reading, writing and inquiry in the science classroom: lesson analyses
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Reading, writing and inquiry in the science classroom: Lesson Analyses. Larry D. Yore University of Victoria. Explicit Science Reading Instruction. Model (Pearson & Dole, 1987) Establish need and value of strategy Model strategy Provide guided practice Reinforce procedures of strategy - PowerPoint PPT PresentationTRANSCRIPT
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
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
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.
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
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
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
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
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
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
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
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.
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
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.
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.
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.
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.
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”.
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