strategies for examining complex texts literacy training ...€¦ · strategies for examining...

PAT BROWN8 TH G R A DE S C I EN C E T EAC HER A N D S ECO N DA RY

S C I EN C E CO O R DI N ATO R

Strategies for Examining Complex Texts Literacy Training Part I

DuBray Middle SchoolFort Zumwalt School District

“Working Together to Build the Foundation for Tomorrow.”

Goals for Today

Participants will gain knowledge of…

A framework for promoting interdisciplinary science literacy

instructional strategies to develop students close reading abilities and vocabulary understanding

Instructional Activities

Part I: How do you read difficult text for understanding?

Part II: Where does reading for science learning fit in a research-based sequence of science instruction?

Part III: What close reading and vocabulary strategies help students gain higher levels of science literacy?

Part IV: How can I present to colleagues new close reading strategies?

How do you read difficult text for understanding?

Hand out highlighters

Short Readings (Bracketed text):

Pratt et al., 2001

Valera, Hoi, & Kristin, 2002

Feduccia, 2002

Task

Post-it note: What is paper about?

Post-it note: What reading strategies did you use to learn what paper is about?

How did your reading strategies change (from paper to paper)?

How do some science students read?

Give priority to text length

Ignore the headings

Skip… words they do not understand

tables and graphs

side-bars (safety, labs and demos, mathematical applications, etc…)

“Reading has turned into a race with a stop watch mentality.” (Thome, no date, p. 3)

Part II

Where does reading for science learning fit in a research-based sequence of science instruction?

Exploration Interact with materials and

each other

Concept Introduction*

Naming of objects and event(s)

Concept Application**

Apply information to a new situation

Assessment

Framework: Interdisciplinary Instruction and the Learning Cycle

Sequence of Instruction

Supports CCSS, NGSS, “Professional Practice and Impact”-From Professional Frame of Teacher Evaluation

Why reading in science?

A few research-based reasons…

Explicit vocabulary instruction is critical in supporting student’s

academic achievement (Marzano, Pickering, and Pollock, 2001)

When explorations produce data, data needs to be followed by an explanation (Abraham & Renner 1986)

Many concepts may never be discovered from hands-on experiences because they are too abstract or inaccessible (Carlsen, 2007)

e.g., subatomic particles that comprise an atom, phases of cell division, process of photosynthesis

Process to engage students in lifelong skills for content learning (Beauchamp, Kusnick, & McCallum, 2011)

Support and Challenges

Think-Pair-Share

What support can you provide teachers using an interdisciplinary science literacy framework?

What are the challenges of using an interdisciplinary science literacy framework?

Where can I start?

1) Try textbook or supplementary materials with clear content focus to hone skills:

Teacher

Students

2) Move to other sources that reinforces and elaborates on students firsthand experiences:

Science news or other science related journals

Science related books (e.g., T-Rex and the Crater of Doom, the Beak of the Finch)

News Paper or Internet Articles

Why start with the science textbook?

Lets’ take closer examination of the science textbook…

…The kinetic energy of an object depends on its mass and speed. To calculate the kinetic energy of an object in joules, multiply ½ by the object’s mass (m) in kilograms and the square of its speed (v) in meters per second.

Kinetic energy (KE) = 1/2mv2

Notice that doubling the mass in the formula would double the kinetic energy. However, doubling the speed would quadruple the kinetic energy, since kinetic energy is proportional to the square of an object’s speed (Wysession,

Frank, & Yancopoulus, 2009, p. 447)

Kinetic Energy Equation

Project Terminology Demands in Science (Wysession, Frank, & Yancopoulus, 2009)

Beginning Middle End

Formal TermScienceTopic

26Nature of Physical Science

18Work and Machines

21“Propertiesof Light”

35Electricity

Approximatewords per page (# of pages)

1.53 (17) 1.44(26) 1.24(17) 1.09(32)

Terminologies in science textbook also include:(a) units of measure (“kilograms”)(b) mathematical formulas ( “Kinetic Energy= 1/2mv2”) (c) abbreviations (“Ke”); (d) Non-formal, relationship terms (“proportional,” “quadruple”).

1/10/2014

Literature Review: Science Terminology

Textbook Grade Level Text Projected total terms

English High School PSSC Physics 1,538

BSCS “Green” 1,899

Modern Chemistry 2,950

Earth Science 992

Table 1. Comparisons of Textbooks (Adapted from Groves,1995; Davies & Face 2006).

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Literature Review: Science Terminology





Earth Science 992

Spanish High School Puntos de partida (year 1) 2218

De paseo (year 2) 1965


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Literature Review: Terminology





Earth Science 992

High/Middle School

Physical Science: Concepts in Action

1019*

Spanish High School Puntos de partida (year 1) 2218

De paseo (year 2) 1965


1/10/2014

The Modified 5-S Strategy for Science

Helps students unwrap complex text

Shows students how to re-read through different analytical lenses

Highlights what ideas to annotate and analyze

Allows students to close read in a logical and methodical manor

**Helps teachers use re-reading strategies that are appropriate for text

Common 5-S misconceptions

All 5 Ss must be included in close reading

All probing questions associated with 5 Ss must be presented to students

There is always a “set” sequence to using the 5 Ss (i.e., Structure before Speaker, Speaker before Situation, etc…)

Every student has to do the same S at the same time to make sense of a reading as a class

Students cannot learn how to use 5S strategy on their own

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Examples

Concept Application: Elaboration, extension, enrichment reading (5-S)

Concept Introduction: Textbook section (4-S)

Concept Application: Data tables and graphs (2-S)

Concept Application: Test questions (2-S)

Elaboration, extension, enrichment reading (4-S)

Structure

Situation

ShiftsSummary Statement

Speaker“Thinking about

Physics While

Scared to Death (on

a Falling Roller

Coaster)”

(Walker,1983)

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Structure Pretest perceptions

Grouping: 3-4 students

5 different colors of highlighters at each table

5 different tasks at each table (5 S)

Students rotate tables at set times:

10 minutes, 10 minutes, 7 minutes, 5 minutes, 5 minutes

At the end, each group present S they began with

Posttest perceptions

Read the first and last sentences

A. Why do you think the author began the text this way? (Annotate with ideas)

B. Why do you think about the author ended the paragraph in this way? (annotate with ideas)

As you skim the text think about…

A. How is the text arranged? (make a note at top of paper)

B. Are their headings. If so, what are the levels of headings? (number [e.g., 1,2,3…]) (make a note at the top of paper)

C. Are their figures, tables, graphs, pictures, or sidebars that accompany text? (make a note at the top of paper)

D. Are there important terms? (highlight).

E. Can you determine whether there are “key” sections or sentences. (put a star [*] next to “key” sections).

1. Set purpose for initial reading—let’s focus on —STRUCTURE 2. Let’s read and highlight

1. Now let’s focus—SITUATION

2. Let’s read and highlight

Probing Questions:

A. When was the article, book, excerpt written? (Highlight)

B. What was the purpose of the document? (Identify whether the article is to entertain, persuade, inform, etc…, or a combination of purposes)

C. What motivated the writer to write? (annotate with some ideas)

D. Why the title? (annotate with some ideas)

E. If you could ask the author any clarifying questions, what would they be? (identify statement and write question)

F. In what sections does the reading tie back to a situation done in class? Identify them (label the sections with specific examples: Lab=…)

G. In what sections does the reading connect to other discussions, readings, and lectures? (label the section with specific examples: Textbook reading about, Class discussion on…)

1. Now let’s focus on—SHIFTS and the authors structure and approach


Probing Questions:

As we read, identify words/phrases that:

A. are transition statements used to maintain the reader interested-Where and Why? (identify them (e.g., T1, T2, etc…)

B. are statements used to explain science ideas? Identify them (e.g., S1, S2, etc…)

C. What patterns do you notice in transition and science idea statements? (summarize at bottom of first page)

1. Now let’s focus on—SUMMARY STATEMENTS


Probing Questions

A. Scientifically speaking, why might the author claim, “the scariest rides at the park are the roller coasters.” (Write a summary statement at the end of the reading that addresses the authors claim above)

1. Now let’s focus on—SPEAKER


Probing Questions

A. Who is the speaker? (highlight)

B. What are the speaker’s credentials or title? (highlight)

C. What inferences can you make from the provided information about the speaker? (annotate next to speakers name)

D. Can you trust the speaker? Why or Why not (annotate next to speakers name)

Pre/Posttest Promoting Metacognition

77% of students were either reassured of their knowledge or believed they gained knowledge

23% of students realized that some terms are more difficult or different than first thought

1/10/2014

1/10/2014

Common Core Check

What evidence do you have that the activities addressed CCSS reading standards?

Groups Table 1 (9-10.1-.2)

Table 2 (9-10.2-.4)

Table 3 (9-10.7-.9)

Textbook Section (4 S): Motion

Speaker

Structure

Situation

Summary Statement

“Force, Motion,

and Simple

Machines"

(Graybill, 2007)

Probing Questions:

A. Who is the speaker and when was the article, book, excerpt written? (highlight)

B. What are the speaker’s credentials or title? (highlight)

C. What inferences can you make from the provided information about the speaker? (annotate)

D. Can you trust the speaker? (annotate why you think you can or cannot trust the speaker)

*Distribute copies of article and highlighters

1. Set purpose for initial reading—let’s focus on —SPEAKER


3. Norms for Reading: Individual first, group sharing second

1/10/2014

George Graybill, Ph.D. “thinker or problem solver;” “smart;”

“went to college;” “knows a lot about forces, motion, and simple

machines;” “likes science;” “wrote an article;”=TRUST

1. Now let’s focus on—STRUCTURE


Probing Questions:


A. How is the text arranged? (make a note at top of paper)

B. Are their headings. If so, what are the levels of headings? (number [e.g., 1,2,3…])

C. Are their figures, tables, graphs, pictures, or sidebars that accompany text?

D. Are there important terms? (highlight). How do you know?

E. Can you determine whether there are “key” sections or sentences. (put a star [*] next to it).

1. Let’s focus on the—Situation

2. Norms for Reading: 1st read out load together, 2nd read individually, 3rd answer questions in pairs

Probing Questions:

What was the purpose of the document? (e.g., entertain, persuade, inform, provide history, etc…)

Why the title? (annotate)

How does the reading tie back to demonstrations or laboratories? (annotate)

How does the reading connect to other discussions, readings, and

lectures? (annotate)

1. Now focus on –SUMMARY STATEMENTS

2. 1st read individually, then as a whole class

Vocabulary Pyramids:

Velocity (speed)

Acceleration

1/10/2014

Common Core Check

What CCSS did the reading and activities address?

Data Tables and Graphs (2-S)

Structure

Situation

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Probing Questions:


B. How is the text arranged? (make a note at top of paper)

C. Are there important terms? (highlight). How do you know?

D. Can you determine whether there are “key” sections or sentences. (put a star [*] next to it).

E. Can you determine which data is being plotted (highlight in data table).

F. Can you determine important units of measure and whether they make sense (highlight). (Black, 2013, Personal Communication)

1. Now let’s focus--SITUATION


Probing Questions:

A. How does the reading tie back to demonstrations or laboratories?

B. How does the reading connect to other discussions, readings, and lectures?

Common Core Check


Test Questions (2-S)

Structure

Situation




B. How is the text arranged? (make a note at top of paper)

C. Are there important terms? (highlight). How do you know?

D. Can you determine whether there are “key” sections or sentences. (put a star [*] next to it).

1. Now let’s focus--SITUATION


Probing Questions:

A. How does the reading tie back to demonstrations or laboratories? (Annotate)

B. How does the reading connect to other discussions, readings, and lectures? (Annotate)

Common Core Check


Share, Implement, Reflect

Your Task as Literacy Leader:• Train your PLC colleagues—What is the 5S Strategy? How can we use it

with a variety of texts?• Together brainstorm ways to implement the strategy and when you’ll

use it in the classroom.• Implement the strategy • Reflect on the strategy and how well students met the standard(s) using

the strategy. • Share reflections and some student examples in PLCs. • Bring CLT feedback to next literacy training—be ready to share the text

selected, student samples using the 5S strategy, the standards addressed, and the results.

• Next Lit. Training is Nov 12 (Middle School) & Nov 14 (High

School)

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