Ignite Curiosity and Imagination through Literacy:
Students Delve into the Depths of Science-based Literature
Thursday, September 15, 2022
Today’s Presenters
Amanda Buice
Executive Director
Georgia Youth Science & Technology Centers, Inc.
Tiffany Jones
Cobb County
2020-21 GSTA High School Teacher of the Year
Marlee Tierce
PAEMST and Dallas Stewart Award Winner
Stephanie Westhafer
Jackson County
GaDOE K-5 Science-Literacy Lesson Developer
Dr
It was a dark and stormy night…..
Well, actually it was a bright and clear Saturday morning in February!
Different Grade Levels - Shared Interests:
science, engaging students, supporting students, books, reading
Set up calendar reminders to check in on the group!
Shared Space and Resources:
https://docs.google.com/document/d/1hHizYW7qsBEOLZ_rq7DTppPUqZoYNWtpf9OwLtepzVA/edit?usp=sharing
If you are looking for a community, check out GaDOE’s Science Communities
How We Became Collaborators
National Science Board. (2010). Science & Engineering Indicators.
We Must Start Early
Note the year is 2010 - We know students should start real inquiry in K and do if taught GSE!
Do Science
Sampled good readers and poor readers with high knowledge of baseball and those who knew little
Poor readers with a high knowledge of baseball had higher comprehension scores than good readers who knew little about the sport
Background Knowledge
The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one four after another with an occasional six. Not once did a ball look like it would hit their stumps or be caught.
- Tierney and Person (1981)
Building Knowledge
Time for Science
https://753a0706.flowpaper.com/CCSSOPg2UsingSciencetoBolsterLiteracyFINAL/
Science Improves Literacy
Provides rich context
Provides background knowledge
Science engages learners and thus drives their learning
Young children are naturally curious
A Case for Crosscutting Concepts
The need to find time is not going away, but you will begin to see how you can infuse your whole day with the CCCs. Science is all around us and thinking like a scientist is useful all day long! To develop scientific habits of the mind, students will need to learn to see the world through the lens of the crosscutting concepts.
The trick to learning any new language (even science) is to use it daily in meaningful contexts. Books and text can help move science beyond a class period and into a mindset that will help students think, talk and read like scientist all the time.
Pay Attention – Science is Everywhere
Charlotte’s Web, E.B. White
“A spider can produce several kinds of thread. She uses a dry, tough thread for foundation lines, and she uses a sticky thread for snare lines – the ones that catch and hold insects. Charlotte decided to use her dry thread for writing the new message.”
How is this web different from her usual webs?
What is this web for?
What is its function?
This web has a different structure because it has a different function!
"If I write the word 'Terrific' with sticky thread," she thought,
"every bug that comes along will get stuck in it and spoil the effect."
For More: Jodi Wheeler-Toppen’s GaDOE Series
Lesson Design
Let’s Chat
This Photo by Unknown Author is licensed under CC BY-NC-ND
Science & Literacy: Reciprocal processes
Science
Literacy
Reciprocal Processes
Science- Purpose
Literacy- Empowers
Skills
processes in science and literacy to strengthen
the cross-curricular connections, which allows students to “broaden the application of their processes in both areas” (Casteel & Isom, 1994, p.544)
Why picture books?
“Thoughtful selection and use of trade books can provide a strong foundation
for inquiry and enhance the 5E Instructional Model.”
(Forsythe, Jackson, & Contreras, 2018, p. 87)
Do you have books Hiding in Plain Sight?
How to identify and use trade books to support the 5e Instructional model
Integration ELEMENTS FOR LEARNING IN CONTEXT
Phenomenon: Shadows
Science & Literacy unit: Shadow Stories
So…What does an integrated lesson look like?
Science
S1P1. Obtain, evaluate, and communicate information to investigate light and sound.
c. Plan and carry out an investigation of shadows by placing objects at various points from a source of light.
Make it 3D!!! SEP: Plan & Conduct Investigations CCC: Cause & Effect
Reading
ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.
ELAGSE1RI5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.
Speaking & Listening
ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
ELAGSE1SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELAGSE1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Writing
ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened (Fictional Narrative)
Aligning standards for Integration
Literacy: Story Elements, Collaborative Conversations, Ask/Answer Questions
Science: obtain & communicate information about light
How do i use literacy to engage students with a phenomenon?
Plan:
Investigate:
Share Data:
Literacy: Collaborative Conversations, Ask/Answer Questions
Science: obtain, Evaluate, communicate information about light & Plan and Conduct Investigation
Shadow Investigation
Literacy: Text features, Collaborative Conversations, Ask/Answer Questions
Science: obtain, evaluate& communicate information about light
How do i use literacy to explain a phenomenon?
Literacy: Writing Narratives, adding drawings to clarify ideas
Science: communicate information about light
Writing a shadow Story
Evaluate in every stage
How will students show what they know?
Extensions
Using the sketches from the Explore state, have students order the shadow sketches according to length (least to greatest) and have them measure with cubes to find the length of each shadow sketch.
Extend the illustration activity, incorporate a variety of art media (crayons,
water colors, charcoal pencils, etc.)
Using a story book app, students can publish their writing by creating a digital story using the illustrations from the Elaborate stage.
Resource Links
NSTA Outstanding Science Trade Books for Students K-12
NSTA Picture Perfect Science Series of Books
Teaching Science Through Trade Books
(Column in NSTA’s Science & Children Journal)
References
Boothroyd, J. (2015). Playing with light and shadows. Lerner Publications Co.
Casteel, C. P., & Isom, B. A. (1994). Reciprocal processes in science and literacy learning. The Reading Teacher, 47(7), 538–545.
Forsythe, M., Jackson, J., & Contreras, L. (2018). Hiding in Plain Sight: How to identify and use trade books to support the 5E Instructional Model. Science and Children, 56(2), 80-87. https://www.nsta.org/hiding-plain-sight
Harvey, S. & Goudvis, A. (2017). Strategies that work, 3rd edition: Teaching comprehension for engagement, understanding, and building knowledge, grades K-8. Stenhouse Publishers.
Leathers, P. (2013). The black rabbit. Candlewick Press.
RIce, D. C., Dudley, A. P., & Williams, C. S. (2001). How do you choose science trade books? Science & Children, 38(6). 18-23.
Royce, C. A., Ansberry, K. R., & Morgan, E. R. (2012). Teaching science through trade books. NSTA Press.
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Let’s chat!
Think about the book you shared in the previous chat…Are you using a paired text? If not, what book (fiction/nonfiction) could you pair with it to create a similar lesson? Drop ideas in the chat and be prepared to share!
What paired Texts do you/would you use?
Ignite Curiosity and Imagination through Literacy:
Meeting the Secondary Literacy Needs
Dr. Tiffany Jones
9-12 Science Teacher
South Cobb High School Literacy CommitteE
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Story Time in High School?!?!?! .......................YES!
Body Parts Game
SMART Goals
Medical Science
Anatomy & Physiology
Biology
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How does literacy naturally bleed into science courses?
Reading
Writing
Critical Thinking
Asking Questions
Designing solutions
Creating Claims
Using supportive evidence
Arguing with evidence
Developing models
Planning investigations
Analyzing Data
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Why Science Teachers Actually Are Reading/Writing Teachers
When scientists read, they
Ask "Why?" more than "What?"
Interpret data, charts, and illustrations
Seek to understand concepts as well as words
Determine validity of sources and quality of evidence
Pay attention to details
When scientists write, they
Use precise vocabulary
Compose in phrases, bullets, graphs or sketches
Use passive voice
Favor exactness over craft or elaboration
Communicate in a systematic form
When scientists think, they
Tap into curiosity to create questions
Rely on prior knowledge or research
Consider new hypotheses or evidence
Propose explanations
Create solutions
ASCD Disciplinary Literacy: A Shift That Makes Sense
Combining science & literacy instruction has a 0.98 effect size according to Hattie
(White & White, 2022)
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BOOM
Lab edition
Pre-Lab Requirements
Lab Reports
Post lab
How to incorporate literacy opportunities?
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How to incorporate literacy opportunities?
Warm-up Edition
Articles
Data Nuggets
Case Studies
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BOOM
How to incorporate literacy opportunities?
Class Flow Edition
Stations
Case Studies
Closing
Book Study
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Need some strategies to integrate literacy?
Resources
Need articles that relate to your content?
Need graphical and data resources? These are my FAVES!
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References
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268–291. https://doi.org/10.3102/0091732X07309371
Howell, E. L., & Brossard, D. (2021). (Mis)informed about what? What it means to be a science-literate citizen in a digital world. Proceedings of the National Academy of Sciences, 118(15), 1–8. https://doi.org/10.1073/pnas.1912436117
National Academies. (n.d.). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. Retrieved August 19, 2022, from https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts
Pan, D., Budd, S., Bruehl, M., & Knight, J. D. (2021). Tracking information literacy in science students: A longitudinal case study of skill retention from general chemistry to biochemistry. Journal of Chemical Education, 98, 3749–3757. https://doi.org/10.1021/acs.jchemed.1c00114
Patterson-Williams, A. D. (2020). Sustaining disciplinary literacy in science: A transformative, just model for teaching the language of science. Journal of Adolescent & Adult Literacy, 64(3), 333–336. https://doi.org/10.1002/jaal.1100
Romance, N., & Vitale, M. (2017). Implications of a cognitive science model integrating literacy in science on achievement in science and reading: Direct effects in grades 3-5 with transfer to grades 6-7. International Journal of Science and Math Education, 15(1), 979–995. https://doi.org/10.1007/s10763-016-9721-2
Rubini, B., Ardianto, D., & Pursitasari, I. D. (2019) Teachers' perception regarding integrated science learning and science literacy. Advances in Social Science, Education, and Humanities Research, 253(3), 364–366. https://doi.org/10.2991/aes-18.2019.82
Stahl, N. A., Armstrong, S. L., King, J. R., & Dryer, J. (2020). College-ready for a career pathway: A vertical-alignment study in literacy. Journal of Developmental Education, 43(2), 2–8. https://eric.ed.gov/?id=EJ1321864
White, A., & White, D. (2022). Use your literacy block for science [Conference Presentation]. GSTA 2022 Conference, Peachtree City, GA, United States. https://bit.ly/UseYourLitBlock4Sci
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Using jamboard:
Read one of the educator guides and discuss with your group how science and literacy collide
https://jamboard.google.com/d/1WjQDukKXLV5AjWpoJIk4mjxBlNgmsnqcTtSYw5dCids/edit?usp=sharing
Break out time!
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https://jamboard.google.com/d/1WjQDukKXLV5AjWpoJIk4mjxBlNgmsnqcTtSYw5dCids/edit?usp=sharing
Let’s Discuss...
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Please add questions, comments, and ideas to the chat! Since this is recorded, we can review to help us in planning for NSTA’s Atlanta 23!
Now let’s do a bit of reading Science Text.
MARCH 12, 2022 BY: TOPTEACHING�WHY YOU SHOULD BE TEACHING TEXT STRUCTURES
Science
Drama
Poetry
Social Studies
Math Word Problems
Chapter Books
Graphic Novels
Test Questions
“Readers who are familiar with the particular structure of the text (reading a story, reading science text, reading in social studies, reading math story problems, etc.) have several advantages.
They know
(Oakhill, Cain and Elbro, 2015, p.82)
Literature Highlights
The book I will share today is a 40-page book with a Lexile measure of 900L putting it in the primary years reading level. I found this book fit nicely into many different grade levels from K-12 depending on the focus of study. Island is one of Kirkus Reviews' Best Children's Books of 2012.
It explains the evolution of the Galapagos Islands from the birth of an island to its demise and how the life forms inhabited and changed over time. There is a section showing a ship landing with men studying the island, but Charles Darwin is not named, nor his study or theory mentioned in the text of the book. There is a full page of information about Darwin at the end of the book.
Blending the GSE
S3E1.c. Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.
S3L1.b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not another.
ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
ELAGSE3RL6: Distinguish their own point of view from that of the narrator or those of the characters.
ELAGSE3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
S5E1.a. Construct an argument supported by scientific evidence to identify surface feathers (examples include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms.
S5L2.a. Ask questions to compare and contrast instincts and learned behaviors.
b. Ask questions to compare and contrast inherited and acquired physical traits.
ELAGSE5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELAGSE5RL7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
ELAGSE5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
ELAGSE5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
ELAGSE5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). ELAGSE5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
S6E5.f. Construct an explanation of how the lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. (Clarification statement: include convergent, divergent, and transform boundaries.)
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.
S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living organisms through inherited characteristics.
Format: few words, story in pictures
Plants and animals come to the island.
As the island changed, it affected the animals and plants living there.
The changes were specific to each island depending on the environment.
Anticipation Guide: Activate and assess students’ prior knowledge and stimulate their interest in the book by:
During Reading Sticky Note Questions:
Think Aloud: Model this strategy for students by asking and responding to questions as the book is read aloud:
Questioning the Author: Have students construct meaning from the text by attempting to determine Chin’s purpose for writing the text and what he is trying to convey.
After Reading Exit Slips:
Prompting the Reader:
Tracking Tortoises: The Mission to Save a Galápagos Giant
by Kate Messner–2022 NSTA Outstanding Tradebook
“This rich ecosystem of a book is about a lot more than tortoises. It's about how science is done, by all sorts of people who put their minds together to answer important questions.”--The New York Times Book Review
•64 pages
•Lexile 1100 (middle grades – high school)
•QR codes that the reader can scan
to see short video clips or sounds
of the animals and researchers.
(URL is also included)
Is there Math in the books? Social studies?
Don’t stretch to include math if it is not evident, but there is plenty of math in this book.
Social Studies:
Yes. It takes work and time.
Resources
How to Reach Us
Amanda Buice
Stephanie Westhafer
Tiffany Jones
Marlee Tierce
GSTA Literacy Session Post-Survey
GSTA Literacy Session Post-Survey