Pedagogical Retooling in Mathematics, Languages, and Science

for Junior High School

 Developing Disciplinary Literacy:
Meeting Reader and Task Demands
Adapted from the Session on “Strategies for Developing
Science Disciplinary Literacy: Meeting Reader
and Task Demands” by Maria Alicia Bustos-Orosa, PhD
Prepared by:
Rose Ann B. Pamintuan
Master Teacher I
Pasig Elementary School
The learning targets for this session are:
1. adopt strategies for disciplinary literacy;
2. use strategies to engage learners in
understanding complex texts;
3. differentiate informational vs. narrative/fiction
texts;
4. discuss the role of vocabulary in comprehending
complex texts; and
5. plan for learning activities that integrate pre-
reading literacy skills in guiding learners in
reading complex texts.
Let's engage.
Using a graphic
organizer, arrange the
different learning
areas.
Let's interact.
1. What help do the content
area teachers ask from
you as Language Arts
teachers?
2. As Language Arts
teachers, what support
can you give to the
content area teachers?
Preview Questions
1. How is disciplinary literacy
defined and how is it reflected in
various disciplines?
2. What are the underlying
construct of disciplinary literacy
skills related to Science that
learners need to know and do?
3. How do we integrate literacy in
Science and other content areas?
Preview Questions
4. What are the recognized
strategies that all content area
teachers should also use to
build literacy?
5. What is the BDA Instructional
Framework in literacy?
6. What is the multimodal nature of
science texts that makes it
unique from other content areas?
Preview Questions
7. What is the difference in the
content and organization of
fiction vs. nonfiction text types
8. How do we enable the learners
to better organize their ideas in
reading informational texts?
Preview Questions
9. What is the value of explicit
instruction in vocabulary
development particularly in
content areas?
10. What are some vocabulary
instructional strategies that can
be used in the content areas
especially in Science?
Let's watch.
Title:
Developing Science Disciplinary Literacy:
Meeting Reader and Task Demands

Resource Person:
Dr. Maria Alicia Bustos-Orosa,
PRIMALS 7-10 National Training of Chief Trainers
Post Viewing Questions
1. How is disciplinary literacy
defined and how is it reflected in
various disciplines?
2. What are the underlying
construct of disciplinary literacy
skills related to Science that
learners need to know and do?
3. How do we integrate literacy in
Science and other content areas?
Post Viewing Questions
4. What are the recognized
strategies that all content area
teachers should also use to
build literacy?
5. What is the BDA Instructional
Framework in literacy?
6. What is the multimodal nature of
science texts that makes it
unique from other content areas?
Post Viewing Questions
7. What is the difference in the
content and organization of
fiction vs. nonfiction text types
8. How do we enable the learners
to better organize their ideas in
reading informational texts?
Post Viewing Questions
9. What is the value of explicit
instruction in vocabulary
development particularly in
content areas?
10. What are some vocabulary
instructional strategies that can
be used in the content areas
especially in Science?
Let's mull over.
1. As a Language Arts teacher,
how do I ensure that my
learners are reading and
understanding increasingly
complex texts in the content
area particularly Science?
2. As a Language Arts teacher
who will collaborate with the
content area teachers, what
will I continue/stop/start doing
in my class?
Let's create.
“TO READ LIKE A SCIENTIST”
1. Plan a “vocabulary lesson” as a
pre-reading activity in a Science
Class.
2. Create/choose a graphic
organizer that would guide
students in the Pre-reading or
Engage phase of the lesson.
3. Report the output.
Let's apprecaite.
EMILY KANG
• an assistant professor of Science education at
Adelphi University in New York
• a former middle school Science teacher
Let's apprecaite.
“As a science teacher,
I thought my primary concern
was content delivery —
getting the kids to know science.

But I’ve since discovered that

it’s really about teaching kids
the skills to become good scientists,
which includes being good readers.
 Scientists have to be able to read articles
and journals — review the research —
before they can build experiments
or projects of their own.”

- Emily Kang

(https://www.scholastic.com/teachers/articles/teaching-content/common-core-reading-science-class/
Date/time retrieved: April 24, 2018, 5:15 PM)
Thank you.