Two educators share literacy strategies that they found to be effective in facilitating academic talk, reading, and writing in the science classroom.

1. Julie Maimes, Buncombe County Early College
julie.maimes@bcsemail.org
Kenny McKee, Buncombe County Schools
kenny.mckee@bcsemail.org
Twitter: @kennycmckee

2.  Powerful Teaching and Learning
 Ready for College

3. Participants will:
1) Understand the 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. http://www.polleverywhere.com/multiple_choice_polls/k0HSYC9FcMGwG7v

5. • Equality
• Choice
• Voice
• Reflection
• Dialogue
• Praxis
• Reciprocity

6. "The goal is to 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 technical language 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 these steps do you consistently
employ and how?
Which do you believe you could employ more
consistently?

10. It is difficult to know students' thinking unless
they show their thinking through speaking,
writing, and action. (Harvey & Goudvis,
2007).

11. Give One-Get One

12. "A ________ is different 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 to Student (Modeling Questioning
Strategies)
 Student to Student

15. • Headbands
• Memory Match
• 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. http://www.paideia.org/for-teachers/materials-to-download/

21. INSERT
(Interactive Note-taking System for Effective
Reading and Thinking)

22. ? -- Questions
C -- Connections
! -- Surprising Ideas
+ -- Important Ideas

23. $2 Summary is a 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 Reading Purpose
• Literacy Roles
• Jigsaw
• Reading and Analyzing "Authentic" Texts
• $2 Summary/Don’t Bounce the Check
• Foldables

26.  Writing format used 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
Assessment Vocabulary 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
What will 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/