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This web site is designed as a tool kit for to The New Science Literacy: Using Language Skills To Help Students Learn Science. It contains full sized ready-to-copy lists of student performance expectations, guides to student metacognitive strategies, and aids for explicit teaching strategies for each of the five areas of literacy as detailed in Chapters 4 through 7, reading, writing, speaking and listening, and the critical analysis of media. For ease of use, the order of the material generally mirrors that in the chapters. You will notice that additional strategies have been added that appear only in the chapters and not in the original Appendix. All the strategies can be copied directly from the site to be used with students. It is suggested that students paste the performance expectations and the metacognition prompts directly into their science notebooks so that they can be used multiple times. Using these strategies will help your students become independent learners more responsible for their own progress in science. Click on the links below to view and print the documents:
Student Performance Expectations for Reading Comprehension
Student Performance Expectations for Exploratory Writing in Science Journals Student Performance Expectations for Presentational Writing Student Performance Expectations for Narrative Procedures and Lab Reports Writing Narrative Procedures and Lab Reports: A Guide for Students Exploratory Writing and Science Journal Entries: A Guide for Students Structured Note-Taking Using the Writing Checklist: A Guide for Students Using the Writing Checklist: A Guide for Teachers Group Interactive Reports: A Guide for Teachers Group Interactive Reports: A Guide for Students 3-2-1 Real Science: Issues, Evidence, and You Student Performance Expectations for Presentational Speaking Student Performance Expectations for Listening to Presentational Speech Student Performance Expectations for Group Interaction Group Interaction: A Guide for Students Running Records Worksheet Student Performance Expectations for Using Persuasive Strategies Rules for Shared-Inquiry Discussions* How to Lead a Shared-Inquiry Discussion* *The Shared Inquiry strategy, primarily developed by The Great Books Foundation which pioneered the "Shared Inquiry" teaching methodology (The Great Books Foundation 1965), was adapted for the CHEM 2 program (SEPUP 1997). Simply stated, it blends metacognitive strategies with Socratic discussion methods. Media Analysis Checklist |
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