The Reading, Writing, and Science Connection.pptx
The Reading, Wri.ng, and Science Connec.on Eastern Illinois University Denise Reid [email protected] The Illinois Reading Council Conference October 4, 2014
“… chances are your favorite book as a child was not your fourth-‐grade science textbook!”
(Morgan & Ansberry, 2013)
Using Fic.on & Nonfic.on Texts Teachers should … • increase students access to informa.onal texts. • increase the amount of .me they spend working with informa.onal text, • teach comprehension strategies through direct instruc.on, and • create opportuni.es for students to use informa.onal text for authen.c purposes. Denise Reid
4
Why is Reading Informa.onal Text Important? Findings in the 2009 Na.onal Assessment of Educa.onal Progress confirm the need for more informa.onal text reading: • 34% of fourth graders were at or above the proficient level in science. • 30% of eighth graders were at or above the proficient level in science. • 21% of twelWh graders were at or above the proficient level in science.
Why Science & Literature Belong Together Combining science and literature … • helps children explain events they observe. • helps children prac.ce problem-‐solving skills. • helps children develop recording skills. • can help children correct science misconcep.ons. • helps children understand how science has affected human history. • provides in depth coverage of content from science inves.ga.ons. • allows children to experience scien.sts, sleuths, and explorers. Denise Reid
6
Types of Genres to Use • Fic.on (storybooks): Purpose is to entertain, science concepts are oWen implicit.
• Example: The Very Hungry Caterpillar
• Non-‐narra.ve informa.on books: Non-‐narra.ve informa.onal books, vocabulary is technical. • Example: Wind Energy: Blown Away
• Narra.ve informa.on books: Hybrids, provide engaging format for presen.ng informa.on. • Example: Fossil
• Dual-‐purpose books: Present a story and provide facts.
• Example: Just Ducks Denise Reid
7
Ten Tips for Reading Aloud 1. Preview the Book 2. Set the Stage 3. Celebrate the Author and Illustrator 4. Read with Expression 5. Share the Pictures 6. Encourage Interac.on 7. Keep the Flow 8. Model Reading Strategies 9. Don’t Put it Away 10. Have Fun!
Reading aloud is appropriate for all grade levels and for all subjects. Most children have a larger listening vocabulary than reading vocabulary, which allows them to focus their mental energy on the informa.on presented in the text adding to their conceptual understanding. They are free to an.cipate, infer, connect, and ques.on. Teachers can use think-‐alouds and engage students in extended discussions about the content.
Denise Reid
8
Authen.c Use of Notebooks “ScienHsts keep notebooks on their work because they need them for their work. The notebook contains the data for their analyses. If they get contradictory results from an experiment, they go back to see how they did their earlier invesHgaHons. If a peer quesHons their data, they go back and check or redo an experiment. If they have to write a report for a funder or an arHcle for a journal, they rely upon this record of their thinking and experimentaHon.” (Worth, et al, 2009)
Possible Elements of a Science Notebook Elements
Early Stages
Middle Stages
Later Stages
Student-‐Led Inquiry
Ini.al Ideas, wonderings, experiences
S
S
S
S
Ques.on
T
T
T/S
S
Predic.on
T/S
S
S
S
Procedures
T
T
T/S
S
Data Recording
T
T
T/S
S
T/S
T/S
S
S
Reflec.on
S
S
S
S
Conclusion
T/S
T/S
S
S
Data Analysis
Possible Uses of Notebook (Worth, et al, 2009)
Student • Review what they have done as an introduc.on for the day’s work. • Choose one idea or ques.on to talk about with a partner. • Organize their data to share. • Look at their procedure to see why their results are different. • Write a synthesis, conclusion or a report.
Teacher • Check regularly • Provide feedback • Look for concepts that need to be retaught or clarified Note: student learning is maximized, when feedback is non-‐judgmental, and does not include grades or rubrics.
The Moon: Using The 5 E Model to Plan an Integrated Instruc.onal Unit Addressing the NGSS
NGSS-‐Next Genera.on Science Standards
hpp://nstahosted.org/pdfs/ngss/InsideTheNGSSBox.pdf
Use the Backward Design Process
The 5E Learning Cycle Model
How to Begin 1. 2. 3.
4. 5. 6. 7. 8.
Select a Topic that you want to teach and for which you have materials and ac.vi.es. Locate appropriate standards and grade level. Read the Performance Expecta.ons and the clarifica.on and assessment parameters. [Performance ExpectaHons (PE) are specificaHons for assessments with implicaHons for assessment and instrucHon.] Which PE or PEs are you going to use? (Learning Outcomes) What assessment will provide evidence that the students have met the competencies? Iden.fy DCI (Disciplinary Core Ideas), Science & Engineering Concepts, and Crosscusng Concepts. Iden.fy the CCSS that have been aligned with the NGSS. Begin developing ac.vi.es that will provide students opportuni.es to learn the concepts and prac.ces. (Bybee, 2013)
Earth & Space Science First Grade
Engagement • What do you know about paperns? • What paperns do you see in nature?
Engagement cont. • Look at the cover of this book. What do you no.ce on the cover? What have you no.ced about the moon in the past? (observa.ons) • When you look up at the moon, what do you wonder about the moon? Write or draw your ideas in your science notebook. • Share with your neighbor. • Let’s record some of our wonderings on our OWL Chart. Observa
“… chances are your favorite book as a child was not your fourth-‐grade science textbook!”
(Morgan & Ansberry, 2013)
Using Fic.on & Nonfic.on Texts Teachers should … • increase students access to informa.onal texts. • increase the amount of .me they spend working with informa.onal text, • teach comprehension strategies through direct instruc.on, and • create opportuni.es for students to use informa.onal text for authen.c purposes. Denise Reid
4
Why is Reading Informa.onal Text Important? Findings in the 2009 Na.onal Assessment of Educa.onal Progress confirm the need for more informa.onal text reading: • 34% of fourth graders were at or above the proficient level in science. • 30% of eighth graders were at or above the proficient level in science. • 21% of twelWh graders were at or above the proficient level in science.
Why Science & Literature Belong Together Combining science and literature … • helps children explain events they observe. • helps children prac.ce problem-‐solving skills. • helps children develop recording skills. • can help children correct science misconcep.ons. • helps children understand how science has affected human history. • provides in depth coverage of content from science inves.ga.ons. • allows children to experience scien.sts, sleuths, and explorers. Denise Reid
6
Types of Genres to Use • Fic.on (storybooks): Purpose is to entertain, science concepts are oWen implicit.
• Example: The Very Hungry Caterpillar
• Non-‐narra.ve informa.on books: Non-‐narra.ve informa.onal books, vocabulary is technical. • Example: Wind Energy: Blown Away
• Narra.ve informa.on books: Hybrids, provide engaging format for presen.ng informa.on. • Example: Fossil
• Dual-‐purpose books: Present a story and provide facts.
• Example: Just Ducks Denise Reid
7
Ten Tips for Reading Aloud 1. Preview the Book 2. Set the Stage 3. Celebrate the Author and Illustrator 4. Read with Expression 5. Share the Pictures 6. Encourage Interac.on 7. Keep the Flow 8. Model Reading Strategies 9. Don’t Put it Away 10. Have Fun!
Reading aloud is appropriate for all grade levels and for all subjects. Most children have a larger listening vocabulary than reading vocabulary, which allows them to focus their mental energy on the informa.on presented in the text adding to their conceptual understanding. They are free to an.cipate, infer, connect, and ques.on. Teachers can use think-‐alouds and engage students in extended discussions about the content.
Denise Reid
8
Authen.c Use of Notebooks “ScienHsts keep notebooks on their work because they need them for their work. The notebook contains the data for their analyses. If they get contradictory results from an experiment, they go back to see how they did their earlier invesHgaHons. If a peer quesHons their data, they go back and check or redo an experiment. If they have to write a report for a funder or an arHcle for a journal, they rely upon this record of their thinking and experimentaHon.” (Worth, et al, 2009)
Possible Elements of a Science Notebook Elements
Early Stages
Middle Stages
Later Stages
Student-‐Led Inquiry
Ini.al Ideas, wonderings, experiences
S
S
S
S
Ques.on
T
T
T/S
S
Predic.on
T/S
S
S
S
Procedures
T
T
T/S
S
Data Recording
T
T
T/S
S
T/S
T/S
S
S
Reflec.on
S
S
S
S
Conclusion
T/S
T/S
S
S
Data Analysis
Possible Uses of Notebook (Worth, et al, 2009)
Student • Review what they have done as an introduc.on for the day’s work. • Choose one idea or ques.on to talk about with a partner. • Organize their data to share. • Look at their procedure to see why their results are different. • Write a synthesis, conclusion or a report.
Teacher • Check regularly • Provide feedback • Look for concepts that need to be retaught or clarified Note: student learning is maximized, when feedback is non-‐judgmental, and does not include grades or rubrics.
The Moon: Using The 5 E Model to Plan an Integrated Instruc.onal Unit Addressing the NGSS
NGSS-‐Next Genera.on Science Standards
hpp://nstahosted.org/pdfs/ngss/InsideTheNGSSBox.pdf
Use the Backward Design Process
The 5E Learning Cycle Model
How to Begin 1. 2. 3.
4. 5. 6. 7. 8.
Select a Topic that you want to teach and for which you have materials and ac.vi.es. Locate appropriate standards and grade level. Read the Performance Expecta.ons and the clarifica.on and assessment parameters. [Performance ExpectaHons (PE) are specificaHons for assessments with implicaHons for assessment and instrucHon.] Which PE or PEs are you going to use? (Learning Outcomes) What assessment will provide evidence that the students have met the competencies? Iden.fy DCI (Disciplinary Core Ideas), Science & Engineering Concepts, and Crosscusng Concepts. Iden.fy the CCSS that have been aligned with the NGSS. Begin developing ac.vi.es that will provide students opportuni.es to learn the concepts and prac.ces. (Bybee, 2013)
Earth & Space Science First Grade
Engagement • What do you know about paperns? • What paperns do you see in nature?
Engagement cont. • Look at the cover of this book. What do you no.ce on the cover? What have you no.ced about the moon in the past? (observa.ons) • When you look up at the moon, what do you wonder about the moon? Write or draw your ideas in your science notebook. • Share with your neighbor. • Let’s record some of our wonderings on our OWL Chart. Observa
