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Disciplinary Literacy in Middle School Science

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To support the learning of colleagues unable to attend, we will be recording this session

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Where we’ve been and where we’re going….

SY 2020-2021- Overview of the NGSS and Intro to Discovery Education Techbook

SY2021-2022-BTS Inquiry in Science via the Science and Engineering Practices: Asking Questions

Q1- Disciplinary Literacy in Science

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Objectives

You will know:

  • Understand the difference between content-area reading and disciplinary literacy

You will be able to:

  • Analyze the literacy demands of the discipline
  • Identify rich, complex texts to use in instruction
  • Practice high-leverage instructional strategies to make sense of science concepts�

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Literacy in an “add-on” model

Teachers teach content

Are required to incorporate reading or literacy skills into curriculum

Breeds discontent

The discipline comes first

Literacy serves the discipline

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How is reading like a scientist different from reading a novel?

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Reflect and Discuss

What are the literacy demands of the sciences?

Reading

Writing

Language

Speaking and Listening

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Disciplinary Literacy in the Sciences

Disciplinary literacy is defined as the confluence of:

  • Content knowledge (Disciplinary Core Ideas)
  • Experiences and skills (Science and Engineering Practices)
  • Ability to read, write, listen and speak
  • Thinking critically in a way that is meaningful within the content area (Crosscutting Concepts)

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Lesson Study

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MS-LS4-4�Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.���

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Disciplinary Literacy in Context

  • MS-LS4-4

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.��

Science and Engineering Practice of Constructing Explanations

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Written

Evidence from text and experiments

Disciplinary Core Idea on Evolution and Natural Selection

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Identify genetic variations in a population

Determine if the variation is helpful, harmful or neutral in survival and reproduction

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Students will need multiple examples of this from text and experiments

    • Need to determine how this process is similar and different among organisms and situations

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Disciplinary Literacy in Context

  • MS-LS4-4

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.��

For students to meet the science learning goal and the standard-aligned outcome…students will need to use the literacy practice of compare and contrast.

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RST.6-8.9 

Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.

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RST.6-8.1 

Cite specific textual evidence to support analysis of science and technical texts.

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Our Task…

Newsela Article: How a moth went to the dark side

Guided Practice Description Organizer- Columns 1 and 2

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Independent Quiet Reading and Annotating

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Describe the Habitat of the Organism

What adaptations of the organism are the main focus?

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Our Task…

Newsela Article: The rapid evolution of a Threespine Stickelback

Guided Practice Description Organizer- Columns 2 and 3

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Independent Quiet Reading and Annotating

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In breakout rooms: Collaborate on Completing the Organizer Colum 3

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  • Students highlight their description organizers color-coding similarities and differences

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  • They sort that into a graphic organizer (like the top hat organizer, or a Venn Diagram)

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  • Students are now ready to:
    • Discuss
    • Write
    • Draw conclusions based on patterns

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Reading as a Scientist: Bias

Every source is biased in some way. Documents tell us only what the creator of the document thought happened, or perhaps only what the creator wants us to think happened. (This also falls under craft and purpose in ELA standards)

Every piece of evidence and every source must be read or viewed skeptically and critically.

No piece of evidence should be taken at face value. The creator's point of view must be considered.

Each piece of evidence and source must be cross-checked and compared with related sources and pieces of evidence.

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Move students into inquiry

    • What was happening during this period?
    • What was the creator’s purpose in making this primary source?
    • What does the creator do to get his or her point across?
    • What was this primary source’s audience?
    • What biases or stereotypes do you see?

Encourage students to speculate about each source, its creator, and its context.

    • Ask students to test their assumptions about the past.
    • Ask students to find other primary or secondary sources that offer support or contradiction.

Ask if this source agrees with other primary sources, or with what the students already know.

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To “wrap” it up, we…

  • Determined the difference between content area reading and disciplinary literacy
  • Identified the literacy demands of the sciences
  • Explored a disciplinary literacy science lesson

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Thank you

Image will be updated

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Sharing the Wealth:�A New Way of Thinking About Literacy

Middle School and High School

Science