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Science through Literacy/ Literacy through Science: Grades 3-5. Adapted from: David W. Moore, Ph.D. Arizona State University [email protected]. Science / Literacy Connections. - PowerPoint PPT Presentation
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Science through Literacy/Literacy through Science:
Grades 3-5
Adapted from:David W. Moore, Ph.D.
Arizona State [email protected]
Science / Literacy Connections
“I hungered for books, new ways of looking and seeing … it was a matter of feeling something new, of being affected by something that made the look of the world different.”
Wright, R. (1998). Black boy. New York: Harper Perennial Modern Classics.
(Original work published 1945)
Language and literacy
Direct first-hand experience
Learning How to Think and Act Like a Scientist
Language and literacy and direct first-hand experience are complements, not alternatives.
Scientists use print.
Some science phenomena are too big, too small, too far away, too dangerous, or too expensive for students to experience directly.
Guiding Principles forReading Comprehension
Engage learners with meaningful and considerate texts.
Engage learners with meaningful purposes. Engage learners in applying strategies to
disciplinary texts.
Engage learners with meaningful and considerate
texts.
Engage learners with meaningful purposes.
Big Idea Questions
How are animals alike and different?How do living things survive and change?
How do slow processes change Earth’s surface?
What makes up the solar system?How does water change?
What is magnetism?How does electrical energy flow and transform?
Engage learners in applying strategies to
disciplinary texts.
Research-based setof content reading strategies
Preview and Predict Monitor and Fix Up Make Inferences Sum Up
Prompts to preview and predict
Vocabulary
Guiding Principles for Vocabulary Development
Engage learners in experiences worth talking about.
Teach specific word meanings explicitly.
Develop word learning strategies.
Promote word consciousness.
Engage learners in experiencesworth talking about.
Situations worth talking about!Inquiry Science in a
Snap Explore Directed Guided Open
Ideas worth talking about!How are animals alike and different?
How do living things survive and change?
How do slow processes change Earth’s surface?
What makes up the solar system?How does water change?
What is magnetism?How does electrical energy flow and
transform?
Teach specific word meanings explicitly.
Develop word learning strategies.
Cognates of Grade 3-5 Science Words classify/classificar compare/comparar conclude/concluir data/dato hypothesis/hipótesis
infer/inferir model/modelo observe/observar predict/predecir variable/variable
Promote word consciousness.
Words not yet known
Self assessments and tests
Multiple Meanings
frontmasspropertyvolumework
Teach academic vocabulary
Raise your SciQ
Academic and Process Words
Differentiated Instruction
Guiding Principles for Differentiated Instruction
Include diverse representations. Provide multiple pathways to learning. Scaffold learners’ responses as needed.
Include diverse representations
Science and Literacy…
A Perfect Partnership