Literacy for Science Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary (2014) / Chapter Skim
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3 The Language of Science Text and Talk
3 The Language of Science Text and Talk
Pages 19-30
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From page 19... ...
Presentations focused on science texts addressed the importance of text for engaging in investigations; the functions and challenges of its specific forms; and ways that teachers can help students unpack science texts, gain knowledge, and express their own ideas through writing. In addition to reading and writing science texts, students engage in science talk that includes among various purposes: reporting, explaining, questioning, and arguing.
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From page 20... ...
• Engaging with science texts and productive oral discourse requires teachers to spend time allowing their students to grapple with challenging texts and ideas. THE IMPORTANCE OF SCIENCE TEXTS FOR "DOING" SCIENCE Jonathan Osborne, Stanford University, argued that science is primarily about ideas or concepts, and that fully understanding scientific concepts requires engag ing in reading, writing, talking, and drawing, in addition to participating in hands-on experiences.
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From page 21... ...
Types of Science Text Throughout the workshop, presenters noted that students may encounter science writing through their textbooks, but also through a variety of outside sources, such as science journals, popular magazines, or Web-based content. Even science textbooks written at an appropriate reading level contain particular concepts, lan guage, and constructions that may require teacher scaffolding for comprehension.
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From page 22... ...
Osborne identified key pedagogical content and strategies that science teach ers need related to helping students understand the language of science text. First, he stressed that knowledge of pedagogical strategies matters for student outcomes, citing the work of Sadler and his colleagues (2013)
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Osborne explained some specific methods that teachers can use with science texts to promote recall of information: "Anticipation Guides" to identify and build on prior knowledge (Smith, 1978) , Directed Activities Related to Text (DARTs)
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Although teachers may be tempted to summarize and present the meaning of a text to students when it involves challenging language, allowing students to dig deeper into science texts can impart particular benefits to them, according to O'Connor. Namely, the over arching messages of these texts impart knowledge about the work of science/engi neering, the texts provide facts and arguments needed to support these story lines, and finally, the contents of these texts help structure teachers' efforts to support students grappling with complex language.
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From page 25... ...
In addition, analysis of student writing showed an increase, on average, of five idea units from the pre to postwriting assessment, an increase in the range of ideas children included in their explanations, and more use of writing with connectors and author attitude. With Functional Grammar Analysis, Palincsar explained, teachers address the technical nature of science texts by helping students identify certain patterns in the language.
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From page 26... ...
. Last, Schleppegrell indicated that although science texts can seem objective and impersonal, author word choice conveys a perspective on a range of ideas.
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Later in the work shop, Okhee Lee of New York University shared her views on this topic, providing an initial framework for considering the analytic, receptive, and productive lan guage functions that scientific discourse in the classroom require. Science Talk as Public Reasoning Michaels argued that literacy is "disciplined reasoning through text and talk" and that these reasoning practices have to be enacted.
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From page 28... ...
Understanding the Nature of Science Talk: Analytic and Language Functions Okhee Lee examined the CCSS and NGSS to identify the extent to which science discourse is emphasized and how it is described. Overall, she found that while both point to an important role for talk as a scientific practice and as a way to learn content, talk is far less emphasized than is writing.
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From page 29... ...
Each of the NGSS science and engineering practices requires particular sets of these receptive and productive language tasks, along with a set of analytic tasks. Examples of the tasks needed for NGSS Practice 7: Engage in Argument from Evidence are found in the English Language Proficiency Development Framework (Council of Chief State School Officers, 2012; Table 6, pp.
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From page 30... ...
Helen Quinn suggested that help ing students grapple with complex sentences and equipping them with tools are both parts of helping students become better readers. Affirming this approach, O'Connor stated that much of her work occurs in schools where many students read below grade level.
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