Integrating Literacy into Science Instruction

Integrating Literacy into Science Instruction

August 7, 2013August 7, 2013

http://youtu.be/Zy7liFlkyHIhttp://youtu.be/Zy7liFlkyHI

Writing In ScienceWhy?

Writing In ScienceWhy?

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

• 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

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

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

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

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?

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

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

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

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

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