1. Content Literacy Professional Development for Science Teachers Grades 5-8 Addressing the Literacy Needs of Science Students Arkansas Department of Education 1

2. Welcome! Introductions Name Cards Establish Norms Arkansas Department of Education 2

3. How does this quote capture a fatal pedagogical error? “…to throw answers like stones at the heads of those who have not yet asked the questions.” - Paul Tillich Michael Bentley, 2009 Arkansas Department of Education 3

4. Expected Outcomes Participants can and do: Distinguish content vocabulary from academic vocabulary terms. Develop/enhance a working knowledge of select vocabulary strategies. Implement various strategies from Building Academic Vocabulary by modeling the 7E process. Arkansas Department of Education 4

5. Scientific Literacy: “Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy.” National Science Education Standards, page 22 Arkansas Department of Education 5

6. Clarification: You are NOT expected to become reading interventionists, but you are the best equipped teacher to provide content area literacy support because you understand the reading and writing demands of your content. Arkansas Department of Education 6

7. Think, Write, Pair, Share What have you used in your classroom that has been effective at teaching students content vocabulary? In your opinion, how well do your students retain content vocabulary? Arkansas Department of Education 7

8. Distinguishing between Content and Academic Vocabulary “Vocabulary acquisition is crucial to academic development. Not only do students need a rich body of word knowledge to succeed in basic skill areas, they also need a specialized vocabulary to learn content area material” Words, Words, Words, Janet Allen, et al Arkansas Department of Education 8

9. Selection Criteria for Instructional Vocabulary Tier 1Tier 2Tier 3 DescriptionBasic words that most children know before entering school Words that appear frequently in texts and for which students already have a conceptual understanding Uncommon words that are typically associated with a specific domain Examples clock, baby, happy sinister, fortunate, adapt Isotope, peninsula, bucolic Beck, McKeown, Kucan, 2002 Arkansas Department of Education 9

10. Comprehension Problems in Science Content Print Skills Poor decoding Slow, word-by-word reading Meaning Skills Limited vocabulary Limited background knowledge Limited use of comprehension strategies Arkansas Department of Education 10

11. Direct and Indirect Instruction Repetition and Multiple Exposures Rich Contexts Active Engagement Wide Reading Effective vocabulary instruction provides: Dependence on a single vocabulary instructional method will not result in optimal learning. NRP Report, 2000 Arkansas Department of Education 11

12. Knowing when AND how to use various vocabulary strategies is important. Arkansas Department of Education 12

13. Today we will: Encounter two processes for vocabulary instruction: o Activity-driven lesson plan illustrating concept with supporting strategies o Marzano et. al (2000) Building Academic Vocabulary process introducing vocabulary with supporting strategies Arkansas Department of Education 13

14. 7E (5E) Model is a process used in many classrooms to develop learning cycles. is endorsed and modeled in many products/publications. can provide multiple opportunities for vocabulary instruction. Arkansas Department of Education 14

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16. Gallery walk Read article Identify key points Chart out key points Debrief Arkansas Department of Education 16

17. Gallery Walk Instructions 1.Divide the participants into small groups. 2.Each group should choose or be assigned a different colored marker for their chart paper. 3.Each group is assigned an “E” from the article. 4.Read the article and identify the key points. 5.Write the key points on their chart paper and post it. 6.Each group walks around viewing and discussing the other participants’ charts. Add any additional thoughts/comments/questions in your group's marker color. 7.Debrief whole group 17Arkansas Department of Education

18. Elicit With a partner, write down all the words you associate with: MOTION Arkansas Department of Education 18

19. Engage Motion Videos: Sports o http://www.youtube.com/watch?v=7mwdWtbp4Bk&feature =related http://www.youtube.com/watch?v=7mwdWtbp4Bk&feature =related Train o http://www.youtube.com/watch?v=yUc3wd4It8g&featu re=related http://www.youtube.com/watch?v=yUc3wd4It8g&featu re=related Arkansas Department of Education 19

20. Explore Ball Drop Experiment Explore the Vocabulary Create Visual Diagrams for select terms Arkansas Department of Education 20

21. Explain Use the visuals and terms you generated to describe motion and describe the experiment to others in the class. Arkansas Department of Education 21

22. Elaborate View the Science Keys video, “Ball Drop.” Collect/observe additional and new vocabulary terms and ideas After the video, create two questions about the experiment. Arkansas Department of Education 22

23. Evaluate Quick Write Individually, write/draw a reflection of the terms you learned in the context of the experiment using targeted vocabulary. Arkansas Department of Education 23

24. Extend Deepens student knowledge of content Knowledge is to be applied in a new context and is not an elaboration of the term/concept Arkansas Department of Education 24

25. Arkansas Department of Education25 Seatbelts and the 7E Model View: http://youtu.be/KhKS5k3Kyt4http://youtu.be/KhKS5k3Kyt4 View: http://youtu.be/d7iYZPp2zYYhttp://youtu.be/d7iYZPp2zYY

26. Marzano’s Six-Step Process for Learning New Terms 1.Provide a description, explanation, or example of the new term. 2.Ask students to restate the description, explanation, or example in their own words. 3.Ask students to construct a picture, symbol, or graphic representing the term. 4.Engage students periodically in activities that help them add to their knowledge of the terms. 5.Periodically ask students to discuss the terms with one another. 6.Involve students periodically in games that allow them to play with terms. Arkansas Department of Education 26 Introduce / Develop Understanding Develop / Enhance Understanding

27. The Spacing Principle Wolf (2008). http://www.wired.com/medtech/health/magazine/16- 05/ff_wozniak (see Ebbinghaus, 1885) Arkansas Department of Education 27Arkansas Department of Education

28. Extend Key Terms: Nanofibers Nanometers Nanotechnology Piezoelectricity Polyvinylidene Fluoride “One day your pants may power up your iPod” Arkansas Department of Education 28

29. Effects of Piezoelectricity Focus question: How can I define piezoelectricity? - Where does one find piezoelectricity used? -piezoelectric charcoal lighter 29Arkansas Department of Education http://www.youtube.com/watch?v=an8CtrgPyeQ

30. Marzano's Process, continued: After the instructor has completed the first three steps, the sharpening of the term/concept needs to occur at some point in the unit/lesson plan. Steps 4, 5 and 6 are flexible and have various activities to reinforce concepts This process is designed to be implemented throughout the entire unit. Arkansas Department of Education 30

31. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. A Six-Step Process for Teaching New Terms Free Association Comparing Terms Classifying Terms Solving Analogy Problems Arkansas Department of Education 31

32. Comparing Terms Sentence Stems Venn Diagrams Double Bubble Matrix Arkansas Department of Education 32

33. Mitosis (Kinetic Energy) and Meiosis (Potential Energy) are similar because they both ________________ Mitosis (KE) and Meiosis (PE) are different because Mitosis is __________, but Meiosis is ___________. Sentence Stems Example Arkansas Department of Education 33

34. Double Bubble similar different Cellular Respiration OR Kinetic Energy Arkansas Department of Education Photosynthesis OR Potential Energy 34

35. Classifying Terms A process of grouping terms by similar attributes. Arkansas Department of Education 35

36. as Creating and Solving Analogy Problems Arkansas Department of Education 36 ABAB CDCD “ A is to B as C is to D”

37. as Cell membrane Cell Offensive line Football team …won’t let bad things in relating factor as Tsunami Wave Earthquake Tremor …is an extreme example of … relating factor Solving Analogy Problems Arkansas Department of Education 37

38. Step 5: Periodically ask students to discuss the terms with one another. A Six-Step Process for Teaching New Terms Think, Pair, Share Arkansas Department of Education 38

39. Step 6: Involve students periodically in games that allow them to play with terms. A Six-Step Process for Teaching New Terms Vocabulary Charades Draw Me Arkansas Department of Education 39

40. Greek and Latin Roots A word root is a word part that means something. When a root appears inside a word, it lends its meaning to the word and helps create the word’s meaning. Words related in form and meaning to another word are called cognates. The root conveys sound and meaning. It can stand on its own-defining Arkansas Department of Education 40

41. (Root) Word Spokes Activity sci science conscience conscioussubconscious 41Arkansas Department of Education

42. Prefixes and Suffixes Meaningful word parts Attached to the beginning of words (prefix) Attached to the end of words (suffix) Example: 1.endo- is a prefix meaning inner 2.-itis is a suffix meaning inflamed Arkansas Department of Education 42

43. Prefix Cloud Revisit iPod Article: How many words have the same prefix? Final question: In regards to the iPod article, which terms would be necessary for explicit instruction after doing the prefix-cloud? Arkansas Department of Education 43

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45. How can using Prefixes, Suffixes, and Root words be useful in defining this term? hippopotomonstrosesquippedaliophobia Arkansas Department of Education 45

46. Common Core State Standards Correlation to Content Vocabulary Strategies RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. Arkansas Department of Education 46

47. Common Core State Standards - Writing WHST. 6-8.2b and 2d Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Arkansas Department of Education 47

50. Questioning Strategies in Science 50Arkansas Department of Education

51. Content Literacy Professional Development This Content Literacy Training is focused on supporting all middle/high school content teachers as they view their roles not as teachers of reading and writing but as teachers of how to access information from the different kinds of texts and information used in content classes. Arkansas Department of Education 51

52. Expected Outcomes: Participants can and do: Examine personal and professional literacy practices, Review scientifically-based literacy approaches and strategies for content learning, with an emphasis on Questioning the Author (QtA) and Question-Answer Relationships (QAR), and Structure learning tasks using QtA and QAR that emphasize content, access of text, and comprehension as essential goals for students. Arkansas Department of Education 52

53. Reflecting as a Reader 53Arkansas Department of Education

54. 54Arkansas Department of Education Metacognition Thinking about your own thinking Awareness of one’s own knowledge and their ability to understand, control, and manipulate own cognitive process Identifying and overcoming one’s own blocks to learning Learning how to learn Self-awareness of the learning process

55. Text Complexity “Literacy instruction at the high school level should support students to continue developing reading fluency; improving vocabulary knowledge; developing higher- level reasoning and thinking skills; improving reading comprehension skills, and increasing student motivation and engagement.” Torgeson et al, 2007 55Arkansas Department of Education

56. Text Complexity You are an expert for reading in your content field, but your process has become intuitive. You must become metacognitive. Break down your own mental processes to share with students and support their learning. 56Arkansas Department of Education

57. "Rethinking the Role of Literacy in the Content Areas" Heller, R., and Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education. 57Arkansas Department of Education

58. 58Arkansas Department of Education Jigsaw Activity The jigsaw teaching strategy is one where students work together as a team to learn material, then regroup to share out..

59. 59Arkansas Department of Education Jigsaw Activity The strategy is great to use in any classroom when there is a great deal of material to be learned. Students are part of a 3-6 person team or group, assigned to a section or “chunk” of the material. Within the team, students will read, evaluate, compare and discuss the information, becoming an “expert” for the section. When each expert understands his/her assigned material, each group will number off and form new groups. The new groups now have an “expert” available to share on his/her particular chunk of material.

60. Text Features in Science 60Arkansas Department of Education

61. 61Arkansas Department of Education

62. 62 The statistics are staggering. Consider this: Gaps in reading are NOT narrowing. 1 in 4 readers in the United States CANNOT identify the main ideas of text. 25% of students nationally read BELOW grade level. Only 74 out of 100 students who enter 9 th grade in Arkansas will graduate. In Arkansas, 50% of 5 th, 7 th, and 11 th grade students were not proficient in 2005 testing.

63. 1.Comprehension Monitoring 2.Graphic and Semantic Organizers 3.Question Answering 4.Question Generating 5.Story Structure (Text Structure) 6.Summarization Research-Based Reading Comprehension Strategies: National Reading Panel Report 63Arkansas Department of Education

64. Questioning Thinking tool Strategy of good readers Increases student learning Research-based Classroom Strategies for Interactive Learning, Buehl 64Arkansas Department of Education

65. Questioning To actively inquire To explore uncertainties To investigate a text adapted from Subjects Matter, Harvey Daniels and Steven Zemelman, 2004 65Arkansas Department of Education

66. Questioning the Author (QtA) Provides a setting for small group discussions. Improves comprehension and critical- thinking skills. Leads to students considering an author’s thinking Offers a voice to confusion. 66Arkansas Department of Education

67. QtA with “The Russian Traveler” 67Arkansas Department of Education

68. QtA Prompts Changes in Classroom Discourse Teacher-generated questions Student discourse Questioning the Author, Beck, McKeown, Hamilton, and Kucan 68Arkansas Department of Education

69. QtA in a Thinking Device for Science: Video of “One Day Your Pants May Power Up Your iPod”One Day Your Pants May Power Up Your iPod 69Arkansas Department of Education

70. QAR Strategy: Question/Answer Relationships Helps students connect the salient parts of a question with a text and the reader’s prior knowledge. Contains four categories of relationships. 70Arkansas Department of Education

71. QAR “In the Book” 1.Right There 2.Think and Search “In My Head” 3.Author and Me 4.On My Own 71Arkansas Department of Education

72. Examples from modeled passages: 1.What did one station mean when it reported that a new moon was put in the sky? 2.What changes occurred between the first satellite and the one sent out a month later? 3. What does Sputnik mean in Russian? 4.How can monitoring an animal in space help people learn more about animals or space? 72Arkansas Department of Education

73. Article: “One Day Your Pants May Power Up Your iPod” 73Arkansas Department of Education

74. Advantages of QtA and QAR : Engagement Motivation 74Arkansas Department of Education

75. Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects 75Arkansas Department of Education

76. Reflection: Expected Outcomes: examine personal and professional literacy practices review scientifically based literacy approaches and strategies for content learning, with an emphasis on Questioning the Author and Question-Answer Relationships learn how to structure learning tasks using questioning that emphasizes content, access of text, and comprehension as essential goals for students. 76Arkansas Department of Education