Atkinson Jr., R. J. (2012). A Compilation of Literacy Strategies Used In Science and Earth Science Units.
Education and Human Development Master’s Theses, 146.
Education and Human Development Master’s Theses, 146.
Literacy-based science instruction and incorporating literacy into science curriculum does not mean just
reading textbooks everyday in class. It can take the form of many strategies, some which I will summarise
below!
reading textbooks everyday in class. It can take the form of many strategies, some which I will summarise
below!
The instruction that is done “should include emphasizing interactivity and collaboration in the activities,
relate concepts to ordinary life through a variety of textual forms, and provide opportunities for practicing
higher-order thinking/reading schools (Guzzetti & Bang, 2011, p56).
relate concepts to ordinary life through a variety of textual forms, and provide opportunities for practicing
higher-order thinking/reading schools (Guzzetti & Bang, 2011, p56).
Science journalism - (as a side note, Science in the News was not found to improve literacy during an
extremely small-scale and pretty uncontrolled study for someone’s Masters in America..)
extremely small-scale and pretty uncontrolled study for someone’s Masters in America..)
Students report on science in the news. They investigate, gather information, contextualise the
information and bring critical eyes to what they read and write. It forces students to use multiple
resources, and evaluate if the sources they gather information from are credible and reliable before they
report back any information to their peers.
information and bring critical eyes to what they read and write. It forces students to use multiple
resources, and evaluate if the sources they gather information from are credible and reliable before they
report back any information to their peers.
Literacy circles
Use cooperative learning groups that have differentiated roles extracting information from text. Students
can become the inquiry organiser, word explorer, visionary, thinking connecter, webmaster, and big idea
developer. The strategy forces students to communicate effectively and teach one another about their
particular role and the information they bring to the concept. This can also be used with multi-level texts.
This sounds very similar to the reading roles Aaron Wilson has advised Tamaki College to use during our
Wide and Deep literacy units.
can become the inquiry organiser, word explorer, visionary, thinking connecter, webmaster, and big idea
developer. The strategy forces students to communicate effectively and teach one another about their
particular role and the information they bring to the concept. This can also be used with multi-level texts.
This sounds very similar to the reading roles Aaron Wilson has advised Tamaki College to use during our
Wide and Deep literacy units.
Webquests
Include an introduction, task, list of resources for learners, the process, criteria or rubric, and a
conclusion. It is a way for teachers to scaffold research where students can extract information from
credible sources to gain valuable knowledge on specific content. I also learnt at a professional
development session about Improving Boys Literacy that boys in particular appreciate having numerous
small goals (on the rubric) with a timeline and to be held to those; celebrated when they’re achieved and
given consequences when they’re missed.
conclusion. It is a way for teachers to scaffold research where students can extract information from
credible sources to gain valuable knowledge on specific content. I also learnt at a professional
development session about Improving Boys Literacy that boys in particular appreciate having numerous
small goals (on the rubric) with a timeline and to be held to those; celebrated when they’re achieved and
given consequences when they’re missed.
Argumentation with text
Allows students to express their ideas aloud and make their ideas concrete through their own expression.
State the main idea, explain your POV, explain what it is important to believe the way you do, present
information that supports your idea, focus only on your argument and the most important points,
determine arguments against you POV and offer evidence against them, support your argument with
evidence from research, summarise and restate your strongest argument. You could also have a debate
in class which incorporates genuine two-way discussion and allows space for students to speak what
they know, and also, anecdotally, students seem to love it (year 13 bio debating the costs v benefits of
migration was such a hit they requested to do it again).
State the main idea, explain your POV, explain what it is important to believe the way you do, present
information that supports your idea, focus only on your argument and the most important points,
determine arguments against you POV and offer evidence against them, support your argument with
evidence from research, summarise and restate your strongest argument. You could also have a debate
in class which incorporates genuine two-way discussion and allows space for students to speak what
they know, and also, anecdotally, students seem to love it (year 13 bio debating the costs v benefits of
migration was such a hit they requested to do it again).
Blogs
Reflect on real-world problems and learn to express ideas and concepts and to communicate through
writing, as well as having access to an authentic audience.
writing, as well as having access to an authentic audience.
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