K-12 SCIENCE: WHERE
LITERACY AND
TECHNOLOGY
INTERCONNECT….
Stacy M. Nichols, M.Ed.
Science Department Chair/7th Grade Science Teacher
Centennial Campus Magnet Middle School
Question 1: How can science interconnect with literacy and/or
technology???
1.
Review the Essential Standards and Clarifying Objectives.
 What do your students need to know? What should they be able to do at the end of the unit?
2.
Review student data from the year prior and currently in your class.
 How can you design a lesson, if you do not understand where your students are academically?
 Prior Reading EOG scores, PathFinder, speak with teachers from the year prior for student strengths and
weaknesses, asking the student, etc.
3.
Design your lesson
 Based on data, how should I design my lesson? What resources are available for me as a teacher to
facilitate student learning? Are there any resources provided by the district available for use? What’s
free to use online?????
Classroom Applications: Governor’s Teacher Network
Action Research Project
 Tackling Science through Literacy Development: Closing the Minority Achievement
Gap at the Secondary Level with the use of Interactive Notebooks and Common
Core Literacy Strategies
Purpose
 The purpose of this action research project is to investigate the effectiveness of
practicing Common Core Literacy Strategies with the use of science interactive
notebooks to support increase student achievement in reading proficiency at grade
level and science.
Classroom Applications: Governor’s Teacher Network
Target Population
 Subgroups: African American males and females & Hispanic/Latino males and
females) who have demonstrated having challenges with meeting proficiency in
reading and science content, as measured through their NCFE Science scores and
Reading EOG scores.
Desired Goal
 By utilizing Common Core literacy strategies with the use of interactive notebooks,
the desired goal is for students to demonstrate proficiency of scientific concepts by
utilizing their science interactive notebooks, as well as exhibit growth in reading
proficiency on their CORE Reading Maze Comprehension Test and Reading EOG.
2012-2013 EOG Percent Proficient Reading Levels for
Middle Grades (6-8) Subgroups
40
35
30
25
20
15
10
5
0
AA Males
AA Females
WCPSS
H/L Males
CCMMS
H/L Females
Central
Overall Students
WCPSS
CCMMS
Central
AA
28.6%
29.4%
27.4%
H/L
34.6%
26.4%
29.3%
Data Collection
The following qualitative and quantitative data collection techniques will be used as the primary research
methods for this study:
Step 1: PathDriver
• CORE Reading Maze Comprehension Test: Students will be given to
measure students' reading comprehension in the beginning of the year
as a pre-assessment and at the end of the year as a postassessment.
Step 2: 2014-2015 district
benchmarks in Language
Arts and Science scores
• Students scores will be continuously analyzed to assess their reading
and science comprehension.
Step 3: Teacher-made
formative and summative
science assessments
• Students scores will be given throughout the year and analyzed to
assess their reading and science comprehension.
Data Collection
Step 4: Reading
Attiudes Survey
• Students will be given a pre-assessment at
the beginning of the year, mid-year
assessment, and a post-assessment at the
end of the year.
Step 5: Monitoring of
• Students’ interactive science notebooks
student work artifacts:
and summative projects will be analyzed
Monitoring of student
and assessed throughout the year.
work artifacts:
Timeline
 July 2014 – October 2014 Research for Area of Focus/Design Action Research
Project
 November 2014 – May 2015 Qualitative and Quantative Data Collection (EOG
Preformance assessed during May)
 March 2015- May 2015 Data Analysis
 March 2015 Presentation on Action Research Progress
Science Teachers As Active Learners
 A 10-week research study was conducted
by a literacy support teacher for nine
middle schools in Anchorage School to
create a booklet with the reading
comprehension strategies for teachers to
implement what they called “The Middle
School High Five” (2005).
 Teachers had access to electronic master
copies and reciprocal teaching cards for
teachers to teach the strategies without
any added preparation.
 The study was designed for language arts
and other content area teachers to utilize
five common reading comprehension
strategies that reflected the various stages
of the reading process in their classrooms
across the district.
Science Teachers As Active Learners
 I have designed my action research
project in a similar manner to be
implemented over a 12-week period with
at least 3 specific evidence-based,
effective reading comprehension
strategies practiced, such as Frayermodel vocabulary strategy, closereading strategy, graphic organizer, etc.
 My goal is for the students to increase
their reading comprehension and
science content over the school year.
FRAYER MODEL
FLASHCARDS/INTERACTIVE WORD
WALL
Understanding and applying knowledge about scientific terms
STUDENT’S FLASHCARD
 Example
 Example
Interactive Word Wall Example
Interactive Word Walls
CLOSE READING STRATEGY
Annotation
Steps for Close Reading Strategy
 First Reading: On Your Own
 Circle words that may be unfamiliar.
 Underline words and phrases that resonate
with you.
 Draw pictures when a description or
explanation makes you think about an image
 Square one sentence or phrase that you think
captures the main idea.
 Put * next to important details that you think
support the main idea.
 Use the margins to write about connections
or questions you may have with the text.
 Second Reading: With Your Group
 Compare your annotations from your first
reading.
 Determine the meanings of any unfamiliar
words.
 Discuss what the main idea is and the details
that support it. Narrow down the topic to one
sentence.
 Think about the writer’s attitude towards the
subject matter? How is it revealed?
 Identify features of the writer’s technique that
you find particularly effectiveness. Describe
their effectiveness and note on this page.
ARTICLE/VIDEO ANALYSIS
Technological integration: Symbaloo & Discovery Education
Technological Resources for Article & Video Analysis
 Discovery Education
 NEWSELA
 Smithsonian Mag
 Kids Health
 Science News for Kids
 www.symbaloo.com
 Example: Genetic Effect
 Example: Human Body Systems
GRAPHIC ORGANIZERS
Understanding and applying knowledge about scientific terms
Using Short Video Clips
 BrainPops
 Study Jams
 Youtube Videos- Bill Nye Videos
GUIDED NOTES/CORNELL NOTES
Understanding and applying knowledge about scientific terms
Using Voicethread as a Literacy Tool
• Example of Voicethread Guided Notes
•
•
Storm Voicethread Notes
Atmosphere Unit I Notes
Q&A