1. Informational Reading and Writing Strategies Science Department Professional Development February 18, 2009

2. Though anecdotal evidence and practical experience point to a variety of reasons why this may be the case, no empirical study has been conducted to determine the root cause for consistently poor performance. Why Such Poor Performance by Ohio Students?

3. Between 2005 and 2008 the number of students not responding to short answer and extended response questions dropped. More students are now attempting to answer these questions.

4. The number of students receiving 0 points on the short answer and extended response questions remains high. More students are attempting to answer the questions, but there is no apparent improvement in students’ ability to answer short answer and extended response questions.

5. What Can We Do ????

6. The range of reading that students are required to do in school is mirrored on the various forms of the Ohio Graduation Test.

7. What We Can Do… There needs to be a greater focus on instructional reading on our assignments and assessments. Exposure for students is the BEST way to help them prepare for the Science OGT test. We have focused on SA and ER question strategies and now it is time to focus on the reading itself.

8. Nonfictional Text and the Math and Science OGT- article http://www.ohiorc.org/adlit/InPerspective/Issue/2009-02/Article/ogt.aspx

9. Points to Remember From the Article… For areas of the OGT (except Reading), students must combine their knowledge of the content being assessed with their experiences in reading, analyzing, and interpreting non-fictional texts.

10. Biome Science OGT Example “Locate biome W and the temperate forest on the graph. Based on the information provided, describe one similarity and one difference between the climates of these two biomes. Respond in the space provided in your answer document.”

11. What Students Have to Do… Exhibit knowledge of climate and biomes Analyze and communicate scientific information Interpret graphs Compare and contrast information Provide support for answers

12. What Can Make Nonfiction Reading Challenging for Students? Interpreting complex graphics Understanding cause-and- effect relationships Formulating arguments and making justifications Making observations and drawing inferences

13. What Instructional Practices are Effective… Integrating literacy strategies into content instruction will help students to make connections between those strategies and content learning.

14. Strategy #1 Use nonfiction texts to reinforce and cement content concepts introduced through lessons and activities. This can be easily done in assignments or assessments.

15. Process: Find an online article and imbed it into an assignment or assessment. Ask students to interpret the content and apply it to what they have learned in the lesson.

16. Article Resources Online… Science Daily First Science Science For Kids

17. Strategy #2 Help students to establish a purpose for reading and to make connections to other concepts and prior knowledge.

18. Process: Find articles that provide an extension to information presented in the lesson. Enrich the content by finding ways to connect it to real-world experiences. Embed these articles in assignments or assessments and have students interpret the information and make value statements, comparisons, or applying the content to current technology.

19. Super Bugs That Dine on Antibiotics

20. Strategy #3 Practice vocabulary, paying attention to both meanings and structural features of the words.

21. Process: Use vocabulary worksheets, studystacks, or practice vocabulary within Elluminate sessions. Students still struggle with the ability to break down words (prefixes and suffixes) and determine the meaning of the word. This practice can be done with content vocabulary or common words found on the Science OGT. Many examples of these types of worksheets can be found within the TOSA classroom.

22. Example of a worksheet located within the TOSA classroom. If there are others that you think would benefit our students, send a list of words and I can assist in making a worksheet for you!

23. Strategy #4 Provide graphic organizers for note taking and synthesis of important information.

24. Process: Reading guides are useful tools to assist students when reading to organize main concepts and to predict what is coming next. Graphic organizers can be made so that students can type directly onto the worksheet.

27. Guess the QAR Relationship of This Question…

31. In Summary… Each of us needs to take ONE piece of this picture and implement it for our students. Choose an assignment or assessment and add informational text to it. Use the sites provided to begin your search. Make sure to use different types of questions (QARs) and OGT verbs.