12th rocky jeffrey

How Science and LiteracyCan Work Together to Increase Student Learning: 

1 How Science and LiteracyCan Work Together to Increase Student Learning International Reading Association Conference Billings, Montana October 19, 2007

What do you hope to take away from this session?: 

2 What do you hope to take away from this session?

Presentation Purpose: 

3 Presentation Purpose To demonstrate the value of research based, collaborative cross-content curriculum design, implementation, and professional development.

Slide 4: 

4 Modeling hands-on, inquiry-based science lessons

Slide 5: 

5 Using science notebooks effectively

Slide 6: 

6 Utilizing technology tools and resources

Slide 7: 

7 Developing and applying cross-curricular thinking skills

Jefferson County Public SchoolsGolden, Colorado: 

8 Jefferson County Public SchoolsGolden, Colorado Enrollment: 84,790 Schools: elementary schools 94 middle schools 20 high schools 17 option schools 9 charter schools 12

Background: Action ResearchJeffco Overlap Project: 

9 Background: Action ResearchJeffco Overlap Project Began project with two schools Year Two: Worked with grade level teams at additional schools Year Three: Schoolwide implementation Year Four: Schoolwide Implementation Year Five: Schoolwide Implementation with Administrator training

Project Objectives: 

10 Project Objectives To narrow achievement gaps. To deepen our understanding of the benefits of overlapping science/literacy curricula, utilizing technology tools and resources where appropriate. To learn how overlap is best implemented.

Components of the Model: 

11 Components of the Model Thinking skills/Process skills Purposeful, intentional planning for overlap instruction aligned to standards Reading, writing, speaking, listening Technology Science Focus on big ideas Collaborative learning through professional learning communities Integrity of the discipline

What is overlap?: 

12 What is overlap? Deepening learning Connecting thinking and learning Maintaining integrity

Why Overlap? : 

13 Why Overlap? Prompted by: Instructional day challenges (time efficiency) Improve Student Achievement Minority students English Language Learners (ELL) Boys National data around increased student achievement with overlap

National Data: 

14 National Data El Centro School District - Michael Klentschy, Superintendent Fresno, California – Sandra Carsten and Jerry Valadez Broward County, Florida - Nancy Romance and Michael Vitale

Slide 15: 

15 Student Achievement – Imperial County, CA Stanford Achievement Test: Science Scores Sorted by years in the program Years Grade 4 Grade 6 CUM 0 21 27 n=137 n=174 1 32 32 n=150 n=121 2 38 42 n=141 n=132 3 47 50 n=111 n=107 4 53 64 n=91 n=104 Klentschy 2006

Slide 16: 

16 Student Achievement – Imperial County, CA Stanford Achievement Test: Reading Scores Grade 4 sorted by years in the program Years LEP EO CUM = 33 0 21 30 1 22 39 2 39 51 3 34 57 4 49 64 Klentschy 2006

Slide 17: 

17 Student Achievement – Imperial County, CA Stanford Achievement Test: Reading Scores Grade 6 sorted by years in the program Years LEP EO CUM = 33 0 23 38 1 28 42 2 34 46 3 35 56 4 51 69 Klentschy 2006

Slide 18: 

18 Science/Literacy Connections, Imperial County, CA District Writing Proficiency Grade 6, Spring 1999 Cumulative Pass 64% n=636 % Pass n 0 23% 174 1 68% 119 2 71% 132 3 90% 107 4 89% 104 Klentschy 2006

Slide 19: 

UC Eligibility Rate for Underrepresented Students

Slide 20: 

20

Slide 21: 

21

Slide 22: 

22

Science Notebook Components: 

Science Notebook Components Focus question/problem/purpose Prediction Planning General Plan Operational Plan Data Collection (becomes source for evidence) Claims (logical conclusions) and evidence Conclusion Reflection Feedback 23 Based on Michael Klentschy’s work

Significant Implementation Correlations – Science Notebooks: 

24 Significant Implementation Correlations – Science Notebooks

Slide 25: 

25

Thinking skills across two disciplines: 

26 Thinking skills across two disciplines Application to a 3rd Grade Classroom Studying Life Cycles What does the overlapping of science, literacy, and technology look like in the classroom?

Draw caterpillar: 

Draw caterpillar 27

Engage Phase of Lesson: 

28 Engage Phase of Lesson The Very Hungry Caterpillar by Eric Carle

Explore/Explain Phase of Lesson: 

29 Explore/Explain Phase of Lesson Observe your caterpillars, making notes to hold your thinking. What do you notice? What are you wondering? What surprises you? What confirms something you already know?

Examine your descriptive words: 

30 Examine your descriptive words Muscle words Wimpy words

Slide 31: 

31

Linking to technology: 

32 Linking to technology

Turn and Talk : 

33 Turn and Talk Brainstorm a list of thinking skills you utilized in order to complete the tasks.

Comprehension Strategies: 

34 Comprehension Strategies Inferring Questioning Visualizing Connecting Schema Determining Importance Summarizing Synthesizing Clarifying Predicting

Other thinking skills: 

35 Other thinking skills

Literacy Block: 

36 Literacy Block

Teacher Reflection: 

37 Teacher Reflection Time will always be crunched and by teaching kids how to interweave their learning, we are teaching them how to save time and deepen their learning at the same time. -Peggy and Megan, 2006

Slide 38: 

38

Teacher Reflection: 

39 Teacher Reflection Children need to learn how to ask questions by themselves, and then they need to know how to answer the questions.” -Peggy and Megan, 2006

Overlap needs to be…: 

40 Overlap needs to be… Purposeful… and … Intentional

Explore/Explain Phase of Lesson: 

41 Explore/Explain Phase of Lesson Use the books on your tables as “mentor texts” as well as sources of information. What questions are answered by the texts? What new questions arise? What is the author’s style of writing, and how do word choices, organization, text layout contribute to that style? What is the author’s purpose? Who is the author’s intended audience?

Explore/Explain Phase of Lesson: 

42 Explore/Explain Phase of Lesson Write about your observation of the caterpillar. You may wish to emulate the style of a text you have read during today’s lesson. Share your writing with a partner.

Debriefing the Process: 

43 Debriefing the Process How did these experiences scaffold and/or elevate your ability and enthusiasm to write? How did you choose to organize information? How do you view the relationship between language and writing, and thinking skills?

“We don’t write to display understanding, but to acquire understanding.Writing teaches.That simple fact explains why students need as much writing in the content areas as possible.The process of composing their thoughts moves students away from the muddle of isolated facts toward the order of integrated knowledge. That’s usually called understanding.” Carl Luty, NEA Today, 11/83: 

44 “We don’t write to display understanding, but to acquire understanding.Writing teaches.That simple fact explains why students need as much writing in the content areas as possible.The process of composing their thoughts moves students away from the muddle of isolated facts toward the order of integrated knowledge. That’s usually called understanding.” Carl Luty, NEA Today, 11/83

Deepening Student Learning: 

45 Deepening Student Learning What impact did the texts have on either your writing or your learning about caterpillars and life cycles? What thinking skills did you use?

Comprehension Strategies: 

46 Comprehension Strategies Inferring Questioning Visualizing Connecting Schema Determining Importance Summarizing Synthesizing Clarifying

Slide 47: 

47

Teacher Reflection: 

48 Teacher Reflection It takes more time to teach how to think than just the facts. -Peggy and Megan, 2006

Elaborate Phase of Lesson: 

49 Elaborate Phase of Lesson Electronic life cycle (Pixie) Kidspiration Model Model of a life cycle

Slide 50: 

50

Evaluation Phase of Lesson: 

51 Evaluation Phase of Lesson Look at the model to explain and describe a life cycle. Talk Write

Structuring Science Talk: 

52 Structuring Science Talk Scientists’ Meetings “Making Meaning Conferences” (teacher facilitates to probe understanding)

Slide 53: 

53 One engages in science-related reading and writing as one does science. To put it differently, it is in the doing of science not just in reading about it, that students learn to master the concepts that will enable them to better understand both the reading and writing of expository and procedural text . To teach science reading and writing and talk about it without hands-on work makes as much sense as learning to play the piano on a paper keyboard. Wendy Saul Science workshop 2002

Reflecting on the learning: 

54 Reflecting on the learning Red – One thing you may stop doing. Yellow- One thing you’re curious about. Green – One thing you will try when you return to school.

Contact us: 

55 Contact us Sharon Jeffrey slinnjef@jeffco.k12.co.us Nita Kulesa okulesa@jeffco.k12.co.us Terrie Richardson trichard@jeffco.k12.co.us Donnie Seibel dseibel@jeffco.k12.co.us

Sources Instrumental to Our Work: 

Sources Instrumental to Our Work Michael Klentschy, Valle Imperial Project in Science – California STEP uP in Colorado Springs, Colorado (Science Teacher Enhancement Project-unifying the Pikes Peak Region) 56

Coherent Instruction…: 

Coherent Instruction… is teaching that connects. It connects the student’s reading skills to writing. It connects reading and writing to content. It links content learning to student interests. Coherent teaching makes it easy for students to learn because it combines the strange-new with the familiar-old. When the classroom is coherent, teachers help students make connections among reading, writing and content. (Guthrie, 2000)

Slide 58: 

58 One of the most effective ways for students to transfer knowledge from short-term to long term memory is to write about it. Writing requires that they [students] process the information a second time. Lee Waldman Colorado Council of International Reading Association Journal Spring 2003