High School Math & Science Success (HS MASS IV) Reading and Writing in Science Michigan Mathematics...
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Transcript of High School Math & Science Success (HS MASS IV) Reading and Writing in Science Michigan Mathematics...
High School Math & Science High School Math & Science Success (HS MASS IV)Success (HS MASS IV)
Reading and Writing in ScienceReading and Writing in Science
Michigan Mathematics & Science Michigan Mathematics & Science Center NetworkCenter Network
Review of StrategiesReview of Strategies
Reading:Reading:Anticipation GuideAnticipation GuideRead AloudRead Aloud
Vocabulary:Vocabulary:Word CardsWord Cards
Writing:Writing: Cause and Effect Graphic OrganizerCause and Effect Graphic OrganizerExit SlipExit Slip
ACT Passages
Passage III Passage IV Passage VPeony Seeds Rock & Paper Thermoconductivity
Chromatography
Data Data ResearchRepresentation Representation Summary
6 questions 5 questions 5 questions
Question-Answer Relationship Question-Answer Relationship (QAR)(QAR)
Students learn to identify four question types:Students learn to identify four question types:
1.1. Right thereRight there – answers are explicitly found in – answers are explicitly found in the text.the text.
2.2. Think and searchThink and search – students have to read – students have to read several sentences to derive the answer.several sentences to derive the answer.
3.3. Author and youAuthor and you – students required to infer – students required to infer from or interpret the context, students draw on from or interpret the context, students draw on background knowledge.background knowledge.
4.4. On your ownOn your own – the response lies solely within – the response lies solely within the realm of the student’s own thinking.the realm of the student’s own thinking.
Question-Answer Relationship Question-Answer Relationship (QAR)(QAR)
Sample Biology Passage: DNASample Biology Passage: DNA
Locate the answer for each questionLocate the answer for each question
Label each questionLabel each question• Right ThereRight There• Think and SearchThink and Search• Author and YouAuthor and You• On Your OwnOn Your Own
Write an “On Your Own” questionWrite an “On Your Own” question
Another Read Aloud
James Watson and Francis Crick
Argumentation: Argumentation: (WAC p. 40-41)(WAC p. 40-41)
ACT Sample Passage IACT Sample Passage I
Conflicting Viewpoints, Earth ScienceConflicting Viewpoints, Earth Science
You Have 7 Minutes!You Have 7 Minutes!
ArgumentationArgumentation
Least Least SignificantSignificant
MostMost
SignificantSignificant
Main Argument:
Counter Argument:
Evidence: Evidence:
Evidence: Evidence:
Evidence: Evidence:
Evidence: Evidence:
Semantic Feature AnalysisSemantic Feature AnalysisKey Feature Key Feature Key Feature Key Feature
Vocabulary Term
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Vocabulary Term
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Vocabulary Term
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Vocabulary Term
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Vocabulary Term
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Reciprocal Teaching
Students work in groups of fourStudents work in groups of four
Together they read a passageTogether they read a passage
Roles:Roles:PredictingPredicting – anticipate what will happen next – anticipate what will happen next
ClarifyingClarifying – help the group decipher confusing – help the group decipher confusing or unclear words or phrasesor unclear words or phrases
QuestioningQuestioning – create, and answer their own – create, and answer their own questionsquestions
SummarizingSummarizing – key ideas and themes – key ideas and themes
Introduction to the Hand-held Video Camcorder
Inquiry Science ActivitiesInquiry Science Activities
Radish Germination ExperimentRadish Germination Experiment Air and BreathAir and Breath Corner ReflectorCorner Reflector Rocks and MineralsRocks and Minerals
Inquiry Science ActivitiesInquiry Science Activities
Radish Germination ExperimentRadish Germination Experiment““Essay – Prediction” (WAC p. 42-43)Essay – Prediction” (WAC p. 42-43)
““Requires a more extensive response (at least a Requires a more extensive response (at least a paragraph). The first sentence answers the paragraph). The first sentence answers the question clearly and concisely (thesis question clearly and concisely (thesis statement). This is followed by data, evidence, statement). This is followed by data, evidence, details or examples that support the answer.”details or examples that support the answer.”
Inquiry Science ActivitiesInquiry Science Activities
Air and BreathAir and Breath““Main Idea” (WAC p. 27-28)Main Idea” (WAC p. 27-28)
““Students organize content by relative Students organize content by relative importance. Main ideas and supporting importance. Main ideas and supporting examples or evidence are identified and examples or evidence are identified and represented in an appropriate graphic represented in an appropriate graphic organizer.”organizer.”
Inquiry Science ActivitiesInquiry Science Activities
Corner ReflectorCorner Reflector““Research Report” (WAC p. 57-58)Research Report” (WAC p. 57-58)
““Informational text produced to summarize a Informational text produced to summarize a body of scientific work. Based on documented body of scientific work. Based on documented sources, follows appropriate format, uses sources, follows appropriate format, uses headings, subheadings, etc.”headings, subheadings, etc.”
Inquiry Science ActivitiesInquiry Science Activities
Rocks and MineralsRocks and Minerals““RAFTS” (WAC p. 19-21)RAFTS” (WAC p. 19-21)
““Students demonstrate their understanding of Students demonstrate their understanding of the targeted content by writing to an authentic the targeted content by writing to an authentic audience and purpose.”audience and purpose.”
Lesson Development Participant Information: HSCE Standard: Content Statement: Expectations:
Name:School:Grade Level:Course:Email:
Strategy: HS – MASSInstructional Intervention
Reading/Writing in Science
Description of Strategy:
Sequenced Instructional/ Assessment Activities
Resources Needed
Pre-test Students SAMPI Assessment
For Next Time:For Next Time:
Teach the Lesson you have developedTeach the Lesson you have developed
Document the Lesson with Video CamcorderDocument the Lesson with Video Camcorder
Administer Student Post-TestsAdminister Student Post-Tests
Be Prepared to Share How the Lesson WentBe Prepared to Share How the Lesson Went