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Writing in Science Made Simple: Engaging Strategies for Student Success, Part II During-learning & Assessment Florida Association of Science Teachers Conference.

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Presentation on theme: "Writing in Science Made Simple: Engaging Strategies for Student Success, Part II During-learning & Assessment Florida Association of Science Teachers Conference."— Presentation transcript:

1 Writing in Science Made Simple: Engaging Strategies for Student Success, Part II During-learning & Assessment Florida Association of Science Teachers Conference Kathleen Kopp Teacher on Special Assignment, Citrus County Schools Author and Presenter: Maupin House Publishing

2 Todays Objectives Review of CCSS ELA writing standards as they apply to science Fantastic, easy-to-implement writing activities to help students learn concepts and skills Fun, creative, and motivating writing strategies to: Review concepts Respond to learning Use as formative assessment measures Demonstrate mastery of essential topics

3 Resources for Science Teachers All these strategies and more in Everyday Content-Area Writing and Strategies for Writing in the Science Classroom (Maupin House Publishing, Inc.)

4 Brainstorming: Think about all the ways people write in the field of science. List as many ways as you can to tell how people write in science. You have one minute.

5 Literacy in Science Core Content Standards StandardDescription Key Ideas and Details 1 Cite specific textual evidence to support analysis of science and technical texts. 2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Craft and Structure 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. 5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6 Literacy in Social Studies Core Content Standards StandardDescription Integration of Knowledge and Ideas 7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Range of Reading and Level of Text Complexity 10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

7 Writing Strategies to Develop Concepts Frayer model Graphic organizers from Comprehension skills: main idea/details, compare/contrast, sequencing, cause/effect, etc. Comprehension connections Notes and notebooks Foldables Class charts (sticky notes) Learning logs/learning journals

8 During Learning: Frayer Model DefinitionBoundary Plate Tectonics

9 During Learning: Frayer Model Related Words Law 1 Explanation and Examples Law 2 Explanation and Examples Law 3 Explanation and Examples Force and Motion

10 During Learning: Frayer Model Definition and Characteristics Examples (land animals) Examples (water animals) Examples (birds) Animal Adaptations



13 Main Idea and Details Graphic Organizer

14 Tree Diagram (main idea/details) Graphic Organizer

15 Compare/contrast Graphic Organizer

16 Triple Venn

17 8 Events Sequencing Chart

18 Chain of Events Graphic Organizer

19 Cause-effect Graphic Organizer

20 Note Taker Graphic Organizer

21 Open Mind Making Connections Graphic Organizer Thinking Stems: I wonder… This makes me think about… This reminds me of… This relates to… I imagine I predict… I remember when…

22 Taking Notes Is not the same as copying from the board Include facts, information, data collection, vocabulary, summaries, or personal reflections May be taken in the form of a suitable graphic organizer




26 Mini-notebooks: Foldables




30 Learning Logs & Learning Journals Should reflect student learning, not teacher instruction Can include narratives, ideas, thoughts, illustrations, or labeled pictures/models May be directed by a thought-provoking question (Is dirt the same thing as soil? or Is it possible to defy gravity? or Would you rather design a roller coaster or a bridge, and why?) May prompt students by simply asking, What did you learn today?

31 Reflective Journal: Thinking Stems

32 Notebook: Notes and Reflections

33 After Learning: Review Strategies Give one, get one Acrostics

34 After Learning: Give One, Get One Fold paper twice vertically and horizontally (nine squares) Write three facts about a topic in any three squares. See six friends (maybe more). You give them one of your facts, and in exchange, you get one of theirs. No facts can repeat on the page. Use this as a concept or topic review. Math Science Social Studies Language Arts

35 What It Looks Like Topic: Sound Energy Sound energy travels through longitudinal waves Sound needs a medium through which to travel. Sound travels outward in all directions from its source.

36 Review Strategy: Concept Map Acrostic Use chart paper. Make enough charts so that no more than six students are in a group. Write one essential term or concept vertically on each paper. Give each group a marker. Each student, in turn, writes one sentence related to the concept using the letter of the concept as the first word of his sentence. Every student writes a sentence. Encourage collaboration. Students can use notes, text, or other resources to write their facts. Use this as a concept or topic review. Math Science Social Studies Language Arts

37 Review Strategy: Acrostic

38 Assessing Student Learning Formative Assessment Strategies Summative Assessment Strategies

39 Assess Prior Learning: Group Charts A great way to encourage verbal thinking and collaboration A great way for teachers to identify student misconceptions of science ideas before learning begins

40 Assess Prior Learning with Sticky Notes

41 Summative Assessments with Collaborative Projects

42 Authentic Assessment Resources for Science Teachers Lots of great authentic writing project ideas in the Learning through Writing Series (Maupin House Publishing, Inc.) Award-winning Series!

43 Wheres the writing?


45 Summative Assessments with Independent Projects


47 Learning Projects Animals If this animal opened a restaurant, what would it be like? Develop a menu of appetizers, main dishes, and desserts. Illustrate and describe the setting for the restaurant, and explain where other animals of this kind can go to experience a GREAT meal. Rocks Create a rock collection to display in a museum. Use a shoebox as your display cabinet. Include a summary of each rock. Include the type of rock, the name of the rock, and where it may be found. Also include distinguishing characteristics. Include at least one of each type of rock in your display. Machines Create a model of a device that makes life easier. Write a How-to manual to accompany your device. Include three or more examples of force and motion, and at least five vocabulary terms from this unit.

48 Summative Assessments: Student Stories Mad Libs RAFTS Anecdotes Articles Biographies Book jackets Book reviews Diaries Folktales Ghost stories Interviews Legends Letters Mysteries Plays Postcards Proposals Reviews Science fiction Speech Summaries Tall tales Travelogues Tributes

49 Write Now! Writing allows students to internalize their learning. Writing about reading helps students build needed vocabulary. Writing about reading allows students to organize the content they are learning. Writing strategies can be done before, during, and after learning. Writing is a great formative assessment strategy. Teachers can find out students misconceptions about science topics before embarking on a new unit of study. Writing can be used to assess student learning of any subject matter, but should include clear, measurable expectations. (And, students should know these expectations ahead of time.)

50 Thank you for spending time with me! Kathleen Kopp Award-winning Series!

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