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Nurturing Scientific Readers, Writers, and Speakers
The document provides strategies for enhancing literacy instruction in the classroom, emphasizing the importance of scaffolding, formative assessment, and academic vocabulary development. It lists practical activities and instructional practices aimed at helping students achieve mastery of content and language in relation to common core literacy standards for science. Additionally, it references various educational resources and methodologies for fostering deep learning and effective student engagement.
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Nurturing Scientific Readers, Writers, and Speakers
- 1. Julie Maimes, BuncombeCounty Early College julie.maimes@bcsemail.org Kenny McKee, Buncombe County Schools kenny.mckee@bcsemail.org Twitter: @kennycmckee
- 2. Powerful Teachingand Learning Ready for College
- 3. Participants will: 1) Understandthe value of literacy scaffolding and instruction in the classroom. 2) Acquire practical strategies that can be easily implemented. 3) Learn how to formatively assess students’ mastery of content and language. 4) Determine strategies that support students reaching Common Core Literacy Standards for science.
- 4.
- 5. • Equality • Choice •Voice • Reflection • Dialogue • Praxis • Reciprocity
- 6. "The goal isto gradually release the responsibility of strategic processing too students...so they are using the strategy independently..." (Almasi & Hart, 2011, p. 269). Instructional practices that foster deep learning require transformation of ideas "in the mind and on paper" -- not the transmission of ideas (Fisher, Schell, & Frey, 2004).
- 7. "Mastery of technicallanguage has long been recognized as a predictor of success in any field" (Fisher & Frey, 2012, p. 38). "Typically, the words and concepts students absorb and use as they listen and talk are the foundation for what they will read and write later" (Bromley, 2007, p. 529).
- 8. Building Academic Vocabulary (Marzano& Pickering, 2005)
- 9. Which of thesesteps do you consistently employ and how? Which do you believe you could employ more consistently?
- 10. It is difficultto know students' thinking unless they show their thinking through speaking, writing, and action. (Harvey & Goudvis, 2007).
- 11.
- 12. "A ________ isdifferent from a __________ because.... *proton/neutron *terrestrial planet/jovial planet *plant cell/animal cell
- 13. I hypothesize that.... Based upon the results of the experiment, I infer that... I believe the variable of ___________ will result in....
- 14. Teacher toStudent (Modeling Questioning Strategies) Student to Student
- 15. • Headbands • MemoryMatch • Definition Fishin’ • Charades • Scattergories • Mile-a-Minute
- 17. * astronomy * geology *biology * physics * chemistry * anatomy * environmental science
- 18. • Paideia/Socratic Seminars •Dump and Clump • Critical Friends Protocols (Save the Last Word for Me, Text Rendering) • Trading Cards • Prompts for Eliciting Thinking
- 20.
- 21. INSERT (Interactive Note-taking Systemfor Effective Reading and Thinking)
- 22. ? -- Questions C-- Connections ! -- Surprising Ideas + -- Important Ideas
- 23. $2 Summary isa concrete way to help students focus on the gist of a text. Use the summary box in the INSERT form the collectively develop a summary statement. You cannot spend more than $2. Each word costs 20 cents.
- 24. • Sharing ReadingPurpose • Literacy Roles • Jigsaw • Reading and Analyzing "Authentic" Texts • $2 Summary/Don’t Bounce the Check • Foldables
- 26. Writing formatused to foster college- readiness skills in all disciplines Developed by teachers at Kings Mountain High School Received from Elizabeth Wiggs at Lee Early College (Sanford, NC)
- 27. TOPIC POINT EXAMPLE QUOTATION ELABORATION ANALYSIS
- 28. Read Learn Write AssessmentVocabulary Understand Speak Teach Think
- 29. Junk Food --Writing Activity
- 30. • Sentence frames •Whiteboard meetings • Edmodo/Discussion Boards/Blogs • Cornell research note-taking • Pro-Con T-Charts/Take a Stand
- 31. Start, Stop, Continue Whatwill you start doing? What will you stop doing? What will you continue doing?
- 32. Almasi, J. F.,& Hart, S. J. (2011). Best practices in comprehension instruction. In L. M. Morrow & L. B. Gambrell (Eds.). Best practices in literacy instruction (p. 250-275). New York, NY: The Guilford Press. Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 529-537. Fisher, D., & Frey, N. (2012) Improving adolescent literacy: Content area strategies that work. (3rd ed.). Boston, MA: Pearson. Fisher, D., Schell, E., & Frey, N. (2004). "In the mind and on the paper": Teaching students to transform (and own) texts. The Social Studies Review, 26-31.
- 33. Harvey, S., &Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. (2nd ed.). Portland, ME: Stenhouse Publishers. Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin. Marzano, R. J., & Pickering, D. J. (2005). Building academic vocabulary: Teachers' manual. Alexandria, VA: ASCD. National Paideia Center. (2013). Seminar lesson plans. Retrieved from http://www.paideia.org/for-teachers/materials-to-download/