1. Science and Literacy November 16, 2009 Lockview High School

2. Some Think Abouts Reading science is like reading a foreign language. (It is your native language.) A high school chemistry text can contain some 3,000 new vocabulary terms-far more than are taught in most foreign language classes (Holliday, 1991) It is not unusual for science textbooks to have a readability level one or two years above the grade level in which they are used.

3. Some Think Abouts Texts are often written by content-area experts without the assistance of professional writers or experienced practitioners who could ensure ideas were communicated clearly. The content of science textbooks can become outdated very quickly. Science texts often emphasize product rather than process (Donahue, 2000).

4. Some Think Abouts Current best practices focus on “doing” science rather than “reading” science. Students are more engaged when they are actively involved in collaboration, exploration and problem solving. It is “Hands-on science”. While being aware of the previous statements, there is still a need for students to access science texts, combined with an apparent inability of students to read these science texts.

5. Some Think Abouts What is the role of the science textbook? What does the use of the science textbook look like in your classroom?

6. “The same skills that make good scientists also make good readers: engaging prior knowledge forming hypothesis establishing plans evaluating understanding determining the relative importance of information describing patterns comparing and contrasting making inferences drawing conclusions generalizing evaluating sources (Armbruster, 1993)

7. The question I am to address today and the question I would like to add. 1. How can we help students confront the unique challenges of constructing meaning from science textbooks? 2. How do we embed explicit science reading instruction within the natural context of science instruction in the classroom?

8. Addressing Question #1 Three Interactive Elements of Reading ReaderClimate Text Features

9. “The Reader” Things to Think About How do students’ experiences and prior knowledge of science affect their learning? How can teachers help students recognize and change any misconceptions they have about science? How can teachers motivate students to learn and practice reading strategies? We will not delve into this today.

10. “The Climate” Things to Think About How does climate affect students’ attitudes toward learning science? What do effective science teachers do to create a classroom climate that is conducive to learning? We will not delve into this today.

11. ReaderClimate Text Features Vocabulary Text Style Text StructureText Coherence Audience Appropriateness Organizational Patterns Text Presentation

12. “Text Features” and Vocabulary Things to Think About 1. How important is vocabulary instruction in science classes? 2. How should teachers determine which science terms students really need to know? 3. What are the best ways to develop students’ understanding of science terminology?

13. Me-You-Me Learners have no existing schema, or mental framework to help them grasp the meaning of new terms or phrases. Teachers naturally teach the way they were taught; looking words up in a dictionary and memorizing their definitions. This reduces vocabulary instruction to an activity that is seemingly unrelated to the rest of instruction.

14. Me-You-Me Students need to be able to construct meaning-to wrestle with their understanding of a word’s meaning in terms of their prior knowledge and in terms of how the word “fits” into, or relates to other academic content they are learning. “Teaching words well means giving students multiple opportunities to learn how words are conceptually related to one another in the material they are studying”. (Vacca 1999)

15. Me-You-Me Four steps science teachers can follow to plan for vocabulary instruction 1. Identify specific learning goals for the unit. 2. Develop each unit’s vocabulary list based on these goals. 3. Determine the level of understanding students need for the listed terms. 4. See next slide

16. Me-You-Me 4. Select appropriate vocabulary development strategies. Student VOC Strategy Concept Definition Mapping Frayer Model Semantic Mapping

17. Me-You-Me The following guidelines and research are reported in “Classroom Instruction that Works” (Marzano, et al., 2001): 1. Offer students several opportunities to encounter selected terms in context. 2. Provide instruction about key concepts prior to reading. 3. Show students how to connect an image with the new term. 4. Focus vocabulary instruction on words that are critical to new content.

18. What does vocabulary instruction look like in your classroom?

19. ReaderClimate Text Features Vocabulary Text Style Text StructureText Coherence Audience Appropriateness Organizational Patterns Text Presentation

20. “Text Features” and Text Style Things to Think About 1. What features of science text make reading the text difficult for students? 2. What responsibility do science teachers have to teach students how to contend with text features such as organization and presentation? 3. What do science teachers need to know about text coherence and audience appropriateness so that they can select reading material that students can understand?

21. “Text Features” Text Style and Text Structure Two aspects of Text Structure - Organization and Presentation - directly impact reading comprehension.

22. “Text Features” Text Style and Text Structure Students who can recognize and represent Organizational Patterns use this knowledge to: locate key information identify what is important and unimportant impose some organization on text in which the organization is only implied synthesize information that appears in different locations within a text or from a number of texts

23. “Text Features” Text Style and Text Structure connect new information with what is known restructure schema to account for new learning, and organize their recall of information they need

24. Five most common Organizational Patterns used by authors in science Comparison/contrast Concept definition Description Generalization/principle Process/cause-effect

25. “Text Features” Text Style and Text Structure Acquainting students with Text Presentation (how publishers lay out content) can enhance comprehension. Text that is visually laid out in a way that make organization of content evident, assists in reading comprehension Explicit instruction in the physical presentation of text and/or text structure aids in reading comprehension

26. “Text Features” Text Style and Text Structure Its visual textual cues, such as headings, captions, bold print, italics, font size and colour (sections and subsections) Illustrations and graphics Use of white space to indicate new subject

27. More Teacher Involvement Early should equal A More Independent Learner / Less Teacher Involvement Later It is recommended that science teachers scaffold students’ learning of organizational patterns and aspects of text presentation using text passages that focus on content covered in class.

28. “Text Features” Text Style and Text Coherence Coherence is the degree to which the text content is logically and clearly explained.

29. “Text Features” Text Style and Text Coherence Coherence influences comprehension when the main idea is not clearly stated when relationships are implied rather than explicit when irrelevant ideas are included (Armbruster 1996)

30. “Text Features” Text Style and Text Coherence Coherence influences comprehension main ideas are clearly stated they appear in prominent places: introductions / summaries, headings, topic sentences,at the beginning of sections and paragraphs main ideas should not be in the middle of sections / paragraphs or left inferred (Armbruster 1996)

31. “Text Features” Text Style and Text Coherence Coherence influences comprehension Science writers often present their data first pulling their ideas together in a concluding statement. Struggling readers wade through what is for them unrelated bits of information that lack purpose until they get to the end. By then they have not linked the data to the point. (Armbruster 1996)

32. “Text Features” Text Style and Text Coherence Coherence also refers to the logical ordering of ideas and the relationship among those ideas. from most important to least explicitly state how causes are linked to effects use signal words to reinforce comparisons and contrasts, indicate sequential order

33. “Text Features” Text Style and Text Coherence Sometimes we may need to identify the main idea(s) We may need to make sure the students understand how concepts, ideas, and phenomena are related

34. “Text Features” Text Style and Audience Appropriateness Audience Appropriateness refers to the extent the text matches the target readers.

35. “Text Features” Text Style and Audience Appropriateness Text needs to build on students background and elaborate on the new concepts and phenomena using language, phrasing, and sentence structure students understand.

36. “Text Features” Text Style and Audience Appropriateness Science authors are often content-area experts who know their subject matter but frequently cannot translate this knowledge into text that can be grasped by science students. Articles / trade books are often written to explain things to the general public

37. “Text Features” Text Style and Audience Appropriateness Text might be selected based on the following: Authority of the author Accuracy of text content Appropriateness of the book for students Literary artistry Appearance of the book