SCIENTIFIC LITERACY The knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.

Session Objectives In today’s session we will: Explain the concept of SWRL and how it transforms our classrooms. Discover new aspects of Academic Language. Analyze and SWRL a lesson of our own.

S peaking W riting agree/disagree answer/ask questions compare converse debate define describe discuss explain express give instructions identify name predict pronounce rehearse repeat rephrase respond restate share summarize ask and answer questions brainstorm classify collect compare/contrast create describe edit evaluate explain illustrate journal label list order/organize record revise state and justify opinion summarize support write/take notes R eading discover distinguish explore find find specific info identify infer interpret locate make connections match preview predict read read aloud skim L istening act out arrange distinguish categorize choose follow directions identify indicate label listen match order point recognize role play select show sort tell

Literacy in Science blem-solving-with-technology

Let’s SWRL Our Own Lessons! Take a look at a lesson plan you’ve got in place. Now, with “new SWRL eyes” what would you change? How have you facilitated students’ true engagement with each other and the curriculum during the lesson? How frequently will the students use (process and produce) academic language? Discussions and Sharing

“I SEE” Strategy I Illustrate: What image(s) come to mind when you hear the term “Academic Language”? S State in one simple sentence what it is. Use your own words. E Elaborate on what you have just stated. E Examples. Add examples from your own practice. ILLUSTRATESTATE ELABORATE EXAMPLES

Features of Academic Language Word/Phrase Sentence Discourse General, specific, transitional, and technical language Words and phrases with multiple meanings Formulaic and idiomatic expressions Collocations, nuances, and shades of meaning Types and varieties of grammatical structures Conventions, mechanics, and fluency Match of language forms to purpose/perspective Amount of speech/written text Structure of speech/written text Density of speech/written text Organization and cohesion of ideas (thinking) Variety of sentences and sentence types

A Critical Question What are some compelling reasons why we should care about air quality?

A Critical Question What are some compelling reasons why we should care about air quality? One compelling reason we should care about air quality is _______ because _______________. Due to __________________, _________________________ is another compelling reason for being concerned about air quality. Finally, perhaps the most important reason to be concerned about air quality is _________________.

Which words do I teach? Tier 2 Tier 1 Tier 3 Common every day words that many students know well. Words that appear in a single context, often domain- specific/technical vocabulary that often needs to be explicitly taught. High-utility words that occur in many contexts, may have multiple meanings, and are used to process Information. The “power” behind students’ curricular connections.

Vocabulary Video Clip

The heart is like ______ because…. AB C D

The image I am most curious about is _____ because… A C D B