1. Writing in Science in Action

2. Group Norms  Do homework.  Arrive on time with WISIA.  Be respectful.  Be positive.  Be active, attentive and focused.  Have an open mind and be curious.  Care for and support each other.

3. Purpose  Reflect on reading Introduction and Chapter 1.  Understand attributes of classroom.  Develop one scaffolding strategy – because and I think this because

4. Foundation of Science Writing Approach Three Key Elements Science Content Scientific Thinking Science Skills

5. Structure of Science- Writing Approach Science Session Engagement Active Investigation Shared Reflection Application Writing Session Shared Review Shared Writing Scaffolding Independent Writing

6. Writing in Science Notebooks What to Write Scientific observations Scientific illustrations and diagrams Comparisons Cause and effect Predictions with reasoning Data tables and graphs Claims and evidence – reasoning

7. Format of Notebook  Date  Focus Question  Notebook Entry Observations Illustrations, diagrams, graphs Comparisons Cause and Effect Predictions with Reasoning Data Tables Graphs Claims and evidence – Reasoning Conclusions

8. Assessment of Notebook Entries 1. For students - a place where they do their thinking. 2. A rough draft - resist teaching conventions, sentence fluency, hand- writing, neatness 3. For teachers, the notebook is student work used for formative assessment.

9. Teachers Notebook Do what students do Understand students’ experience Use for shared writing (modeling)

10. Three Types of Scaffolding TYPES OF SCAFFOLDING Visual Word Banks Graphic Organ- izers Oral Written

11. Learning to integrate hands on inquiry science and scientific writing is a journey…. It takes three years for professional teachers to learn how to apply Fulwiler’s approach effectively.

12. Reflecting on Practice 1. Make a Same – Different “T” Chart How is what you read in Chapter 1 similar to and different from what you have done when you have learned science? 2. Make a Group List What do you think a classroom looks like that supports the learning of science? - Teacher behavior - Student behavior - Physical environment in classroom

13. Viewing Soils Classroom Video Episode Background Information Seattle Public Schools Grade 2, 24 students Demographics and Culture ○ 26.6 % Free and reduced-price ○ 5.7% English Language Learners ○ 63% White, 14% Asian, 10.5 % African American, 9.3 % Latino, 3.2% Native American Soils science kit from Science and Technology for Children science program Soils

14. Reflecting on Soils Video 1. How does the teacher use modeling and scaffolding? 2. What modeling and scaffolding do you think helped the students learn? 3. How does the physical setup of the classroom contribute to the students’ learning of science and science writing? 4. What revisions can you make from group’s list of attributes?

15. Assessing 3 Key Elements - Mar’Jon’s Notebook Mar’Jon’s data table and conclusion in Ch 2 (Figures 2–1 and 2–2)

16. Assessing 3 Key Elements - Jonah’s Notebook Jonah’s data table and conclusion in Ch 2 (Figures 2–3 and 2–4)

17. Considering Next Steps  What are one or two things could you do with your students during the science practicum to help them learn to use the scaffolding strategy - because and I think this because?

18. Useful Words and Phrases – p. 9

19. Prepare for Next Class  Take notes on class notes – organize,  Preview WISIA Chapter 2.  View Soils classroom video episode (2 nd time).  Bring Writing in Science in Action to class.