Talking Science.....Closing the gap Karen Crinyion – Science Consultant Zahid Jawed - METAS Consultant

Why literacy skills are important in science Many KS4 exams require extended writing outcomes New specifications from Sep 2011 will have a greater emphasis on extended writing KS5, and certainly university, requires good written literacy to communicate clearly Good thinking is closely connected to good literacy BTEC course requires pupils to produce numerous pieces of written work

In this session we will: Introduce exploratory talk as a mechanism to develop literacy skills in science Consider how to help pupils to verbally present their ideas Introduce resources to help pupils develop extended writing Work in school groups to consider how to implement ideas and resources into lessons

By the end of the session you will: Be familiar with a number of resources and activities to help pupils with exploratory talk and extended writing Have produced a draft plan for collaborative follow up work in school

Low level of vocabulary is the prime cause of academic failure Becker 1977

59% of waking time is spent by 4 year olds in disadvantaged areas not talking at all

Seven year olds in the upper quartile have a vocabulary of 7100 words

Seven year olds in the lower quartile have a vocabulary of 3000 words

Only 176 of the nearly 30,000 pupils who achieved 3 As at A level in 2007 were eligible for free school meals

What is Academic Language Vocabulary knowledge Breadth: knowing the meanings of many words, including multiple words for the same, or related, concepts Depth: knowing multiple meanings, both common and uncommon, for a given word Understanding complex sentence structures and syntax Using written vocabulary as distinct from oral vocabulary Understanding the structure of argument, academic discourse, and texts

EAL Language Development Basic Interpersonal Communication Skills (2 years) Cognitive Academic Language Proficiency (5-7 years)

Example What grheder 3 grohysteaantallen that dan gopodtgamaakt using the cikfers3, 4, 6, and 7? Elk cikfermust be used ngly een en elk aatallen. Mcrkuw anntoord. A B. 3467, 3476, 3647 C. 7634, 7643, 7463 D. 34, 36, 73 E. 764 And the answer is ……

What are the three ggggg mmmm that can be made using the gggg 3, 4, 6, and 7?Each gggg must be used just once in the mmmm. Put them in bbbb. A B. 3467, 3476, 3647 C. 7634, 7643, 7463 D. 34, 36, 73 E. 764

What are the three biggest numbers that can be made using the digits 3, 4, 6, and 7?Each digit must be used just once in the number. Put them in order. A B. 3467, 3476, 3647 C. 7634, 7643, 7463 D. 34, 36, 73 E. 764 And the answer of course is C (as most of us will also bring our mathematical knowledge to bear and recognise that to put in order usually means to put in increasing order).

So whose responsibility is it? Literacy is, or ought to be a shared responsibility. It is important because it enables pupils to gain access to the subjects studied in school, to read for information and pleasure and to communicate effectively. HMI Secondary Literacy Survey

What works? Access and build upon the students prior knowledge Make sure that the new information is comprehensible Use a variety of literacy and vocabulary activities Cooperative learning activities Use fair and appropriate assessment strategies Target the ‘big ideas’ of the content

Our rationale By rehearsing the use of language through the use of talk, students develop their thinking and better thinking leads to better writing

Developing thinking and literacy skills The explicit teaching of language and literacy stretches pupils’ thinking skills so that they can write more clearly, deeply and widely. We need to plan a series of 3 lessons to: Explore ideas through talk Help pupils to verbally present their ideas Use talk to develop writing

Benefits of exploratory talk: Helps pupils explore and articulate their ideas Develops a collaborative approach to dailogue Moves pupils into higher order thinking Allows teacher to prompt better thinking and to assess thinking

We need to model good talk to show pupils: How to disagree but without offending others How to compete to take turns without being aggressive How to signpost a change of topic To use modal expressions and modal verbs

Enquiry as an example of exploratory talk Raisins and lemonade Observations Questions Hypothesis Test ideas / research

Other opportunities for exploratory talk: Graphs Mystery activities ASE upd8 activity_monster_crabs[1].pdf Climate_change[1][1].pdf

Verbal presentation of ideas

Reporting back speaking frame This photo was our stimulus. We noticed This lead us to consider Therefore, our hypothesis is

Argument planner Nadya Suleman had a right to have multiple embryos implanted

Developing speaking frames Choose 1 of the activities from this mornings session. Develop a speaking frame that would help pupils to feedback the outcome of the activity to the rest of the class

AF1 thread 1: Modelling Model of the digestive system Develop a speaking frame that could be used to help pupils achieve a level 3,4,5 or 6

Using writing frames to help pupils develop talk: Graphic organisers PMI grid Compare / Contrast KWFL grid

Develop a graphic organiser for a Key Stage 3 practical: Extraction of chlorophyll from leaves Rates of reaction practical

Moving forward: Work in school groups with your Science and METAS consultants to deliver 3 lessons focussing on : Lesson 1 – Exploratory talk Lesson 2 - Verbally presenting ideas Lesson 3 – Linking talk to writing using graphic organisers

To consider: Dates and times for planning meetings Dates and times for lessons to be delivered Initial assessments of pupils literacy skills Follow up assessments to measure progress Impact of the lessons on pupils and teaching and learning