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Activity #1: Entrance Activity
• Read and complete the Anticipation Guide provided to you.
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Math and Science Literacy Skills:
Tools for Thinking and Learning
Christine TroupLynne RamageEileen Spalla
Diane Kinkade
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Schedule• 9-10:30
– Anticipation guide– Intro– Text readability– Text structure– Vocabulary
• 11-12– Background knowledge – Comprehension 1
• 1-2– Comprehension 2– Writing
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What are we doing today?
• Identify and address the unique challenges of reading math and science
• Build awareness of and learn practical tools that apply to– Text structure and features– Vocabulary– Background knowledge– Comprehension strategies– Writing strategies
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What is reading?
"Reading is a constructive process in which the reader interacts with text, using prior knowledge and experience to make connections, generate hypotheses, and make sense of what s/he reads.”
Barton, M.L.,& Heidema, C. (2000).
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Reading in content areas
"Teaching reading in the content areas is not so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning“
Barton, M. L., & Heidema, C. (2000).
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“Problems in reading non-fiction texts are most acute in the content areas of science, social studies, health, and math, in which students are expected to read a non-fiction text and acquire new information from it.”
Gillet and Temple (2000) in Robb.
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Text Readability
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What is text readabililty?
“The level of ease or difficulty with which text material can be understood by a particular reader who is reading that text for a specific purpose.”
“Readability” Dr. Pikulski, 2002, www.eduplace.com/state/authorPikulski.pdf)
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Activity 2: What are some of the factors that affect readability?
• In a group of 4 or 5• Skim the text• Answer this question: what would make
this text challenging for a student in x grade?
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What did you come up with?
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Factors that Affect Readability:What is presented; How it’s presented
• Word length• Sentence length• Grammatical features (Active v. passive
voice; sentence structures) • Vocabulary*• Links to prior knowledge*• User-friendly organization (text/access
features)* • Text structures*
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Text Readability
Most math and science texts are written above grade level – “Math texts contain more concepts per word
per sentence and per paragraph than any other kind of text.”(Brennnan and Dunlap, 1985; Culyer, 1988; Thomas, 1988, as cited in Barton, 2000).
– “It’s not unusual for science textbooks to have a readability level one or two years above the grade level in which they are used.” (Barton, 2001 iii).
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Implications
• Don’t take grade-level texts at face value• Teachers should evaluate texts for
challenges• Teachers need to assess text and plan
instructional activities appropriately
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Turn and Discuss
• Turn to your partner and tell him/her one thing you will remember about text readability in math or science.
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Text Structure
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What is text structure?
• The way text is organized– In a sentence– In a paragraph– In a section– In a chapter– throughout the book
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What are some common text structures found in math and
science texts?• Description• Sequence / Process• Comparison/contrast• Cause-effect• Problem-solution• Generalization/principle • Hypothesis/support
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Why should I care about text structure?
“Teaching students how to recognize and represent the organizational patterns (text structures) commonly used by authors …can significantly influence students’ learning.”
Barton, 2001, 20.
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Implications
“[T]eachers should preview their text materials to identify whether the main ideas are clearly written and appear in a consistent location throughout the text.”
Barton, 2001, 17
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Activity #3 – Text Structure Sort
• For this activity, work with a partner to analyze text structures, function, signal words, comprehension cues and questions, and visual organizers.
• Use the small pieces to complete the table.
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Examples of text features• Headings• Bold• Italics• Objectives/ purposes• Summaries• Graphs• Diagrams• Cutaways• Graphics
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Other teacher considerations
“One feature of many mathematics texts is that concepts are introduced but not discussed again for several chapters…concepts are developed and practiced and followed by a period of disuse”
Barton 2001
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Activity 4: Getting to know your textbook
• Look through one chapter and consider the text features– Which are “red lights,” “yellow lights” and
“green lights” for students? For teachers?– Do students understand the purpose of
these?• Discuss with your partner how these would
inform your instruction• Share one idea with the whole group
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Reflection
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Vocabulary
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Activity
• Look through the quotes/research about vocabulary instruction.
• Which stand out to you? • Of those, which three resonate the most
with you? • Discuss these with a partner.
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Activity #4:Read-Pair-Share
• Read what research has to say about vocabulary and vocabulary instruction.
• Choose three findings that resonate with you
• Share with a new partner which you chose and why
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Vocabulary
“A high school chemistry text can contain some 3000 new vocabulary terms – far more than are taught in most foreign language classes,”
(Barton, 2001, iii).
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• Remember this?– “Math texts contain more concepts per word
per sentence and per paragraph than any other kind of text.”
(Brennnan and Dunlap, 1985; Culyer, 1988; Thomas, 1988, as cited in Barton, 2000).
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Our organizerVocabulary delete later
• Levels of word knowledge• Enhanced structure for teaching vocab (6
steps a la Marzano)– Multisensory– Word walls– Organization & activities & Lit circles both
here and with recipricol teaching• Lots of fun activities
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Level of Word Knowledge
• “[L]earners can very quickly get a sense of a word’s meaning…But full understanding…occurs only over time and multiple encounters.” (Beck et al, 2002).
• Look at samples in the hand-outs (pages -- --)
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Which vocabulary do I teach?
• Ideally, selecting critical vocabulary words is a group process – Department– Grade– School– Vertical teams
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Which vocabulary do I teach?
• Useful and interesting words
• Target words for instruction that are– Necessary for understanding the text
AND– Essential to understanding topic
not just
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Three types of math and science words
– Content-specific vocabulary• Are only found in this subject area (i.e. quadratic,
coefficient, hypotenuse)• Have very specific meanings
– Words that share meaning with general vocabulary• (dollars, cents, process, add)
– Words that have different meanings depending on context• Odd, plane, prime, gravity, radical, difference,
product,
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Another challenge:active v. passive voice
– At a carnival booth, contestants pick a color on a large spinner. A prize is won if the arrow stops on the color they pick. The spinner is divided into 8 equal sections, as shown in your answer booklet. Each section is colored green, yellow, red, or blue. The results for a sample of spins are shown in the chart below. Use the results to predict the color of each of the sections on the spinner, and label each section of the spinner with the letter of a color: (G) green, (Y) yellow, (R) red, or (B) blue. Show the mathematics you used or explain how you decided how many sections should be labeled with each letter.
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Other challenges
• Reading doesn’t necessarily go left to right, top to bottom – Example 27÷3; 27/3; 3Г27
• Dense text with abstract concepts • Concise style using precise meanings • Requires proficient decoding of words and
symbols (+, =, <,>, –, Δ, Pb, λ) almost like two languages)
• Others?
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A Six-Step Process for Effective Vocab. Instruction: An overview
Games
Discuss
Activities
Draw
Define
De-scribe
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A Six-Step Process for Effective Vocabulary Instruction
• Step 1: The teacher provides a description, explanation, or example of the new term.
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Examples of Step 1
• Direct experiences that provide examples of the term
• Tell a story that integrates the term• Use video or computer images• Use current events• Find or create pictures• Describe your own mental image
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Sample words
• Xylem• Phototroph• Stomata• Oxygen• Carbon dioxide• Photosynthesis
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Step 2: Students restate the description, explanation or example in their own words
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Sample Notebook set-up
Term My description Representation (graphic representation, picture, pictograph, action)
New Insight
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Step 3: Create a nonlinguistic representation of the term
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Step 4: Periodically*, engage students in activities that help
them add to their knowledge of vocabulary terms
• Classify terms• Compare terms• Generating metaphors• Generating analogies• Example, non-examples• Revising descriptions or
nonlinguistic reps
• Use / highlight roots, affixes to deepen knowledge of terms
• List related words (synonyms and antonyms)
• Words it can be confused with
• Translate into another language
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Step 5: Periodically*, ask students to discuss the terms
with one another• Interacting with other people about what
we are learning deepens the understanding of everyone involved
• Teacher may pose questions to stimulate discussion
• Students may identify issues and questions about the terms
• Main goal is for students to help each other identify and clear up misconceptions and confusion
• It’s ok to have initial understanding to be incomplete or flawed
• Students come to an agreement about what is accurate or false
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Step 6: Periodically*, involve students in [meaningful] games that allow them to play with the
terms• Stimulates their interest and enthusiasm
about vocabulary as well as provide multiple exposures to terms
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Activities for deepening understanding of vocabulary
(steps 4, 5, 6)
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Word Wall Activitieswhole group, small group,
individual• List-group-label• Connect 2 • Vobackulary• Rivet
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Sample Activities for Step 4
• Word Wall – Shower curtain with spray adhesive– Choose words from EDL and building
academic vocabulary
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Other Activitiesused for steps 4, 5, 6
Directions• You will be rotating through
four stations to explore activities that would be useful for deepening word understanding.
• Grouping?
Activities • Poems for 2 voices and
Acrostic Poems• Frayer model• Foldables• Cube game
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Sample Activities for Step 5 (Discuss)
• Think-pair-share• Whole group discussion
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Background Knowledge
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Background knowledge video
• http://www.youtube.com/watch?v=RiP-ijdxqEc
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Ways to build, access, and assess background knowledge
• Read alouds, videos, guest speakers, field trips, gallery walk
• KWL and variations• Anticipation guide• Wordstorming
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Wordstorming
• Title of article is “Plastic Unfantastic”• As a small group (table), come up with
words you think will be mentioned in this article that start with P, G or R
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Reflection on building background knowledge
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Comprehension
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What is comprehension?
“Reading and activity-oriented sciences emphasize the same intellectual skills and are both concerned with thinking processes.”
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Reading Comprehension Strategies
• Background Knowledge• Visualizing• Questioning• Predicting/inferring• Monitoring for meaning• Synthesizing• Determining importance
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Background Knowledge
• Good readers activate and use background knowledge
• How does what the author say fit in with what I know about myself, this topic, or the world?
• How does what I know connect to what the author says?
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Visualizing
• Good readers create visual, auditory, and other sensory images as they read
• Two types of visualizing in math and science:– Graphic representations of descriptive texts– Spatial representations of objects (planes)
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Questioning
• Good readers generate questions before, during, and after reading
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Activity: Generating questions from data
• Use the table titled, “GALLONS OF SOFT DRINK SOLD IN THE UNITED STATES EACH YEAR”
• What questions come to you when looking at this data table?
• Share your questions with your table
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A different type of questioning: Critical Literacy
• Critical literacy – questioning sources of information
• Pacific Tree Octopus– http://zapatopi.net/treeoctopus/
“Anyone can publish anything on the internet, and today’s students are not prepared to critically evaluate the information they find there.”
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Predicting/Inferring
• Good readers use their prior knowledge to make predictions, seek answers, draw conclusions, and create interpretations
• Ask interpretive questions about the attributes observed: “I wonder why…” “I wonder how…” lead to inferential thinking.
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Juicy Jelly Beans
• Kathy has 10 juicy jelly beans. Lenny has 4. How many more juicy jelly beans does Kathy have than Lenny?
• What inferences do students need to make in order to answer this question correctly? How would they know it is a subtraction problem?
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Activity: Juicy Jelly Beans
• One way to scaffold operation problems (teacher-directed activity)
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Synthesizing
• Good readers take their prior knowledge and combine it with the new knowledge from the text to create new understandings.
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Determine Importance
• Good readers know “why [they’re] reading and then make decisions about which information or ideas are most critical to understanding the overall meaning of a piece.”
– Zimmerman (2003) 124.
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Four pre-reading actions that help determine importance
• Decide on your purpose for reading• Consciously search for new facts• Read with specific questions in mind• Understand that layout gives valuable
clues
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Monitor for meaning
• Good readers are aware of when they understand something and when they don’t.
• Discuss with the people at your table the things YOU do when you aren’t understanding what you’re reading.
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Instructional activities to help students become independent,
critical consumers of information
• Reciprocal teaching (video from youtube)• SQ3R• Note taking – oral version of determining
importance• Modeling thinkalouds
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Note-taking
• Oral representation of determining importance
• Planning: how will you (the teacher) orally • How will the teacher relate to a student the
important points?– (Written text has structure, bold, headings,
pointers, etc.)– Model and teach graphic organizers as part of
the note-taking practice/process
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Turn determining
purpose aroundReading -- what student can do• Decide on your purpose
for reading• Consciously search for
new facts (may be emphasized with bold or italics)
• Read with specific questions in mind
• Understand that layout gives valuable clues
Listening/taking notes – what teacher can do to facilitate “good” note-taking• Decide on your purpose
for teaching that lesson• Convey emphasis about
new facts/ vocabulary*• Speak with specific
questions and answers in mind
• Understand that your delivery gives valuable clues
• Scaffold for students who need it
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So what?
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Writing
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Writing to Learn…
• “Writing to learn [can be] an opportunity for students to recall, clarify, and question what they know about a subject and what they still wonder about with regard to that subject matter.”
– Knipper and Duggan (2006)
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What are the expectations and challenges for student writing in math
and science?• Similar to reading
– Dense– Precise vocabulary– Formal tone– Text structures– Standardized formats (ie lab report, proofs)
• Proper linguistic representation of logical thought processes
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Three different types of writingfor math and science
• Declarative– Answers the question what?
• Procedural– Answers the question how?
• Conditional– Answers the questions when? why?
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Different types of writing and their underlying structures
DeclarativeAnswers the question what?
ProceduralAnswers the question how?
ConditionalAnswers the questions when? why?
DescriptionComparison/contrastGeneralization/principle
Sequence / ProcessProblem-solution
Cause-effectHypothesis/support
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Importance of models
• Teachers need to BE models of the active process of writing
• Teachers need to PROVIDE models so students can refer to them as they are writing
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Pre-writing activities
• Use word walls to encourage precise vocabulary
• Brainstorm ideas• Use frames for writing (i.e. lab report)• Kids need to talk before they write!!!
– Everyone needs to talk – may be with a partner or with whole class
– In general, if a kid can’t articulate his ideas in spoken language, he won’t be able to articulate his ideas in writing
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Framework for oral and written responses
• Use text structures as graphic organizers• Open-ended questions
– ABCDEF strategy*• Graphic organizer for answering math
problems• Graphic organizer for discussion web
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Final Reflection
• Go back to anticipation guide and fill in the information that you know now.
• What are three things you are committed to using in your own classroom?
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Questions?
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Science Reading task Writing
Classifying Identifying main idea/details Outline science information
Experimenting Sequencing Write up a procedure to use
Drawing conclusions Drawing conclusions Study experiment results and write up what you think happened based on the facts
Writing up experiment results Expository writing After conducting an experiment, write up the results
Observing/inferring Distinguishing cause and effect List causes and effects in a given experiment
Determining cause and effect Determining cause and effect List causes and effects in a given experiment
Comparing and contrasting Comparing and contrasting Prepare a chart that gives similarities and differences between two similar organisms
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Things to think about• 2 types of visualizing in math• Questioning – tree octopus?
– Types of questions for students to internalize– Chart activity page 35 Hyde Comprehending Math– Newsflash, p. 50 Easy Strategies and Lessons that Build Content Area
Reading Skills• Word problems• Fact versus inferrence – create a question to a word problem (formative
assessment) – can they solve the problem they’ve created?– Inferring – cause- effect
• Synthesizing – retelling, summarizing, write personal response; • hands-on activities• Background knowledge: cube game Critical Squares page 5; • Recipricol teaching http://www.youtube.com/watch?v=8oXskcnb4RA
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• How to organize partners?• Dance card, clock, socks,