Literacy In Science

Why Science and Literacy? The acquisition of academic language can take considerably longer to develop than social language. …The academic language needed in science lessons is more advanced than the social language used by the students. Therefore, scientific literacy should be developed alongside scientific knowledge to deepen understanding.

“Pupils said that the use of terms such as ‘dependent’, ‘independent’ and ‘control’, used in the context of a discussion of variables, was very confusing and acted as an obstacle to their learning.”

Take feedback after the activity. Language in Learning across the Curriculum, 2007, State of South Australia, DECS.

Key planning questions What strengths and challenges do the students have? 1 What language will students need to use to successfully complete the activities? 2 What activities will I include to present and use the focus language? 3 What scaffolds do I need to provide to help them complete it? 4

What avoidance strategies do your students have?

Class 9Sc5 26 pupils 17 EAL students (14 are non-EU) 9 with assessed SEN needs Low ability, getting 0-15% in GCSE tests

3 Pupil Profiles Unable to follow much explanatory talk Asia- Less than 1 year in the UK (Somalia) Never been to school before starting 3 months ago Very little English Morium 2 years ago in UK (Bengali) SEN -significant literacy needs: Can’t hold verbally delivered information, unable to access reading material. Ariful 1 year in country (Bengali) Can grasp some key words and concepts Can’t form sentences Can’t verbalise learning General Abilities: Unable to follow much explanatory talk Unable to read for understanding Unable to verbalise words in English or learning Sometimes able to grasp some key words Much of the science learning is prevented, some basic concepts are grasped Behaviour in Class Passive/ quiet Avoided being asked questions Guessing/copying to complete tasks Disengaged

Agreed focus of literacy development   Develop and broaden vocabulary Improve learning and literacy confidence through talk Improve reading skills including reading for information

Vocabulary - Key Principles Students need to be able to use: subject specific language everyday and formal target language that helps them show their understanding Students need to use: strategies to build their vocabulary Eventually, they should be able to do these independently. They need to practice: constructing more complex sentences e.g. comparing, summarising

Vocabulary Development Strategies A pupil needs 6 opportunities to engage with new vocabulary: hearing, speaking, reading ,writing. How can you design activities around this? How would that change your teaching?

Pictures first Give pictures to sort where they only have some of the vocabulary They can do the science They have a need for the vocabulary, and an idea of what they are trying to express

Characteristics: Inherited or Environmental?

Vocabulary Development Upfront presentation of words, with visuals, breakdowns, definitions Breaking a word down “fert-i-li-sation” Identifying familiar parts “genetic” “neutralisation”

Pronunciation! Whole class pronunciation Individual pronunciation Talk tasks: paired reading paired work: labelling/categorising Paired white board quizzes

Sex cells Parents New cell Offspring Sex cells are called gametes Female sex cells in animals are called eggs Male sex cells in animals are called sperm Gametes have half the amount of chromosomes from the parents When gametes join together, it is called fertilisation The new cell has all the chromosomes needed to make a new organism The chromosomes are a mixture from the 2 parents Add labels to the diagram: Add to your diagram: Sperm, egg, gametes, cell with 46 chromosomes, cell with 23 chromosomes

Further access learning activities Cloze passages Matching activities Reading and writing tasks Restructuring information, ordering, putting in tables etc Sentence writing with key words given

Example: Topic Cells Names Processes Concepts fertilisation red blood cell cytoplasm membrane adaptation respiration tissue absorption organ cellulose photosynthesis

Vocabulary based plenaries Key words: Compound Molecule Element Atom Formula Quizzes where words are on board and have to say right one Mini-white board quizzes Paired quiz

Handing over responsibility Word My language Definition Glossary It is the pupils responsibility to translate them and to get a definition Key words done as class New words from reading circled and added Homework is to translate and learn them Use in Class Checking/nagging/homework setting/ detentions/ weekly key word quizzes Now pupils are recording words and using it

Word Banks In planning, recognising all the vocabulary needed to complete the lesson well. Realising which vocabulary EAL learners will not have, making word banks with visuals

Vocabulary Development How does this affect lessons? Breaking a word down “fert-i-li-sation” Identifying familiar parts “genetic” “neutralisation” Whole class pronunciation Individual pronunciation Talk task/ paired work e.g. labelling a diagram Writing definition in glossary Cloze/reading/writing/remembering/ restructuring tasks Key word quiz plenary. White boards/ in pairs More repetition More talk Slower pace Less content More learning

Stable Covalent Strong Electrons Bond Ions Share Full outer shell Stable Covalent Strong Gain Charges Need Attract Lose Overlap Eight two Opposite Ionic

Categorise Key Words Ionic bonding Covalent bonding.

Ionic Bonding Ionic bonding happens between.... Atoms with 1 or 2 electrons in their ________ want to... Atoms with 6 or 7 electrons in their ________ want to... Atoms gain 1 or 2 electrons to become... Atoms lose 1 or 2 electrons to become... Oppositely charged ions...

Covalent Bonding Covalent bonds happen between.... Atoms ______ electrons to .... To do this the atoms’ outer shells ..... When this happens both atoms have .... Covalent bonds are very....

3 Pupil Profiles - Updated Asia- Less than 1 year in the UK (Somalia) Never been to school before starting 3 months ago Very little English Morium 2 years ago in UK (Bengali) SEN -significant literacy needs: Can’t hold verbally delivered information, unable to access reading material. Ariful 1 year in country (Bengali) Can grasp some key words and concepts Can’t form sentences Can’t verbalise learning General Abilities: Understand what goes on in the lesson Have methods to help them access tasks and are able to read simple things for understanding Able to verbalise words and learn them Able to engage with material Behaviour in Class Able to talk in pairs and groups Volunteer answers Attempt all tasks Engaged in lessons

Sharing Practice Subject knowledge knowing the science Skills Knowledge what skills will students need to use to learn the science Teaching & learning knowledge how pupils learn best, what activities will I use to learn the science

Proven to work Sharing resources Joint planning & teaching Curriculum planning Raising achievement initiatives Training opportunities

Faculty Task Moving Forward: What will your literacy focus be in 2014-15? How will you ensure target pupils and others like them continue to make rapid progress? How will you work together to support each other?