K-12: Where Literacy and Science Interconnect…. Mrs. Stacy Nichols-Brown Wake County Public School Centennial Magnet Middle School A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

What is the Governor’s Teacher Network? A talented group of 450 outstanding teachers were selected from 1400 applicants for Teachers identify instructional needs, create innovative digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base. Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.

What is the Governor’s Teacher Network? Pathway 1 Teachers: Professional Development Identify problems of practice around instructional needs and conduct action research projects in their schools. Investigate and analyze the effectiveness of strategies and practices on student learning. Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.

Action Research Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

P1: Action Research Plan Action Research Project Tackling Science through Literacy Development: Closing the Minority Achievement Gap at the Secondary Level with the Use of Interactive Notebooks and Common Core Literacy Strategies Purpose The purpose of this action research project is to investigate the effectiveness of practicing Common Core Literacy Strategies with the use of science interactive notebooks to support increase student achievement in reading proficiency at grade level and science content knowledge.

Science Teachers As Active Learners A 10-week research study was conducted by a literacy support teacher for nine middle schools in Anchorage School to create a booklet with the reading comprehension strategies for teachers to implement what they called “The Middle School High Five” (2005). Teachers had access to electronic master copies and reciprocal teaching cards for teachers to teach the strategies without any added preparation. The study was designed for language arts and other content area teachers to utilize five common reading comprehension strategies that reflected the various stages of the reading process in their classrooms across the district.

Science Teachers As Active Learners I have designed my action research project in a similar manner to be implemented over a 12-week period with at least 3 specific evidence- based, effective reading comprehension strategies, such as Frayer-model vocabulary strategy, close-reading strategy, graphic organizers, etc. My goal is for the students to increase their reading comprehension and science content over the school year.

Scope of Work What is the problem of practice addressed? Why is this important? Who would benefit from these resources?

What is the problem of practice addressed? There is a great cause for concern in Wake County with our school recent data showing the minority populations lagging in proficiency in reading comprehension and/or science content understanding. Targeted Subgroups African American males and females, Hispanic/Latino males and females, & Multicultural males and females who have demonstrated having challenges with meeting proficiency in reading and/or science content, as measured through their NCFE Science scores and Reading EOG scores.

Data Driven Problem EOG Percent Proficient Reading Levels for Middle Grades (6-8) Subgroups Overall Students WCPSSCCMMSCentral AA28.6%29.4%27.4% H/L34.6%26.4%29.3%

Why is this important? Desired Goal The objective is to help students achieve academic success that have demonstrated having challenges with meeting proficiency in reading and/or science content, as measured through their NCFE Science scores and Reading EOG scores in 6 th grade. The significance for achieving these goals is it has the potential of being extremely impactful upon the future success of my students with deficiencies that sometimes can be overlooked by classroom teachers in the standardized testing world. This project equips my students with literacy techniques that they will have consistent practice in to increase their reading comprehension even after they leave my classroom. I didn't want to change their worlds for a moment but for a lifetime.

Students will be given to measure students' reading comprehension in the beginning of the year as a pre-assessment and at the end of the year as a post-assessment. Step 1: Path Driver Students scores will be continuously analyzed to assess their reading and science comprehension. Step 2: district benchmarks in Language Arts and Science scores Students scores will be given throughout the year and analyzed to assess their reading and science comprehension. Step 3: Teacher- made formative and summative science assessments Data Collection The following qualitative and quantitative data collection techniques will be used as the primary research methods for this study:

Data Collection Students will be given a pre- assessment at the beginning of the year, mid-year assessment, and a post-assessment at the end of the year. Step 4: Reading Attitudes Survey Students’ interactive science notebooks and summative projects will be analyzed and assessed throughout the year. Step 5: Monitoring of student work artifacts: Monitoring of student work artifacts:

Activity 1.Frayer Model Flashcards 2.Close Reading Strategy 3.Graphic Organizer 4.Guided Notes/2 Column Notes

FRAYER MODEL FLASHCARDS/INTERACTIVE WORD WALL Understanding and applying knowledge about scientific terms

STUDENT’S FLASHCARD Example

5 MINUTE EXERCISE Based on the information you just received, create your own flashcard using one of the following words: 1.Weather8. Transpiration 2.Climate9. Troposphere 3.Precipitation10. Stratosphere 4.Water Cycle11. Mesosphere 5.Evaporation12. Thermosphere 6.Sublimation13. Exosphere 7.Condensation

Interactive Word Wall Example

Interactive Word Walls

Close reading strategy Annotation

Steps for Close Reading Strategy  First Reading: On Your Own  Circle words that may be unfamiliar.  Underline words and phrases that resonate with you.  Draw pictures when a description or explanation makes you think about an image  Square one sentence or phrase that you think captures the main idea.  Put * next to important details that you think support the main idea.  Use the margins to write about connections or questions you may have with the text.  Second Reading: With Your Group  Compare your annotations from your first reading.  Determine the meanings of any unfamiliar words.  Discuss what the main idea is and the details that support it. Narrow down the topic to one sentence.  Think about the writer’s attitude towards the subject matter? How is it revealed?  Identify features of the writer’s technique that you find particularly effectiveness. Describe their effectiveness and note on this page.

ARTICLE/VIDEO ANALYSIS Technological integration: Symbaloo & Discovery Education

Technological Resources for Article & Video Analysis Discovery Education NEWSELA Smithsonian Mag Kids Health Science News for Kids –Example: Genetic EffectGenetic Effect –Example: Human Body SystemsHuman Body Systems

Guided Notes/Cornell Notes Understanding and applying knowledge about scientific terms

Using Voicethread as a Literacy Tool Example of Voicethread Guided Notes Storm Voicethread NotesStorm Voicethread Notes Atmosphere Unit I Notes Circulatory System Notes

Data Analysis Understanding and applying knowledge about scientific terms

Data Results Path Driver: ELA Core 1 Fall vs Winter Results These charts are a comparison of all students MAZE Reading Comprehension tests results for ELA Core 1.

Data Results Path Driver: ELA Core 1 Fall vs Winter Results OVERALLFALLWINTER % Students at Low Risk (51%-ile or higher) 60%64% % Students at Medium Risk (26%-50%-ile) 16%9% % Students at High Risk (25%-ile or lower 24%27% SUBGROUPFALLWINTER % Students at Low Risk (51%-ile or higher) 12%14% % Students at Medium Risk (26%-50%-ile) 8%9% % Students at High Risk (25%-ile or lower 24%23%

Data Results Path Driver: ELA Core 2 Fall vs Winter Results

Data Results Path Driver: ELA Core 2 Fall vs Winter Results OVERALLFALLWINTER % Students at Low Risk (51%-ile or higher) 23%50% % Students at Medium Risk (26%-50%-ile) 55%33% % Students at High Risk (25%-ile or lower 22%17% SUBGROUPFALLWINTER % Students at Low Risk (51%-ile or higher) 0%6% % Students at Medium Risk (26%-50%-ile) 27%28% % Students at High Risk (25%-ile or lower 23%17%

Data Results Path Driver: ELA Core 3 Fall vs Winter Results

Data Results Path Driver: ELA Core 3 Fall vs Winter Results OVERALLFALLWINTER % Students at Low Risk (51%-ile or higher) 60%67% % Students at Medium Risk (26%-50%-ile) 30%24% % Students at High Risk (25%-ile or lower 10%9% SUBGROUPFALLWINTER % Students at Low Risk (51%-ile or higher) 5%10% % Students at Medium Risk (26%-50%-ile) 20%10% % Students at High Risk (25%-ile or lower 10%5%

Data Results Path Driver: ELA Core 4 Fall vs Winter Results

Data Results Path Driver: ELA Core 4 Fall vs Winter Results OVERALLFALLWINTER % Students at Low Risk (51%-ile or higher) 78% % Students at Medium Risk (26%-50%-ile) 17% % Students at High Risk (25%-ile or lower 5% SUBGROUPFALLWINTER % Students at Low Risk (51%-ile or higher) 17%13% % Students at Medium Risk (26%-50%-ile) 0%4% % Students at High Risk (25%-ile or lower 0%

Benchmark Data During 1 st quarter, our team did not practice the same Common Core Literacy Strategies. ClassProj Percent Proficient Subgroup Population Projected Ach Level Avg) Science Genre (Class Avg) n=6 Science Genre (Subgroup Population) N=6 ELA Core % ELA Core % ELA Core % ELA Core %

2 nd Quarter ELA Benchmark Data ClassProj Per Prof Subgroup Ach Level Science Genre (Class) N=7 Science Genre (Subgroups) ELA Core ELA Core ELA Core ELA Core

ELA Data Results Comparison Benchmarks

ELA Science Genre Data Results

Science Benchmark Data Quarter 1 (GTN project not implemented)Quarter 2 SubjectClass Average Subgroup Average Science Core %72.4% Science Core %83.2% Science Core %59.5% Science Core %56.5%

Science Data Results Comparison

Who would benefit from these resources? Based on our results, I believe all teachers and students could benefit from this system. The results displayed shows growth for subgroups, as well as the majority of the student population.

How would teachers and students benefit from these resources? –Team collaboration –Consistent Common Core Literacy Strategies –All entities are speaking the same language. –Builds student and teacher confidence. –Stretches everyone to reach beyond their present parameters.

Discussion What are some challenges you have or think you will face as a classroom teacher? Based on this information, what are some things you learned that you may can use as an educator? How can you help the unmotivated child?

Q & A Time

References Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving Reading in a Middle School Science Classroom. Journal Of Adolescent & Adult Literacy, 51(5), Alvermann, D. E., & Wilson, A. (2011). Comprehension Strategy Instruction for Multimodal Texts in Science. Theory Into Practice, 50(2), doi: / Chesbro, R. (2006). Using Interactive Science Notebooks for Inquiry- Based Science. Science Scope, 29(7), Goodman, A. (2005). The Middle School High Five: Strategies Can Triumph. The National Council of the Teachers of English, 13(2), Kroeger, S. D., Burton, C., & Preston, C. (2009). Integrating Evidence- Based Practices in Middle Science Reading. Teaching Exceptional Children, 41(3), 6-15.

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Conclusion of Presentation Thank you for your participation!!! Contact Information: Name: Mrs. Stacy Nichols-Brown School/District: Centennial Campus Magnet Middle School Website: