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Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria

Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

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Page 1: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Reading, writing and inquiry in the science

classroom: Lesson Analyses

Reading, writing and inquiry in the science

classroom: Lesson Analyses

Larry D. YoreUniversity of Victoria

Larry D. YoreUniversity of Victoria

Page 2: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria
Page 3: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria
Page 4: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Explicit Science Reading Instruction

Explicit Science Reading Instruction

Model (Pearson & Dole, 1987)

Establish need and value of strategy Model strategy Provide guided practice Reinforce procedures of strategy Transfer ownership and application

Visual Literacy--Graphic Adjuncts Tables, charts, diagrams, mechanical drawings Photographs, models, illustrations Graphs

Model (Pearson & Dole, 1987)

Establish need and value of strategy Model strategy Provide guided practice Reinforce procedures of strategy Transfer ownership and application

Visual Literacy--Graphic Adjuncts Tables, charts, diagrams, mechanical drawings Photographs, models, illustrations Graphs

Page 5: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Practical Guidelines for Reading Science Text (Yore, et al,

1998)

Practical Guidelines for Reading Science Text (Yore, et al,

1998) The Nature of Science: It is a way of knowing about

reality that is not a finished task and the resulting ideas need to be evaluated.

Science Text: Is someone’s interpretation of a pattern of events and not all interpretations are equally valid.

Science Reading Strategies: Science text is made of words, symbols, graphics and mathematics and this form of text requires different strategies and considerations than normal narrative fiction.

The Nature of Science: It is a way of knowing about reality that is not a finished task and the resulting ideas need to be evaluated.

Science Text: Is someone’s interpretation of a pattern of events and not all interpretations are equally valid.

Science Reading Strategies: Science text is made of words, symbols, graphics and mathematics and this form of text requires different strategies and considerations than normal narrative fiction.

Page 6: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 1: Engage and Explore

Lesson Part 1: Engage and Explore

Initial Attempts to Read Cross Section Diagrams

Provides Individual and Different Experiences with Cross Section Diagrams Forests Desserts Rain Forests Oceans

Initial Attempts to Read Cross Section Diagrams

Provides Individual and Different Experiences with Cross Section Diagrams Forests Desserts Rain Forests Oceans

Page 7: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 2: Small Group Consolidation

Lesson Part 2: Small Group Consolidation

Pair-Share Induction--Experience to General Rule Different Diagrams Enrich

Discussions

Pair-Share Induction--Experience to General Rule Different Diagrams Enrich

Discussions

Page 8: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 3: Large Group Consolidation

Lesson Part 3: Large Group Consolidation

Teacher Led Discussion Compare/Contrast Different Cross

Section Diagrams Establish Differences Establish Common Features--General

Rules

Teacher Led Discussion Compare/Contrast Different Cross

Section Diagrams Establish Differences Establish Common Features--General

Rules

Page 9: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 4: Consolidation of General Characteristics

Lesson Part 4: Consolidation of General Characteristics

Title Caption--General Description Labels--Specific Information (Focused

by pointers/arrows) Picture Think about What You Learned

Title Caption--General Description Labels--Specific Information (Focused

by pointers/arrows) Picture Think about What You Learned

Page 10: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 5a: Explicit Instruction

Lesson Part 5a: Explicit Instruction

How to Read a Cross Section Diagram

Guided Practice Locate Title Read Caption Read Labels and View Specific Parts Look at the Picture Think about what you have learned

Guided Practice

How to Read a Cross Section Diagram

Guided Practice Locate Title Read Caption Read Labels and View Specific Parts Look at the Picture Think about what you have learned

Guided Practice

Page 11: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 5b: Applying New Strategy

Lesson Part 5b: Applying New Strategy

Apply Strategy Use Different Textual Materials Require Comprehension Record Responses

Discussion Assessment

Apply Strategy Use Different Textual Materials Require Comprehension Record Responses

Discussion Assessment

Page 12: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part 6: Consolidation: Summing Up

Lesson Part 6: Consolidation: Summing Up

Review Purpose and Value of Strategy--Cross Section Diagrams

Reinforce Characteristics--Reading Cross Section Diagrams: Steps to Follow Title Caption Labels Picture Learning

Review Purpose and Value of Strategy--Cross Section Diagrams

Reinforce Characteristics--Reading Cross Section Diagrams: Steps to Follow Title Caption Labels Picture Learning

Page 13: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria
Page 14: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria
Page 15: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Practical Guidelines for Writing

in Science (Anthony, Johnson & Yore, 1996)

Practical Guidelines for Writing

in Science (Anthony, Johnson & Yore, 1996)

The Transportation Problem: Resources are already in desired genre--encourages copying.

The Uphill Problem: Students are writing to their teacher--need an authentic audience.

The Question Problem: Students are frequently without questions or have low-level ones — need to develop radiant questions for writing tasks.

The Transportation Problem: Resources are already in desired genre--encourages copying.

The Uphill Problem: Students are writing to their teacher--need an authentic audience.

The Question Problem: Students are frequently without questions or have low-level ones — need to develop radiant questions for writing tasks.

Page 16: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Explicit Genre LessonExplicit Genre Lesson

The “Encyclopedia Genre” lesson video has been organized and labeled to parallel the Science Co-op Elements of Inquiry. Engage Explore Consolidate Assess

The “Encyclopedia Genre” lesson video has been organized and labeled to parallel the Science Co-op Elements of Inquiry. Engage Explore Consolidate Assess

Page 17: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part I: Engagement: Introduction of the Genre

Lesson Part I: Engagement: Introduction of the Genre

This lesson part inductively develops the form and function of the genre.

Explorations of the example texts provide students with the data/information from which to identify some general claims and descriptions of the genre.

Pair/share allows students opportunities to practice their consolidation and to ‘test’ their tentative ideas.

This lesson part inductively develops the form and function of the genre.

Explorations of the example texts provide students with the data/information from which to identify some general claims and descriptions of the genre.

Pair/share allows students opportunities to practice their consolidation and to ‘test’ their tentative ideas.

Page 18: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part II: Consolidation: Common Features of the

Genre

Lesson Part II: Consolidation: Common Features of the

Genre

This large-group teacher-directed lesson part identifies and emphasizes common characteristics of the genre.

Questions and chart paper establish the form and function of the genre.

Verification of the form and function is done with a common “Encyclopedia Genre” model.

This large-group teacher-directed lesson part identifies and emphasizes common characteristics of the genre.

Questions and chart paper establish the form and function of the genre.

Verification of the form and function is done with a common “Encyclopedia Genre” model.

Page 19: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part III: Collecting Information As the Basis for

Writing

Lesson Part III: Collecting Information As the Basis for

Writing

Information-gathering separated from text production to minimize the copying.

Transportation Problem addressed with temporal isolation of resource materials from the writing.

Lesson organization forces writers to collect, select, and interpret notes and compose text as independent but connected cognitive operations.

Conceptual scaffolding of writer (brown bears) by teacher guides the writer’s decision.

Information-gathering separated from text production to minimize the copying.

Transportation Problem addressed with temporal isolation of resource materials from the writing.

Lesson organization forces writers to collect, select, and interpret notes and compose text as independent but connected cognitive operations.

Conceptual scaffolding of writer (brown bears) by teacher guides the writer’s decision.

Page 20: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part IV: Consolidation/ Application:

Using the Genre

Lesson Part IV: Consolidation/ Application:

Using the Genre

Teacher-directed example and modeling of the information collection and interpretation

Pocket chart, phrases, and sentences represent the unorganized information.

Comparison of the class composition to the teacher’s textual model reinforces form and function.

Teacher-directed example and modeling of the information collection and interpretation

Pocket chart, phrases, and sentences represent the unorganized information.

Comparison of the class composition to the teacher’s textual model reinforces form and function.

Page 21: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part V: Introduction to Text Production

Lesson Part V: Introduction to Text Production

Individual writing time allows students to explore and experience the genre.

Teacher provides style help to student writer (brown bears) to organize the information that follows the characteristics of the “Encyclopedia Genre”.

Individual writing time allows students to explore and experience the genre.

Teacher provides style help to student writer (brown bears) to organize the information that follows the characteristics of the “Encyclopedia Genre”.

Page 22: Reading, writing and inquiry in the science classroom: Lesson Analyses Larry D. Yore University of Victoria Larry D. Yore University of Victoria

Lesson Part VI: Consolidation and Assessment: Sharing and

Summary Comments

Lesson Part VI: Consolidation and Assessment: Sharing and

Summary Comments

Student samples: Elephants & Brown Bears Assessment using an analytical scoring rubric designed

to reflect the form and function and of the quality of the writing and holistic scoring to guage global effects

Student samples: Elephants & Brown Bears Assessment using an analytical scoring rubric designed

to reflect the form and function and of the quality of the writing and holistic scoring to guage global effects