SCIENTIFIC LITERACY The knowledge and understanding of scientific concepts and processes required...
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Transcript of SCIENTIFIC LITERACY The knowledge and understanding of scientific concepts and processes required...
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SCIENTIFIC LITERACYSCIENTIFIC LITERACY The knowledge and The knowledge and
understanding of scientific understanding of scientific concepts and processes concepts and processes
required for personal decision required for personal decision making, participation in civic making, participation in civic
and cultural affairs, and and cultural affairs, and economic productivity.economic productivity.
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Session ObjectivesIn today’s session we will:
•Explain the concept of SWRL and how it transforms our classrooms.
•Discover new aspects of Academic Language.
•Analyze and SWRL a lesson of our own.
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Speaking Writing
agree/disagreeanswer/ask questionscompare conversedebatedefine
describediscussexplainexpress
give instructionsidentifynamepredict
pronouncerehearse
repeatrephraserespondrestateshare
summarize
ask and answer questionsbrainstorm
classify collect
compare/contrastcreate
describeedit
evaluateexplain
illustratejournal
labellist
order/organizerecordrevise
state and justify opinion
summarizesupport
write/take notes
Readingdiscover
distinguishexplore
find find specific info
identifyinfer
interpretlocate
make connectionsmatch
previewpredictread
read aloudskim
Listeningact outarrange
distinguishcategorize
choosefollow directions
identifyindicate
labellistenmatchorderpoint
recognizerole play
selectshowsorttell
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Let’s SWRL Our Own Lessons!
• Take a look at a lesson plan you’ve got in place.
• Now, with “new SWRL eyes” what would you change? How have you facilitated students’ true engagement with each other and the curriculum during the lesson?
• How frequently will the students use (process and produce) academic language?
Discussions and Sharing
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“I SEE” Strategy
I Illustrate: What image(s) come to mind when you hear the term “Academic Language”?
S State in one simple sentence what it is. Use your own words.
E Elaborate on what you have just stated.
E Examples. Add examples from your own practice.
ILLUSTRATE STATE
ELABORATE EXAMPLES
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Features of Academic Language
Word/Phrase
Sentence
Discourse
• General, specific, transitional, and technical language
• Words and phrases with multiple meanings• Formulaic and idiomatic expressions • Collocations, nuances, and shades of meaning
• Types and varieties of grammatical structures• Conventions, mechanics, and fluency• Match of language forms to purpose/perspective
• Amount of speech/written text • Structure of speech/written text • Density of speech/written text• Organization and cohesion of ideas (thinking) • Variety of sentences and sentence types
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A Critical Question
What are some compelling reasons why we should care about air quality?
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A Critical Question
What are some compelling reasons why we should care about air quality?
One compelling reason we should care about air quality is _______ because _______________.
Due to __________________, _________________________ is another compelling reason for being concerned about air quality.
Finally, perhaps the most important reason to be concerned about air quality is _________________.
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Which words do I teach?
Common every day words that many students know well.
Words that appear in a single context, often domain-specific/technical vocabulary that often needs to be explicitly taught.
High-utility words that occur in many contexts, may have multiple meanings, and are used to process Information. The “power” behind students’ curricular connections.
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The heart is like ______ because….
A B
C D
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The image I am most curious about is _____ because…
A
C D
B