English and ScienceIntegrating Literacy Strategies into

Science Instruction Kathy Caton, Masters in Education

Rogers, Arkansas U.S.A. America

Session Goals

Explore examples of current research and best practices in achieving literacy through science education

Model strategies that demonstrate how reading, writing, and discussion promote science literacy

Research Shows…

If teachers use literacy in the content area strategies 15-20 minutes (a couple of times each week), students increase reading levels and significantly improve performance on content area standardized testing.

Are Literacy and Science a Natural Fit?

Content Area Literacy is defined as… The level of reading, writing, and speaking skill necessary to read, comprehend, and respond to appropriate instructional materials in a given subject area.

Comparison of SkillScience• Observing• Predicting• Inferring• Comparing & Contrasting• Communicating• Classifying• Collecting & Organizing Data• Interpreting Data• Linking Cause & Effect• Formulating Conclusions

Reading• Note Taking• Predicting• Inferring• Comparing & Contrasting• Communicating• Sequencing• Summarizing• Recognizing Main Idea• Recognizing Cause & Effect• Drawing Conclusions

Marzano says… Content Area Terms/Vocabulary

Provide direct instruction in vocabulary and phrases that are

important to specific subject matter content.

VOCABULARYExplain vs. Define

On Chart Paper…• List words that will be new to their speaking, listening, or

reading vocabulary (key terms).• Explain in “student friendly” terms what the word means.• Use movement whenever possible to engage students.

• Post-it-notes• Word walls• Gallery walk

Customer Focus

The U.S. Dept. of Education states there are 2 types of reading all workers must be able to do:1. Comprehend reading materials related to daily core job

responsibilities2. Read occupational materials related to organizations,

trade journals, etc.

Close Reading of TextThink-aloud

Teachers verbalize their thinking for students while reading a

text.

Successful Comprehension

• Activate background knowledge through predictions and prior knowledge• Setting a purpose for reading• Review and clarify vocabulary• Questioning• Identify and clarify main ideas and details• Paraphrasing important information• Summarizing • Drawing Conclusions

Format for Integration• Focus – Text Navigation– Build background knowledge,

vocabulary, and engagement through predictions and prior knowledge

• Explore – Inquiry, Hands-On Science • Reflect – Notebooking (teacher modeling is a must); Written

justification, analysis, definition • Apply –Reading Selection with Strategy (teacher modeling is a

must) (Anticipation Guide, Concept Map, Cornell Note taking, Jigsaw, etc.)

EXAMPLES

Anticipation Guide• Identify concepts you want students to learn from the reading. • Create 4-6 statements that support or challenge beliefs or experiences. • Before reading the text, have students read and code each statement as to whether

the text will agree or disagree with each statement (predictions, prior knowledge). • Have students read the selection to find evidence that either supports or

disconfirms each statement. • While reading, students may change coding. • Partners share their coding and refer back to text for accuracy. • Discuss what was learned from reading. • Have students rewrite false statements to make them true (individually, partners, or

whole group).

Earth’s Magnetic Personality A=Agree with Text D= Disagree with Text NS = Not Sure

• _____Changes in Earth’s circulation patterns in the inner core cause the magnetic poles to change location.

• ____The geographic north pole is now located in Antarctica.

• _____The magnetic south pole is located approximately 11 degrees from the northern point of rotation.

• _____Scientists predict that the Earth will flip upside down when the poles change.

Concept Definition Map

• Write the term “magnetism” (concept) in the center of your concept map.

• Read the text about the Science of Magnets (concept) to find information to fill in the parts of the concept map. Compare your map with a partner’s map, use text to defend, and adjust as needed.

• Debrief with class and then write a one paragraph definition of “magnetism.”

MAGNETISM

Examples:

What category is it in?

What is it different from?

What are its properties?

Force Strength

Repel

Attract

MAGNETISM

Gravity

Lodestone Earth

Volcanic rock

Examples:

What category is it in?

What is it different from?

What are its properties?

Cornell Graphic Organizer

• With a partner or group, survey passage (title, subheadings, captions, pictures, first and last sentences).

• Develop questions from the above and write in the first column.

• Read passage and highlight details that will help answer questions.

• When you finish reading, use information to answer questions (second column).

Cornell Graphic Organizer

• As a group, discuss the details/answers you recorded in the second column and determine a main idea (What do all of these details have in common?) and write the main idea in the third column.

• Use the self-evaluation key and code your details and questions.

• Prepare a group presentation for the class on your section of the reading passage.

Cornell Graphic Organizer

Pg. 60: Why is there a photo of hot Lava?

Pg. 61: How do geologists read rocks?

Pg. 62: How is the geographic pole different from the magnetic pole?

Questions

Details Main IdeaLava contains

magnetite. When it is cool, it behaves like a small magnet.

They use a magnetometer to measure the lava rock’s magnetism.

Geographic pole tells the earth’s point of rotation. Magnetic poles are where the Earth’s magnetic force is greatest.

Geologists study volcanic rock to determine the movement of Earth’s magnetic poles.

Self Assessment Key:Check mark: I know thisQuestion mark: I have a question about thisExclamation point:: I need to review this more

Jigsaw Activity• Students will complete a jigsaw activity for remaining parts of the

book, The Science of Magnets • Part One of the jigsaw activity: Table groups will be assigned one of

the four remaining areas: Electromagnets- p. 16-17, Finding Directions- p. 22-23, Magnets and Medicine- p. 26-27, and Magnets in Unexpected Places- p. 28-29.

• The groups will work together to read their assigned section of text and record any information they would like to teach to the other groups (students are not filling in their tree maps until after the second part of the jigsaw activity).

Jigsaw Activity• Part Two of the jigsaw activity: Students will then breakaway from their Part One table

group and get into groups of four (one student to represent each area) and will discuss the information from their previous group. Therefore, each group of four should include a student that can discuss Electromagnets, one that can discuss Finding Directions, one that can discuss Magnets and Medicine, and one that can discuss Magnets in Unexpected Places. The students will be expected to teach the information from the Part One task. While each student is sharing, the other three students should be taking notes. All the information will be used to fill in the last part of the tree map entitled "Everyday Uses of Magnets." Using the details from the tree map, students should now be able to determine a main idea (Ex: Magnetism is an invisible force that attracts metals made of steel or iron and can be used to help us in everyday life.)

• Students can use the graphic organizers, text, and discussion notes to summarize the information and answer the essential question

Session Goals

Explore examples of current research and best practices in achieving literacy through science education

Model strategies that demonstrate how reading, writing, and discussion promote science literacy

BibliographyCarolina Curriculum Leadership Serieshttp://www.carolinacurriculum.com/leadership/downloads/2012/integrating+literacy.pdfCPALMS WHERE Educators Go For Bright Ideashttp://www.cpalms.org/Public/PreviewResourceLesson/Preview/36075John Hattie: The leader as evaluator, part 3: seeing learning through the eyes of studentshttps://vimeo.com/23887656MARZANO Research Leading the Wayhttp://www.marzanoresearch.com/instructional-strategies

Persuasion and Argumentshare the goal of asserting a claim and

trying to convince a reader or audience of its validity

PersuasionUses unverifiable personal anecdotes and a more apparent emotional appeal to make its case.The claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way.

ArgumentationThe focus is on logic supported by verifiable examples and factsEvidence-based argument builds the case for its claim out of available evidence.Solid understanding of the material at hand is necessary in order to argue effectively.

Extra SlidesWriting in Science

Persuasion and Argumentshare the goal of asserting a claim and

trying to convince a reader or audience of its validity

PersuasionUses unverifiable personal anecdotes and a more apparent emotional appeal to make its case.The claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way.

ArgumentationThe focus is on logic supported by verifiable examples and factsEvidence-based argument builds the case for its claim out of available evidence.Solid understanding of the material at hand is necessary in order to argue effectively.

CLAIMStatement about the results of an investigation

• A one-sentence answer to the question you investigated• It answers, what can you conclude?• It should not start with yes or no• It should describe the relationship between dependent

and independent variables

EVIDENCEScientific data used to support the claim

Evidence must be:• Sufficient– Use enough evidence to support claim.• Appropriate– Use data that support your claim. Leave out

information that doesn’t support the claim.• Qualitative– (Using the senses), or Quantitative

(numerical), or a combination of both.

What words, lines, ideas, and phrases seem important and interesting in this text? (These ideas may come from responses to text-dependent questions or other close reading activities.)

What patterns do you see? What connections seem to exist among these important ideas and details

What evidence-based claims would these patterns allow you to make about the text?

What conclusion can you draw from the text and support with evidence from the text?

REASONINGTies together the claim and the evidence

• Shows how or why the data count as evidence to support the claim.

• Provides the justification for why this evidence is important to this claim.

• Includes one or more scientific principles that are important to the claim and evidence.

Evidence-Based Argument Checklist

Early in the piece, I offer a clear and interesting claim about the text.The claim is arguable—someone could use evidence to offer a different

interpretation or disagree with me.I use at least three pieces of direct evidence from the text, video, and lab data

to support my claim.The evidence I use shows that I know the text well and have thought about it

more than just a superficial reading.I organize my evidence into meaningful points using reasoning/justification as

to how or why this text or data count as evidence to support the claim.The reader understands and why the evidence supports the claim.