Integrating STEM and Literacy
Doug Paulson, STEM Specialist
Charon Tierney, ELA Specialist
Eden Prairie, March 13th, 2012
“Leading for educational excellence and equity. Every day
for every one.”
Distribution of Literary and Informational Passages by Grade in the
2009 NAEP Reading Framework
Grade
4
8
12
Literary
50%
45%
30%
Informational
50%
55%
70%
Distribution of Communicative Purposes by Grade in the
2011 NAEP Writing Framework
Grade
4
8
12
To
Persuade
30%
35%
40%
To
Explain
35%
35%
40%
To Convey
Experience
35%
30%
20%
Broadening Views of Reading
Comprehension in a Digital Age
• The definition of literacy itself has “expanded from
traditional notions of reading and writing to include
the ability to learn, comprehend, and interact with
technology in a meaningful way” (Selfe, 2001).
• A complete picture of reading comprehension in the
21st century includes the skills, strategies,
dispositions, and practices required to comprehend
and use a wide range of print, non-print, and digital
texts for multiple purposes and with multiple
audiences (IRA, 2009; NCTE, 2008).
• New literacies regularly change as their defining
technologies change (Coiro, Knobel, Lankshear & Leu, 2008).
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Notebook set-up
•
•
•
•
Cover (decorated)
Table of contents (1 – 2 pages)
Left sides – “outputs” (reflections)
Right sides – “inputs” class activities, notes,
etc.
• Vocabulary (last pages)
Interactive Science Notebooks
Left Side - Output
Right Side - Input
The left-hand page shows
your understanding of
the information on the
right-hand side
Examples
• Brainstorming
• Concept maps
• Flow charts
• Summary notes
• Self-reflections
• Assignments
The right-hand page is for
information you are
given in class.
Examples
• Lecture notes
• Book notes,
• video notes
• Lab activities
• Class conclusions
• Handouts (taped in)
Left Side
What literacy skills do your students need
to be successful in your content area?
Reading
Writing
Activity – Oh well
1. Place a toilet paper tube (your well) in the center of
a large cup
2. Hold the tube and put gravel around it, about 1’ – 2’
deep.
3. Place a few drops of food coloring on the gravel.
This represents pollutants present in the soil.
4. Pour sand on top of the gravel about 1’ – 2’ deep.
5. Take a cup of water (rainwater) and slowly pour the
water onto the sand until it just reaches the top.
What happens inside the tube?
6. Brainstorm factors in this system
Reading Skills and Strategies
• Skills: automatic reactions that result in
decoding and fluency and occur without
awareness
• Strategies: deliberate, goal-oriented
attempts to control and modify
constructions of meaning
Afflerbach, Pearson and Paris (2008)
“It is important to promote both skills and strategic
reading because students need to know how to
read strategically”
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Strategies
Activities
• Part of the learning
process
• Intentional connections
to outcomes
• Connects known to
unknown
• Replicable in authentic
examples
• Clear expectations and
purpose
• Taught in isolation
• Focused on content
only
• Accidental connections
to outcomes
• No connection to the
known
• Little/no transfer to real
life
• Vague expectations
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Measuring Readability and Text Complexity
• Reader and Task: reader
variables and task
variables specific to the
interaction with text.
• Qualitative: levels of
meaning, structure,
language conventions,
etc.
• Quantitative: readability
measures and scores of
text complexity.
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Readers and Tasks
• Students’ ability to read complex text does not
always develop in a linear fashion. Although the
progression of Reading Standard 10 defines required
grade-by-grade growth in students’ ability to read
complex text, the development of this ability in
individual students is unlikely to occur at an
unbroken pace.
• Students need opportunities to stretch their reading
abilities but also to experience the satisfaction and
pleasure of easy, fluent reading within them, both of
which the Standards allow for.
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Focus on Vocabulary
Why
Key to STEM thinking
Supports learning across disciplines
How
In context
Rich and varied experiences
When Everyday
What
Academic, multiple meaning words,
root words, and new concepts
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A Grave Mistake
• Community Map
– Data Set 1 - amount of
contamination levels
• Top right hand corner of the
map is the highest elevation
and the low spot is the lower
left hand corner.
– What direction will the ground
water move?
• Contamination data was
collected via test at existing
wells
– Start at Southern border of the
map
– Plot contamination levels from
bottom to top
– As soon as you know the
source of the arsenic, STOP
Summary
• Discuss and write a summary response
– Who is to blame?
– What should your town do with this information?
– What options should the offender be given?
• The factory is a major employer of people in
your community. Will that affect your
discussions with the factory owners? How?
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Cloze Reading
Mayor,
We have reviewed your _____. Our engineers and
technicians have documented the ________ of arsenic
that has come into and left the _______. It is clear that it
is all _________ for.
_______ and the ______ of the community is important
to us. We will work with the city to ________ the arsenic
_________.
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Mayor,
We have reviewed your report. Our engineers and
technicians have documented the amount of arsenic that
has come into and left the factory. It is clear that it is all
accounted for.
Safety and the health of the community is important to us.
We will work with the city to identify the arsenic
contamination.
What should be done?
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• Additional funds have been budget
• Commissioned a water quality testing agency to
drill test wells
• Each group = a Water quality testing agency
• Determine a plan for drilling test wells
• Record your plan (Where do you plan to drill?
What order do you plan to drill?)
• Send one representative to receive a new
coordinate
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Design Decisions
Elaborate – Presentation to City Council
• What is the cause of the contamination?
• What further tests would be recommended?
• What short term solutions might be
recommended to provide drinking water?
• What long term solution would you recommend
to clean the contamination?
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Extending Learning
• Inference
• Build
connections
• Predict
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What is engineering’s role in the future?
• http://www.engineeringchallenges.org
While watching this
video look for
examples of content
you currently teach
and how it may be
used to understand
and solve these
problems
Dragonfly TV Clip
• http://pbskids.org/dra
gonflytv/show/watercl
eanup.html
• [email protected], STEM Specialist
• [email protected], Language Arts
Specialist
• [email protected], Reading Specialist
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Integrating STEM and Literacy