Notes

Outline

Literacy and Science Salting the Oats Dr. Nancy G. Patterson Grand Valley State University Grand Rapids, MI

The Meaning Centered Classroom Asks students to read meaningful texts

Meaningful Texts Stories that deal with the same scientific concept that is being learned, but in a different way (legends, tall tales, just-so stories, etc.) Magazine and newspaper articles that deal with the topic in a timely way (see articles from on-line newspapers) Science journals for students (Discovery for Kids, National Geographic for Kids)

Environmental Text Blackboard or white board Bulletin boards Posters Charts and maps Student work Word walls

Meaningful Writing Lists (What would you expect to see in a swamp?) Reflections on what happened during a lab or lesson (Informal quick-writes and more formal reports) Written predictions about what they anticipate will happen in a given situation Explanations of the steps taken during a lab or field experience Learning journals that ask student to reflect on their reading, a film, a presentation, etc.

Listening and Speaking Sharing in small group and large group situations (see “Developing Listening Comprehension Through ELVES” in packet) Listening to others present or share in whole and small group situations Presenting data or providing an oral explanation of processes

Viewing Interacting with videos or PowerPoint, Visio, or Cisco (graphic organizers) Taking guided notes during a video or other visual presentation (this also involves writing) Stopping a video and asking students to predict what they think will happen next (could be a written prediction)

Graphic Organizers (computer generated)

Fishbone

Spider Map

Network Tree

Cycle

Representing Drawing diagrams or maps Presenting what was learned using technology Representing a concept using graphics Re-imaging information (writing a story that illustrates a scientific concept, taking photos of a phenomenon and writing captions, etc.)

Supporting Learning Teachers need to provide supports for reading, writing, listening, speaking, viewing, and representing through Providing time Using graphic organizers Allowing students to share writing and thinking in small groups before they interact with whole groups Giving students opportunities to make their own maps, pictures, etc., and explaining these

Time Avoid the “cover” metaphor when thinking about curriculum Look for common themes and allow students to approach individual concepts through those themes (conflict, love, attraction, cooperation, survival, etc.) Design situations where students can investigate or inquire over a period of time so that they automatically learn facts and skills as they learn concepts

Graphic Organizers Access prior knowledge (KWL, KWHL) and “frontload” reading and writing activities Support students AS they read by asking them to keep track of key points, fill out a chart, use a Venn diagram, etc. As students to sum up what they learned

Small Groups Let the groups be flexible Have each student in the group be responsible for a particular task Provide handouts that guide the groups Think/Pair/Share

Allow Students to Show Thinking Think/pair/share Predict/observe/explain Written observations Student-made charts that exhibit their learning

Text-Rich Environment Classroom library of magazines, picture books, science books and student created notebooks and children’s stories

More Text Word walls Posters Slogans and sayings News clippings Biographical information on scientists

Word Walls

Posters

Slogans and Sayings