Integrating Science into
the Literacy Block
Session Goals
 Explore examples of current research and best practice
in achieving literacy through science education
 Model strategies that demonstrate how reading,
writing, and discussion promote science literacy
 Reflect on and discuss how to incorporate science into
your literacy block
Are Literacy and Science a Natural Fit?
Reading and writing clarify learning points of a science lesson
Grade
Literary
Information
4
50%
50%
8
45%
55%
12
30%
70%
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading
Framework (2008). Reading framework for the 2009 National Assessment of Educational
Progress. Washington, DC: U.S. Government Printing Office.
Use of informational texts relevant to student inquiries as
part of the literacy development . . .
–Motivates further reading
–Inherently interesting to most students
–Builds background knowledge for future learning
because it helps children learn about the world around
them (concept understanding and vocabulary)
–Basis for success throughout later years in school
Hapgood & Palincsar (2007). Educational Leadership.
Trading Places “My Kids Can’t Read Science Text”
The analysis of the cerebrospinal fluid was
normal. A test for anti–aquaporin 4 (NMO-IgG)
antibodies was positive. The patient was given
a diagnosis of neuromyelitis optica and treated
with intravenous methylprednisolone for 5
days. Azathioprine therapy was also initiated.
At the follow-up, his neurologic deficits had
resolved completely except for some residual
sensory symptoms. The superficial abdominal
reflex can be used for localization of lesions in
the thoracic spinal cord.
5 Minute Glossary . . . Explain vs. Define
On chart paper . . .
•List words that will be new to their speaking,
listening, or reading vocabulary (key terms).
•Explain in “kid friendly” terms what the word
means.
•Use movement whenever possible to engage
student.
Create a 5 minute glossary. In small groups of two
or three, choose the three words from the text
and come up with a kid friendly explanations.
•Term – Kid friendly explanation
•Term – Kid friendly explanation
•Term – Kid friendly explanation
Text Navigation – Before Reading . . .
Using Text Features
Text Features can help readers:
1. Identify the most important ideas in a
text
2. Anticipate what’s to come
3. Understand challenging ideas
4. Find information they are looking for
5. Activates background knowledge
Most Effective Learning Strategies
Classroom Instruction that Works-Marzano, Robert; Pickering,
Debra; Pollock, Jane
•Identifying Similarities and Differences
•Classification, Categorization
•Summarizing/Note taking
•Cooperative Learning
•Graphic Organizers
•Providing Appropriate Practice (Guided & Independent)
•Setting Objectives and Providing Meaningful Feedback
•Reinforcing Effort and Providing Recognition
Concept Maps –refers to a graphic/visual
representation of concepts with linking
connections that show various relationships
between concepts.
Why use a concept map?
 It helps children organize new information.
 It helps students to make meaningful connections with ideas
and information.
 They're easy to construct and can be used within any content
area.
 Good formative assessment option
Now It’s Your Turn
Most include the following steps:
-identify the major concept
-Organize the ideas into categories. Remind students
that your organization may change as you continue learn
more information.
-Use lines or arrows on the map to represent how ideas
are connected to one another. When you first start with the
students, limit the amount of information on the map to avoid
frustration.
-After students have finished the map, encourage them
to share and reflect on how they each made the connections
between concepts.
How We Learn
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
70% of what is DISCUSSED with OTHERS
80% of what is EXPERIENCED PERSONALLY
95% of what we TEACH TO SOMEONE ELSE
Quality Schools~William Glasser
Research Connection Between Science and Literacy
Language is essential for effective science learning:
•Supports clarity of thought, description, discussion, and
argument.
•Students make meaning by writing, talking, and reading
about science, especially when accompanied by direct
investigation of science.
NSRC, 2012
Language Development Activity
Give One – Get One Activity
Purpose:
 Students share information with one another
 Provides structured oral language development
for students
 Allows for movement
 Incorporates social skills
Research on Effects of Poverty on Learning…
 Students from poverty enter kindergarten with
one-half of the speaking and listening vocabulary
that their other classmates bring to school.
 Students from poverty “don’t get out much” –
background information and vocabulary.
 By the time students from poverty enter 9th grade,
they have one-fourth the vocabulary that their
classmates have.
Marzano says . . .
 Involve students in a program of wide reading that
emphasizes vocabulary development.
 Content Reading – Wide reading opportunities each day in
different subject areas expose student to many more words
than basal reader or direct vocabulary list instruction.
750–1500 words vs. 350 words per year
Plan for direct vocabulary instruction:
Marzano’ s 6 Steps for Teaching Vocabulary
1. YOU provide a description, explanation or example.
2. Ask students to re-state or re-explain meaning in their own
words. (journal, turn to your neighbor)
3. Ask students to construct a picture, graphic, or symbol for
each word.
4. Engage students in activities to expand their word
knowledge. (add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another.
(collaborate)
6. Have students play games with the words.
Give One – Get One Activity
Guiding Questions:
What are 3 take aways from this session?
1. Jot down 3 ideas
2. Get up and find someone to share with
3. GIVE ONE idea from your list. GET ONE idea for your list (write it in
the Get One side of your paper).
4. Move to a new partner and repeat the process when you hear the
signal.
5. If your list and your partner’s list are identical, you must
brainstorm together an idea that can be added to both of your lists.
Note: Exchange no more than one idea with any given partner.
• Marzano – Effective Learning Strategies
• Marzano, Robert; Pickering, Debra; Pollock, JaneClassroom Instruction that Works
• Payne – Generational Poverty
• Comprehension (McLaughlin & Allen, 2002; Rand, 2002;
Harris & Hodges, 1995; Cambourne, 1995)
• Building Background Knowledge for Academic
Achievement Research on What Works in Schools by
Robert Marzano; ASCD, 2004