building Background Knowledge for Academic Achievement)

Impact on Academic Achievement

Vocabulary:

Three students:

a) 50th 50th

b) 50th 62nd

c) 50th 83rd

Marzano: Classroom Instruction that Works & Building Background Knowledge for Academic Achievement

Prior Knowledge:

Two students at 50th percentile

a) 50 to 25th

b) 50 to 75th

Marzano: Building Background Knowledge for Academic Achievement

First… We Activate Prior Knowledge

We help students “switch” on their schema for the topic or find the right file folder.

For those with skimpy folders, we’re going to create enough prior knowledge to grasp new content.

Prior Knowledge Strategies

• Alpha Brainstorming

• Question cards

• Question Wheel

• Prediction strips

• Anticipation guides

• Corners

• Philosophical chairs

• Journal entry/ causes of disease

• Role playing: disease detective

• Splash-sort-label

• Pictures

• Picture books

• Chapter overview

Connecting to Text During Reading: Preparing to Write

• Annolighting • VIP Strips • Notes on stickies • Coding: C,E: Cause/Effect K: Key point/support P, C: Pros/Cons F, RJ, O:Fact, Reasoned Judgment, Opinion A, D: Points of agreement, disagreement AP: Author’s purpose

Minimize

• Round-robin reading

• Popcorn reading

• Assign & tell

• Single sources

Maximize

• Connecting to text

• Thinking about text

• Responding to text

• Supporting claims with evidence

• Writing about text

• Talking about text

• Doing with text

• Multiple sources

Placemat (Spencer Kagan)

• Animal adaptations

Jig Saw: Respiratory System

Day Two Focus

Writing-to-learn

Learning-to-write

Integrating reading & writing literacy standards

Vocabulary development

Literacy Standards are About…

• Enhancing the content

• Developing science thinking

• Writing about science text

• Demonstrating the “do” of the standard

• Backing up claims with evidence

• Supporting science opinions with evidence

• Separating facts from opinions

• Making sense of science

• Answering essential questions

• Communicating findings and observations

Two Types of Writing for Science

• Argumentation: makes a claim about a topic and justifies this claim with evidence from text. The goal of the argumentative paper: to convince the audience that the claim is true based on the evidence provided in the paper. (can be cause/effect, compare & contrast, problem/solution, procedural/sequential, etc.)

• Explanatory :(also called informational or expository):explains and/or summarizes information to the audience.

Prompt

After researching ________on ________ write a _______ that argues your position. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. (L2 & L3)

Writing Task (LDC) Analysis

After researching scientific articles on the respiratory system, write a letter to the editor that argues your position on making cigarettes illegal. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. (L2 & L3)

Argumentation - Cause-Effect

After researching scientific articles on the dangers of cell phone usage, write a letter to Congress that argues whether or not cell phones are harmful. What conclusions can you draw? Support your discussion with evidence from the texts.

Create a Task

Create a task utilizing one of the LCD templates.

Characteristics of Writing-to-Learn

• Short • Expressive • Personal • Informal • Ungraded • One draft • Frequent • Formative • For the writer • Utilized throughout lesson (often openers & closers)

Examples of W-T-L’s

• Lab observations • Tweet/post • Text summaries • Entry/exit tickets • Note-taking • FAQ’s • While you were out… • Minute writes • Police report • Obituary

• Quick-writes • Time to process • R.A.F.T. • Silent conversation • Sticky note summary • Stop, drop & write • Venn’s other

compare/contrast • Letter to student in next

class period • PSA

Quick Writes

• Think about your favorite ride at an amusement park. List the science (and math) involved in the ride.

• Think about all of the minerals we have studied. Select one that you believe to be the most important. Make your case.

Quick Writes Utilizing RAFT

• Role

• Audience

• Form

• Topic

Holston and Santa 1985

R.A.F.T.

Role: Lungs

Audience: Brain

Format: “To do” list

Topic: Four things stay healthy

Role: Meteorologist

Audience: TV viewers

Format: 60 second public service announcement

Topic: Lightening precautions

Create a R.A.F.T. for your Lesson

R

A

F

T

Calendar Writes

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

R.A.F.T. R = Nurse A = Student F = List T = How to avoid colds

Draw examples of each type of cloud.

Sketch the cause-effect relationship between pollution and acid rain.

Compare/Contrast WTL and LTW

planarian fluke tapeworm

body

habitat

food

parasite?

Placemat (Spencer Kagan)

1. Body 2. Food 3. Habitat 4. Parasitic Behavior Center: Compare & Contrast Chart of planarian, fluke, and tapeworm

Bowtie – Paired Reading

Summarize in a Tweet (140 Characters)

Stop, drop, and write

Let’s STOP and take a moment to think about what we’ve just read/discussed.

Let’s DROP everything and write about it.

Time to Process

• Let’s take a moment to think about your observations from the lab.

• Write about what you have learned from the lab.

2-Column Notes

Causes

Effects

Problems

Solutions

Observations

Notes on observations

Subheadings

Key Ideas

Advantages

Disadvantages

Written (silent) conversation

• In groups of three-four

• Students write their initials to in the left margin

• Everyone has their own paper

• Pose a topic/question

• Students respond individually first

• Call time

• Rotate papers. Students respond to writing

• Continue rotating, allowing more time as they go to read prior responses

Minute Writes Tell everything you know about

• Can be 1, 2, or 3 minutes

• Assign topic

• Call time!

• Share (Teach each other.)

While You Were Out…

• Summarize information to absent students

• Provide examples and hints

• Give to student(s) on return

• Formative

Lesson Preparation

1. Unpack standard: what will students know, do, and understand 2. Create vocabulary list 3. Evidence of learning: student products (Writing)

a) What will students “do” with the reading/research? b) Incorporate LDC writing tasks

4. Reading: a) What will students read? b) Pre-reading (prior knowledge, motivation, purpose in reading, questioning) c) During reading (coding, annolighting, notes, organizer, VIP) d) Incorporate literacy reading standards

5. Vocabulary a) Visual b) Multiple exposures c) In context d) Student driven

Characteristics of Conventional Writing (Learning-to-write)

• Several drafts • Long • Edited • Planned • Time-consuming • Rubric-based • Graded • Summative • Multiple sources • May be cited

L-T-W’s (Learning to Write)

Write an essay… Write a medical booklet about… Create a brochure… Create page of manual with warnings for… Write a speech on… Write a letter to the editor about…(WTL) Write a newspaper article…(WTL) Write a proposal for… Write an editorial about… Write a press release… Compare & contrast…(WTL) Develop a Public Service Announcement… Write a science fiction story…

Webinar

• http://www.gpb.org/education/common-core

• Galileo

Important! Collaborate with your high school English department about your school’s writing process.

http://wpluqaprimary.wordpress.com/the-writing-process/

2. Brainstorm and cluster ideas mcms8thgradewiki

Kinetic vs. Potential Energy

Haiti Cholera Outbreak (Cell phones, global warming…) Human Cause Hypothesis Climatic Causal Hypothesis

Soldiers from Nepal(outbreaks there)

Earthquake caused climate change

Long incubation period Cholera can lie dormant in water for years

Unsanitary outdoor toilets Conditions in environment high for disease after earthquake

50 years with no cholera in Haiti

• http://www.ph.ucla.edu/epi/snow/cholera_haiti.html

• http://www.cancer.gov/cancertopics/factsheet/Risk/cellphones

What’s in Your Folders?

• Create a vertical fold on a sheet of construction paper.

• Two headings: Prior Knowledge & Vocabulary (Fold: both)

• Write everything you know about either of these topics on sticky notes

a)Inherited traits

b)Fractions

c) Government

Four courses 6-12

Subject Middle School High School Total Words

Math 201 214 415

Science 225 282 507

English 247 223 470

World History 301 297 598

1990

Vocabulary & Background Knowledge

“A word is the label associated with a packet of knowledge stored in permanent memory.”

More succinctly…

“Words are tags or labels for our packets of knowledge.”

And…

“Teaching vocabulary is synonymous with teaching background knowledge.”

Marzano, Building Background Knowledge for Academic Achievement

First step in building vocabulary is:

Activate & enhance the vocabulary students already have in their schema.

Vocabulary development starts before the lesson even begins

Direct, explicit vocabulary instruction

• Vocabulary has to be taught explicitly through multiple exposures through different avenues…but always in context.

• Effective vocabulary instruction is like a dimmer switch – the meanings get brighter every day

Multiple exposures to vocabulary

• Students must, on average, be exposed to a new word 6-9 times before they begin learning and recalling the word

• “Understanding builds as one encounters a word multiple times and sees it in different situations.”

(Tankserley, 2005) (Nagy, 1988)

Characteristics of Effective Direct Vocabulary Instruction

1. Not reliant on definitions

2. To be anchored in permanent memory, must be nonlinquistic & linguistic (nonlinquistic gains were 34 percentile points)

3. Multiple exposures (meaning deepens over time with varied and repeated exposures)

4. Active student engagement, in which students talk about & even play with words

57

Exemplary Vocab Instruction

V (Visual)

A (Always in context)

M (Multiple exposures)

P (Play, prior knowledge, previewing

S Students do!

TIP: Newell, Winder-Barrow H.S.

Strategies That Most Impact Achievement (US Dept. of Education, 2002)

Rank Strategy % Gain

1 Extending Thinking Skills

(compare/contrast classification, etc)

45

2 Summarizing

(Tell your partner, cheat sheets, etc.)

34

3 Vocabulary in Context 33

4 Advance Organizers

(Concept maps, webs, cues,

questioning etc.)

28

5 Non-Verbal Representations

(Visuals, Manipulatives, Charades)

25

T I P Term Info Picture

Purvis/Parr Berrien Middle School

Vocabulary TIP

Vocabulary Bookmarks

Create bookmarks with words and meanings of words we anticipate may cause confusion.

As students read, have students refer to the bookmarks for scaffolding.

Students may also doodle illustrations that relate to the words.

Word Art

• Crust • Mantle • Core • Continental drift • Pangaea • Erosion • Water cycle • Tributaries • Longitude • Latitude

Compare & Contrast

Which one doesn’t belong?

• Leeches

• Christmas tree worms

• Flatworms

• Earthworms

Which word includes the others?

• Amber

• Tar

• Petrification

• Coprolites

• Tracks

• Fossils

Which One Doesn’t Belong?

• Militia

• Colonist

• Soldier

• Army

• Patriot

• Navy Seals

• Defense

Word Maps

Inflation

Prices up

More money printed

Interest rates high

Hard on fixed

incomes

Frayer Model

Act it OUT!

1. Divide into 1’s and 2’s

2. 1’s are directors; 2’s are actors

3. Draw words

4. Rehearse the words

5. Act the words out (post words)

6. Team that guesses goes next!

Taboo

• Number students in one’s and two’s

• One team member has their back to the words

• Under the word, place taboo clues

• Partners provide clues. When their partner guesses the word correctly, switch places

Taboo

Vocabulary Carousels

• trace fossil

• coprolite

• mold

• cast

• amber

• mummification

Sort it!

• Sorts are hands-on and encourage critical thinking.

• Utilize pictures, words, examples, mixtures.

• Differentiate by closed and open sorts

• Groups of three or pairs

Word detective (similar to Cloze method)

• Select or create a piece of text that includes key vocabulary for the concept. Omit those vocabulary words, leaving context clues in place.

• In pairs, students predict what the words are. Several words may fit in the blanks.

• Discuss the word selections and the thought processes that resulted in those selections.

Cubing

How is a Fossil Like a Piano?

• Synectics means “bringing together diverse elements”

• Brainstorming method

• Compare everyday to concept

• Forces students to draw relationship from a different perspective

Synectics

• Draw the framework

• Call out random common nouns

• Place the vocabulary word in the box last

• In groups, students develop comparisons

• Focus on most critical vocabulary, ie, cells, photosynthesis, communism

Next Steps: Time to Process