SCIENTIFIC LITERACYSCIENTIFIC LITERACY The knowledge and The knowledge and

understanding of scientific understanding of scientific concepts and processes concepts and processes

required for personal decision required for personal decision making, participation in civic making, participation in civic

and cultural affairs, and and cultural affairs, and economic productivity.economic productivity.

Session ObjectivesIn today’s session we will:

•Explain the concept of SWRL and how it transforms our classrooms.

•Discover new aspects of Academic Language.

•Analyze and SWRL a lesson of our own.

Speaking Writing

agree/disagreeanswer/ask questionscompare conversedebatedefine

describediscussexplainexpress

give instructionsidentifynamepredict

pronouncerehearse

repeatrephraserespondrestateshare

summarize

ask and answer questionsbrainstorm

classify collect

compare/contrastcreate

describeedit

evaluateexplain

illustratejournal

labellist

order/organizerecordrevise

state and justify opinion

summarizesupport

write/take notes

Readingdiscover

distinguishexplore

find find specific info

identifyinfer

interpretlocate

make connectionsmatch

previewpredictread

read aloudskim

Listeningact outarrange

distinguishcategorize

choosefollow directions

identifyindicate

labellistenmatchorderpoint

recognizerole play

selectshowsorttell

 

Let’s SWRL Our Own Lessons!

• Take a look at a lesson plan you’ve got in place.

• Now, with “new SWRL eyes” what would you change? How have you facilitated students’ true engagement with each other and the curriculum during the lesson?

• How frequently will the students use (process and produce) academic language?

Discussions and Sharing

“I SEE” Strategy

I Illustrate: What image(s) come to mind when you hear the term “Academic Language”?

S State in one simple sentence what it is. Use your own words.

E Elaborate on what you have just stated.

E Examples. Add examples from your own practice.

ILLUSTRATE STATE

ELABORATE EXAMPLES

Features of Academic Language

Word/Phrase

Sentence

Discourse

• General, specific, transitional, and technical language

• Words and phrases with multiple meanings• Formulaic and idiomatic expressions • Collocations, nuances, and shades of meaning

• Types and varieties of grammatical structures• Conventions, mechanics, and fluency• Match of language forms to purpose/perspective

• Amount of speech/written text • Structure of speech/written text • Density of speech/written text• Organization and cohesion of ideas (thinking) • Variety of sentences and sentence types

A Critical Question

What are some compelling reasons why we should care about air quality?

A Critical Question

What are some compelling reasons why we should care about air quality?

One compelling reason we should care about air quality is _______ because _______________.

Due to __________________, _________________________ is another compelling reason for being concerned about air quality.

Finally, perhaps the most important reason to be concerned about air quality is _________________.

Which words do I teach?

Common every day words that many students know well.

Words that appear in a single context, often domain-specific/technical vocabulary that often needs to be explicitly taught.

High-utility words that occur in many contexts, may have multiple meanings, and are used to process Information. The “power” behind students’ curricular connections.

Vocabulary Video Clip

The heart is like ______ because….

A B

C D

The image I am most curious about is _____ because…

A

C D

B