Literacy in the science classroom

Science facilitators hui

Aaron Wilson

May 10, 2011

Literacy Levers

New

Zealand

Curriculu

mNew

Zealand

Curriculu

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Subject LiteracySubject Literacy

Literacy

ProgressionLiteracy

Progression NCEANCEA

SLPSLP

NZ Curriculum Each learning area has its own

language. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives

(NZC, p.16)

Inquiry focus “Since any teaching strategy works

differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.”

(NZC, p.35)

Shanahan & Shanahan (2008)

Inadequate responses Leaving it to the English department Minimising opportunities for students to read independently Simplifying the texts that students read and write Summarising the text for students e.g. providing notes to

copy Focus on (receptive) vocabulary only Scaffolding ‘in’ but not scaffolding ‘out’ Providing support - but not developing independence Providing isolated activities without a clear purpose and

without reference to evidence of need Not evaluating the impact of literacy activities on literacy

learning.

Woolf Fisher Research Centre

The University of Auckland

English language learners learn best when:

They are provided with meaningful, high challenge/high support tasks;

Language learning is amplified rather than simplified;

They are engaged in long term projects that help them connect their funds of knowledge with newly acquired concepts and language over time.

Based on Walqui 2003

Students in a particular class begin the year with lower reading

comprehension than their peers in another

class

In response, their teachers give them fewer

opportunities to read, and when they do, the texts are

simplified

Therefore, they get less exposure to rich and

authentic texts than their peers

So, the gaps in reading comprehension between the two groups get even

bigger

Scaffolding

Scaffolding is placed around the outside of a new building to allow builders access to the emerging structure as

it rises from the ground. Once the building is able to support itself, the

builder removes the scaffolding.

- Jennifer Hammond

Woolf Fisher Research Centre

The University of Auckland

Reading and writing float on a sea of talk

(Britton,1993)

Subject-specific literacy demands in science include: Subject specialised vocabulary Non-continuous texts Explanation writing

Vocabulary Jumblecopper explain properties drops

‘physical properties’ valence discuss reacts ‘copper metal’ formula Al2O3 ions

reaction state ductile electrons justify charge‘aluminium oxide’ ‘sodium metal’

suitable atom malleable aspects ‘outer shell’describe reactive ‘universal indicator’ vigorously

‘word equation’ ‘electron configurations’

‘balanced symbol equation’ ‘chemical properties’ ‘water pipes’

Traffic Light Activity

Green: all words you are very confident you know the meaning of

Orange: words you have seen before but are a little unsure about their meaning

Red: words that are completely new to you

Three types of vocabulary Tier 2 vocabulary (high literate general

use) Specialised subject vocabulary e.g.

photosynthesis General academic vocabulary

A vocabulary learning sequence Inquiry to identify existing knowledge and

needs Explicit instruction Repeated opportunities to practice –

both receptive and productive Metacognition e.g.

– Memory strategies– Word-solving strategies

Inquiry into effectiveness of teaching sequence, and planning next steps.

Word-solving strategies Context clues Morphology (roots, prefixes, suffixes) See handout

Key reference The Language Demands of Science

Reading in Middle School by Z. Fang International Journal of Science

Education Vol. 28, No. 5, 14 April 2006, pp. 491-520

Complexities

When hatched, the young reptiles are fully developed

Subordinate clause may mean that the subject of this sentence is not clear

Causal links

With no jaguars to eat them, the number of anteaters might increase

Alarmed by the fire and destruction it caused, people began a campaign to clean up the Cuyahoga River

Nominalisation A single cell divides, forming two cells.

The two cells divide forming four, and so on. This process of cell division does not only occur in pumpkins…

More nominalisations

Scientific language

Everyday language

Poor soil management

Soil is not treated properly

Desertification The land dries out and becomes like a desert

Nutrient depletion Use up the nutrients

Sentence completion The cells that line the nasal cavities have

cilia, tiny hairlike extensions that can move together like whips. ___________

sweeps the mucus into the throat, where you swallow it.

Sentence completion After seeds have formed, they are

usually scattered, far from where they were produced. ____________ is called seed dispersal.

Paraphrasing Have students translate scientific

language into everyday language and vice versa

Translate into everyday language Alligators and crocodiles are also

different in how they pick their places to live

Translate into everyday language The belief that all parts of the

environment are equally important, no matter how useful they are to humans, is the preservation viewoint.

Connectives In addition to Moreover Conversely For instance Hence Similarly Yet Then Meanwhile

Reading and writing texts in science Audience & Purpose Ideas especially important subject

content Background knowledge Vocabulary Organisation Sentence level features

Helping students learn how texts work Read the sample text Use the framework to analyse how this

text works

Graphic organisers To help reading and writing

Food for

energy

proteins lipids

carbohydrates

Needed for:

Needed for:

Needed for:

Examples

ExamplesExamples

Come from

Come from Come from

Types of Food for Energy

Food group Come from:

Needed for:

Examples of:

Carbohydrates

Proteins

Lipids

90189 What are the different challenges posed

by the 2007 and 2010 assessments?

90189, 2010 Discuss why copper metal can be used

for water pipes. In your answer you should:

State the physical and chemical properties of copper metal that make it suitable for water pipes.

Explain why these properties make copper metal suitable for water pipes.

What vocabulary can we use to describe metal properties?

Planning tool

Properties of copper

Water pipe attributes

Graphic organiserMetal Physical

PropertiesUseful for water pipes because…

ChemicalProperties

Useful for water pipes because…

Copper

Writing frame One physical property of copper is…….. .

This property makes copper suitable for use as a water pipe because…..

One chemical property of copper is…….. This property makes copper suitable for use as a water pipe because…..

How buffers workDABE: Definition, Acid effects, Base effects, Equations

Writing FrameA buffer is ……When an acid is added to this equilibrium system, the

following reaction occurs.…….

This shows that there is no change in the H3O+ concentration.

When a base is added, the following reaction occurs…….

This shows that there is no change in OH- concentration.

Describing the polarity of molecules

BSC: Bonding, Shape, Conclusion

The atoms _____ and ______ have a difference in electronegativity so the ____-____ bond is polar.The shape of the molecule is ______________. It is symmetrical/asymmetrical around the central atom _______. Therefore the dipoles will/will not cancel out.

This results in a polar/non-polar molecule overall.