Using Literacy
Classroom examples of using literacy appropriately to strengthen student learning.
While talking, writing, and reading are essential components for students to become scientifically proficient, the language of science is often a barrier to learning science. In one sense, every science lesson is a language lesson. Instruction revolves around words like “energy” and “work” that have an everyday connotation but carry precise scientific meanings, and new vocabulary can be introduced at a rapid clip. Science texts, often densely worded, present information in written form that scientists developed through observation and investigation. Tables, diagrams and other pictorial representations often convey important relationships, but students who do not know how to find and interpret key ideas cannot access the information. And the structure of science discourse—presenting and defending ideas, using evidence to justify claims, communicating ideas with clarity and precision—has a different set of rules and expectations than other forms of communication.
At the same time, literacy is integral to science. Literacy is a powerful tool for students to use in pursuing investigations, applying reasoning skills and developing more complex understandings. Science offers an engaging context for students to improve skills in many areas of literacy. Drawing on essential and logical connections between science learning and literacy increases learning in both arenas.
1. Match the literacy strategy to the science learning purpose (elementary)
As students learn about a science topic they move through a progression of science actions, from initial exploration and asking questions to designing and carrying out investigations that address their questions and claims. The “Connecting Elementary Science and Literacy” matrix links the teaching of specific science and literacy skills at appropriate times. The matrix also includes an annotated bibliography.
http://cse.edc.org/products/scienceliteracy/matrixhome.asp
2. Learn from other teachers’ efforts to integrate literacy into science (elementary and middle school)
As educators gain experience and begin reaping the benefits of using literacy in support of science learning, they are compiling and sharing their knowledge and tools. Developed after two successful National Science Teachers Association conferences on science and literacy integration, Linking Science and Literacy in the K-8 Classroom, edited by Rowena Douglas, Michael P. Klentschy, Karen Worth, and Wendy Binder, addresses science and talk, writing, reading, and working with a range of diverse learners. The chapters “Supporting Middle School Students in Developing Scientific Explanations” and “Talk in the Science Classroom: Looking at What Students and Teachers Need to Know and Be Able to Do” are particularly helpful. Available for purchase, with a free sample chapter online.
http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531014
3. Integrate writing through science notebooks (multiple grades)
All scientists maintain notebooks that track their experiments, readings, ideas, questions and reflections. Teachers instruct students in using science notebooks to record all parts of their inquiries, communicate their understandings of concepts, and develop language. Students can use their science notebooks as references in classroom science talks and as records of their learning. The “Science Notebooks in K-12 Classrooms,” created by the North Cascade-Olympic Science Partnership, offers tools, teacher resources, student examples and organizational features to help teachers implement notebooks in their classrooms.
http://www.sciencenotebooks.org/
4. Explicitly teach reading strategies and provide tools to improve student skill and comprehension (middle and high school)
Instruction in content-area reading strategies allows students to build independent reading strategies and skills as well as comprehend the text. Many of these strategies also increase student engagement and understanding in the class by focusing students on key questions and ideas. Resources include the following:
• Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms, by Ruth Schoenbach, Cynthia L. Greenleaf, Christine Cziko, and Lori Hurwitz (2000). Teachers using the Reading Apprenticeship framework coach students into the strategies skilled readers use. Teachers attend to important components of classroom life (social, personal, cognitive and knowledge-building) that are needed to help struggling readers become expert readers. The book outlines the framework and is available for purchase.
http://www.wested.org/cs/we/view/rs/76?x-t=we.toc.view&x-r=view
A companion web site provides downloadable tools for extensive reading projects for science classes.
http://www.wested.org/cs/sli/print/docs/842
• The New Science Literacy: Using Language Skills To Help Students Learn Science, by Marlene Thier with Bennett Daviss, brings together science, language and guided inquiry to increase student learning and expression in science. The book includes lists of explicit performance expectations in each of five literacy areas for learning science—reading, writing, listening, speaking, and media awareness. Available for purchase. A companion Web site contains downloadable resources and tools from the book, including graphic organizers and other teaching aids.
http://www.heinemann.com/thier
• Adolescent Literacy Support Project (ALSP) supports classroom learning environments that encourage science achievement through better and more purposeful reading.
http://www.sesp.northwestern.edu/alsp/