1. Writing in Science in Action - 1

2. Group Norms  Do homework.  Arrive on time with WISIA.  Be Respectful.  Be Positive.  Be Active, Attentive and Focused.  Have an Open Mind and Take Risks.  Care for and Support Each Other.

3. Purpose 1. Reflect on reading Introduction and Chapter 1. 2. Analyze attributes of classroom that support the teaching of science. 3. Develop one scaffolding strategy – because and I think this because.

4. Which of the following is not considered one of Fulwiler’s “three elements?” A. Science content B. Scientific thinking C. Scientific writing D. Science skills

5. Foundation of Science Writing Approach Three Key Elements Science Content Scientific Thinking Science Skills

6. True or False. Students should devote most of their time to procedural writing – writing about what the did in an experiment. A. True B. False

7. True or False. The teaching of science and teaching of writing should be treated separately. A. True B. False

8. Which of the following is not a phase of the science session? A. Engagement B. Active Investigation C. Shared Reflection D. Independent Writing E. Application

9. Which is not an example of visual scaffolding? A. Venn diagrams B. Organized vocabulary in a Word Bank C. Labeled diagrams D. Written phrases and sentences used in modeling E. T charts

10. Practicum Team Assignments First NameLast NameClinical InstrGradeTime JacquelineLandryCynthia McDonnell110:50-11:50 MelissaMasonCynthia McDonnell110:50-11:50 FrancesRivardCynthia McDonnell110:50-11:50 NicoletteOgdenJill Patrie110:50-11:50 ElyssaRenziJill Patrie110:50-11:50 DanaMazzoneKim Lupino110:50-11:50 ElizabethTippleKim Lupino110:50-11:50 ElizabethAllenMelissa Bibeault110:50-11:50 BethanyMeloMelissa Bibeault110:50-11:50 CaitlynVallettaMelissa Bibeault110:50-11:50 JessicaHillJanet Conti39:15-10:15 KatieLarshJanet Conti39:15-10:15 StacyPokoraJanet Conti39:15-10:15 ElizabethCretaMichelle Gallagher310:30-11:30 NicoleRobinsonMichelle Gallagher310:30-11:30 BrittanyD'AmicoJen Almeida411:00-12:00 JuliePichetteJen Almeida411:00-12:00 HollySt. PereJen Almeida411:00-12:00

11. Structure of Science- Writing Approach Science Lesson Engagement Active Investigation Shared Reflection Application Writing Lesson Shared Review Shared Writing Scaffolding Independent Writing

12. Three Types of Scaffolding TYPES OF SCAFFOLDING Visual Word Banks Graphic Organizers Oral Written

13. Science Notebooks Types of Science Writing Scientific observations Scientific illustrations and diagrams Comparisons Cause and effect Predictions with reasoning Data tables and graphs Claims and evidence – reasoning

14. Teachers Notebook  Do what students do 1. Understand students’ experience 2. Use for modeling

15. It takes three years….  Begin by applying a few scaffolding strategies Because and I think this because

16. Reflecting on Practice (30 min)  Attributes of Classroom  Viewing Soils Video Episode

17. List Attributes that Support Learning of Science and Scientific Thinking 1. Teacher Behavior 2. Student Behavior 3. Physical Environment in Classroom

18. Reflection on Soils Video 1. How does the teacher use modeling and scaffolding in the science session and in the writing session? 2. What modeling and scaffolding do you think helped the students learn the behaviors they demonstrate during the sessions (e.g., talking with each other about their observations and thinking, making and using data tables, talking and writing about evidence)? 3. How does the physical setup of the classroom contribute to the students’ learning of science and science writing? 4. What revisions, if any, would you make to the group’s list of attributes that you think support students’ learning of science and scientific thinking?

19. Critiquing Notebooks (15 min)  Mar’Jon’s data table and conclusion in Chapter 2 (Figures 2–1 and 2–2)  Jonah’s data table and conclusion in Chapter 2 (Figures 2–3 and 2–4)

20. Data Tables and Conclusions  Science Content  Scientific Thinking  Science Skills

21. Considering Next Steps  What one or two things could you do with your students during the practicum to help them learn to use the scaffolding strategy - because and I think this because?

22. Prepare for Next Class  Take notes on class notes – organize, connect.  Do homework – Chapter 2.  View Soils video episode again.  Bring Writing in Science in Action to class