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Solidify Content Knowledge Using Summarizing and Writing to Learn Strategies for High School Science. Expected Outcomes. Participants can and do: Understand how practicing reading strategies can solidify and enhance learning in science. - PowerPoint PPT Presentation
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Solidify Content Knowledge Using Summarizing and Writing to Learn Strategies
for High School Science
Expected Outcomes
Participants can and do:• Understand how practicing reading
strategies can solidify and enhance learning in science.
• Understand how to teach students to use the summarization strategy.
Lexile Text MeasuresHS Lit College Lit HS Text College
TextMilitary Personal Entry Lvl
JobACT, SAT,
AP
1600
700
1100
2009 NAEP Proficient Reading Level
Eighth-grade students performing at the ProficientLevel should be able to:• Provide relevant information • Summarize main ideas and themes• Make and support inferences about a text• Connect parts of a text• Analyze text features• Fully substantiate judgments about content and
presentation of content
What does this mean for my content?
Common Core State Standards
Common Core Instruction LESS
• Teacher lecture• Whole group• Assigned seat work with
little opportunity to practice new learning
MORE
• Think alouds, modeling, students processing information actively
• Short whole group time with small group time to process info
• Opportunities for practice, discussion in pairs/small groups before assigning independent work
Explicit InstructionDeepen understanding of content
Model
Provide guided practice with feedback
Provide supported, independent practice with feedback
Where do I begin?
• Determine what students need to know and be able to do.– What key concepts are to be learned?– What will students be expected to read, discuss,
write, and present?• Determine tools to use for learning.
CLONING
Summarizing• Is not:– Retelling– Long– Full of a lot of interesting
details
• Is:– Process of identifying
salient information– Concise and specific– Reinforcing and
consolidating the many processes involved in learning from text
Summarization
Model Lesson
Animal Clones: Double Trouble?While Reading Handout: • Stop after each section• Highlight what you think is key to
understanding the text• Write a few words about the most important
information
After Reading:
• Share with neighbor what you highlighted/annotated.
• Add to key points or delete information after discussion.
• Write a summary in 15–25 words using the key points.
“It’s easy to make things look hard but hard to make things look easy.”
--Helene Lagerberg
Summarization
Prerequisite Skills
• Determine importance• Delete unimportant information• Condense information• Categorize terms into specific groups• Transform condensed information into writing
Substitutesubordinate terms for lists
Selector invent a topic sentence
Deletetrivial and redundant material
Summarization
GIST
Gist is a strategy used to determine the main idea of a text in as few words as possible.
Tools for Teaching Content Literacy, Janet Allen
Possible Framework• Set objective/relevance - 2-3 minutes• Hook – video clip, article, question, picture – 5 minutes• Mini – lecture (Content based) – 8-10 minutes• Focused Reading Assignment – 10 – 12 minutes• Writing Task modeled and assigned – 5 minutes• Students work on assignment – 10 - 15 minutes• Wrap-up learning – 3-5 minutes
Design a Lesson
Jaywalking
Writing To Learnin High School Science
“If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write.”
-Vartan GregorianPresident, Carnegie Corporation
Expected Outcomes
Participants will: • Model Writing to Learn as a tool of
thinking and reflection• Use various Writing to Learn
strategies to increase student engagement and learning
• With your table group, list eight types of writing that you use in your science classroom.
• Place each type on a separate sticky note and place on the wall.
Writing To LearnWriting To Learn• Short• Spontaneous• Exploratory• Informal• Personal• One draft• Unedited• Ungraded
Formal Writing• Substantial• Planned• Authoritative• Conventional• Audience centered• Drafted• Edited• Assessable
Content-Area Writing, Harvey Daniels, et al
Writing To Learn Can:• activate thinking• help us collect and synthesize thoughts• help us to sort ideas• help us notice and hold on to our thinking• help us make connections• enhance discussions• help us set, assess, and evaluate learning
goals
Writing To Learn is not:
• Copying notes from the teacher• Answering questions at the end of
the chapterContent-Area Writing, Harvey Daniels, et al
Writing Break Procedure• Students stop and reflect in writing on the
activities or information being presented.• Quick sharing with partners or whole class
follows this writing.• Duration: 2 minutes• Writing Breaks can consist of words,
phrases, questions, confusions, connections, distractions, etc.
Content-Area Writing, Harvey Daniels, et al
Minute PaperSignificant Points
Unanswered Questions
WOW’s for Application
If students are notquestioning, they are not
comprehending.
The process is more valuable than the
outcome.
Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines, Sorcinelli, et al
Consider this• Poor writing skills cost businesses
$3.1 billion annually• Only one out of four twelfth-
grade students is a proficient writer
Writing to Read
Did you know…
• Low education is a significant factor for Alzheimer’s disease and all other forms of dementia.• Reading habits between the ages of 6-
18 appear to be crucial predictors of cognitive function decades later.
Reading Reasons, Kelly Gallagher
Common Core State Standards
• Designed to “Complement and Enhance” the content• Designed to help students become
“college and career ready”
Design a Lesson
Assigning Grades
• Not graded for grammar or spelling• Writing to Learn instead of Learning
to Write• Participation
Content-Area Writing, Harvey Daniels et al
What is the message of this clip as it relates to
teachers and teaching?
Raymond
Slips• Can use index cards• Spend 1-5 minutes at the end of class• Offer students 1 prompt or several options• Diagnostic• Categorize/Deal the cards out in stacks to
address the next day
Content-Area Writing, Harvey Daniels, et al
Writing to Learn Strategies
SOAPWriting BreakMinute Paper Exit Slip
Our Gift to Students
• Helping them become strong readers, proficient writers, and critical thinkers• In helping them develop, we give
students options.
Reading Reasons, Kelly Gallagher
References:• Content-Area Writing, H. Daniels, S. Zemelman,
N. Steineke, 2007.• Classroom Strategies for Interactive Learning,
Doug Buehl, 2009.• Reading Reasons, Kelly Gallagher, 2003.• Writing to Read• Writing to Learn: Strategies for Assigning and
Responding to Writing Across the Disciplines, M. Sorcinelli, P. Elbow, 1997.
1. As a result of this training, what do you plan to do differently in your classroom?
2. Which elements of this training were most effective for you?
3. What do you still hope to learn about scientific literacy?
4. If you are interested in a classroom visit next year, please provide your contact information.
Reflection