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Vroom, Vroom, Beep, Beep: Connecting Common Core ELA Standards and STEM Jennifer L. Altieri, Ph.D.

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Presentation on theme: "Vroom, Vroom, Beep, Beep: Connecting Common Core ELA Standards and STEM Jennifer L. Altieri, Ph.D."— Presentation transcript:

1 Vroom, Vroom, Beep, Beep: Connecting Common Core ELA Standards and STEM Jennifer L. Altieri, Ph.D.

2 RETHINKING LITERACY INSTRUCTION  Vision of literacy is broader  Text is more than traditional printed pages  Emphasis on content literacy is increased CCSS Introduction describes the “vision of what it means to be a literate person in the twenty-first century” (CCSSI, 2010a, p. 3).

3 We must look at various literacies as working not in competition but in cooperation with each other (Plummer & Kuhlman, 2008, p. 96).




7 Range of Reading and Level of Text Complexity SCIENCE “TEXTS”  Use diverse materials  Focus on informative texts  Incorporate local texts CCSS clearly focus on the importance of familiarizing children with informational texts.

8 By incorporating informational texts into science, we can develop content-knowledgeable students with strong literacy skills.

9 Integration of Knowledge and Ideas







16 Key Ideas and Details GIST ___________________________________ ______________________________ (Cunningham, 1982)


18 Vocabulary Acquisition and Use 10 IMPORTANT WORDS PLUS (Yopp and Yopp, 2003)

19 ORALLY COMMUNICATING KNOWLEDGE  Helps get technical words into students’ speaking vocabulary  Is important due to the high degree of lexical density found in scientific writing CCSS Speaking and Listening Standards K–5 require that kids be confident in their ability to share ideas and to listen to and comprehend information they receive.

20 LIST-GROUP-LABEL spaceshipsteamboatsurfboard taxicabtoboggansubway tricyclewheelbarrowshopping cart submarinewater skiswheelchair golf carthot air balloonblimp 18-wheelercrop dusterdogsled ambulancecovered wagongondola helicoptermotorcycletram yacht

21 SCAVENGER HUNT skiffZambonizeppelin thresherautogirodinghy broughamman-of-wardirigible glider

22 Text Types and Purposes WRITING TO LEARN  Engages students with content-area vocabulary  Extends thinking by allowing children to know what they do and do not understand  Helps students share information with others  Requires active involvement  Is enhanced with quality informational texts CCSS College and Career Readiness Anchor Standards for Writing, Standard 10—Write for extended time frames (research, reflection and revision) and shorter time frames for a range of tasks, purposes, and audiences.

23 FOUND POETRY (Fletcher, 2002)

24 PI Never ending, never ending Now used all the time Planning routes of airliners, Analyzing sound waves, Building cars, Understanding planets’ movement, Infinitely it goes on.. The computer banks will work on the problem until we order it to stop. It’s irrational BUT We celebrate you today. Pi I got your number 3.14159. Albert Einstein, beloved icon of math, shares your day. Never ending, never ending Pi from Teacher to Teacher, IRA, March 12, 2012

25 Motion and Design Going Place to Place Rubber band energy Makes it Go! Increase friction S-l-o-w-s down, S-l-o-w-s down Wasteful friction? Useful friction? Add a propeller, Add a sail Collecting Data, Collecting Data Make it Go! Going Place to Place

26 Scientists helped us. Bicycles, planes, boats Scientists on the Move Collecting Data, Collecting Data Wright Brothers built a lighter engine. Ford built a car we could afford. From Hobby horse bikes to 10 speeds From Model T to modern cars From heavy-steam engine plane to nonstop jets Going Place to Place Motion and Design

27 Carousel brainstorming How does it work?

28 From Content Counts! Developing Disciplinary Literacy Skills, K–6 (p. 125-129) by Jennifer L. Altieri. © 2011 International Reading Association.

29 How can we tie this in with motion and design?


31 OTHER IDEAS  Pioneer Pilots  Early Rocket Scientists  The history of bicycling  Henry Ford and the Model T

32 CREATING MEANINGFUL VISUALS AND DEVELOPING VIEWING SKILLS  Often the curriculum has an irrational loyalty to reading and writing (Flood & Lapp, 1997).  Different genres of drawing serve different purposes (Anning, 1999).  The ability to visually represent information requires that children take into consideration audience, purpose, and form. College and Career Readiness Anchor Standards for Reading, Standard 7—Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

33 RAFT Role Audience Format Topic



36 VISIT THE CAROLINA BOOTH  Explore the workshop materials  Ask questions  Request more information

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