Presentation on theme: "High School Math & Science Success (HS MASS IV) Reading and Writing in Science Michigan Mathematics & Science Center Network."— Presentation transcript:
High School Math & Science Success (HS MASS IV) Reading and Writing in Science Michigan Mathematics & Science Center Network
Review of Strategies Reading: Anticipation Guide Read Aloud Vocabulary: Word Cards Writing: Cause and Effect Graphic Organizer Exit Slip
ACT Passages Passage III Passage IV Passage V Peony Seeds Rock & Paper Thermoconductivity Chromatography Data Data Research Representation Representation Summary 6 questions 5 questions 5 questions
Question-Answer Relationship (QAR) Students learn to identify four question types: 1.Right there – answers are explicitly found in the text. 2.Think and search – students have to read several sentences to derive the answer. 3.Author and you – students required to infer from or interpret the context, students draw on background knowledge. 4.On your own – the response lies solely within the realm of the students own thinking.
Question-Answer Relationship (QAR) Sample Biology Passage: DNA Locate the answer for each question Label each question Right ThereRight There Think and SearchThink and Search Author and YouAuthor and You On Your OwnOn Your Own Write an On Your Own question
Another Read Aloud James Watson and Francis Crick
Argumentation: (WAC p. 40-41) ACT Sample Passage I Conflicting Viewpoints, Earth Science You Have 7 Minutes!
Argumentation LeastSignificantMostSignificant Main Argument: Counter Argument: Evidence:
Reciprocal Teaching Students work in groups of four Together they read a passage Roles: Predicting – anticipate what will happen next Clarifying – help the group decipher confusing or unclear words or phrases Questioning – create, and answer their own questions Summarizing – key ideas and themes
Inquiry Science Activities Radish Germination Experiment Radish Germination Experiment Essay – Prediction (WAC p. 42-43) Requires a more extensive response (at least a paragraph). The first sentence answers the question clearly and concisely (thesis statement). This is followed by data, evidence, details or examples that support the answer.
Inquiry Science Activities Air and Breath Air and Breath Main Idea (WAC p. 27-28) Students organize content by relative importance. Main ideas and supporting examples or evidence are identified and represented in an appropriate graphic organizer.
Inquiry Science Activities Corner Reflector Corner Reflector Research Report (WAC p. 57-58) Informational text produced to summarize a body of scientific work. Based on documented sources, follows appropriate format, uses headings, subheadings, etc.
Inquiry Science Activities Rocks and Minerals Rocks and Minerals RAFTS (WAC p. 19-21) Students demonstrate their understanding of the targeted content by writing to an authentic audience and purpose.
Lesson Development Participant Information: HSCE Standard: Content Statement: Expectations: Name: School: Grade Level: Course: Email: Strategy: HS – MASS Instructional Intervention Reading/Writing in Science Description of Strategy: Sequenced Instructional/ Assessment ActivitiesResources Needed Pre-test StudentsSAMPI Assessment
For Next Time: Teach the Lesson you have developed Document the Lesson with Video Camcorder Administer Student Post-Tests Be Prepared to Share How the Lesson Went