Addressing Literacy in the Science and Mathematics Classrooms

by Kerri Matheny

Literacy is a scary word to many science and mathematics teachers. According to the National Science Education Standards (National Research Council, 1996), “Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions.” Principles and Standards for School Mathematics (NCTM, 2000) defines mathematical literacy as “having an appreciation of the value and beauty of mathematics and being able and inclined to appraise and use quantitative information.” What do these two definitions of literacy have in common?  Consider one more definition of literacy.  In the article “The New Literacies” (Miners & Pascopella, 2007), literacy is “the ability to read and make sense of written symbols in a variety of settings and subject areas and then be able to locate information, evaluate it critically, synthesize it, and communicate it.”

What does this mean to science and mathematics teachers who have had very little formal training in teaching reading?  It means that math and science teachers need to use strategies in their classrooms that explicitly help students to read and understand math and science content.

I remember my first year of teaching science when I expected students to look up the vocabulary words posted on the board and then know the definitions of the words.  Obviously, it did not take very long for me to discover that this was not an effective way to teach vocabulary.  My search began for ways to increase the vocabulary development and reading comprehension of my students.  After many years of classroom teaching and working as a math and science curriculum coordinator, I have found some strategies that work for a variety of age ranges and ability levels.  All these strategies are “stolen” from the work of other educators. A few of my favorites are described below. I have divided them into three categories: vocabulary, comprehension, and writing.

Vocabulary Strategies

Word questioning. Students use a graphic organizer—a web—to document what they think a word means, what parts of the word they recognize, and what makes the word important to know.  A sample for the word polynomial is shown in Figure 1:

Figure 1

The Frayer model.  In this five-box graphic organizer, students write a word in the middle box; and in the other four boxes, they define the word, give characteristics, and list examples and nonexamples.  This is also a great strategy for younger students since pictures can be drawn in the boxes.  Figure 2 shows a diagram based on the Frayer model.

Figure 2

Semantic feature analysis. Another strategy for learning vocabulary is semantic feature analysis. Students fill out a grid to help them compare a term with other terms that fall in the same category.  When the grid is completed, students have a visual reminder of how certain terms relate to each other.  Figure 3 offers an example using the term polygons.

Figure 3

Comprehension Strategies

Key concept synthesis. Students identify the most important ideas or concepts within the text, and then they explain the concept in their own words and record connections to other concepts. This strategy is best used with the sections of a chapter.

Figure 4

Anticipation Guides. Students agree or disagree with statements about the assigned reading prior to doing the reading.  As students read, they must document where in the text their initial judgment was supported or refuted.  Figure 5 presents an example based on a reading about digestion.

Anticipation Guide:  Digestion Problems

Name ________________________ Date ________________________

Before reading pages 118–120:  In the space to the left of each statement, place a check mark if you agree or think the statement is true.

During or after reading:  Add new check marks next to the original answers you still agree with, and cross out the check marks next to the answers for which you have changed your mind. Keep in mind that this is not like a “traditional” worksheet.  You may have to think about what you read and “read between the lines.”  Use the space under each statement to note the pages and paragraphs where the information supports your thinking.

_____1.  Digestion problems are caused by the people themselves.

_____2.  Diarrhea is the opposite of constipation.

_____3.  If you are allergic to certain foods, it is because your body thinks these
            foods are a virus.

_____4.  You can die from constipation.

_____5.  Ham and bacon are not good for you.

Figure 5

Writing Strategies

Write and toss. Students respond to a question posed by the teacher and write freely for a few minutes.  Questions are usually simple—for example, “Tell me everything you remember about photosynthesis.”  Students then wad up their response and toss it to another student.  After 15 seconds of tossing the paper wads around, students open a paper wad response and share it with the class.  The teacher and students can then discuss any misunderstandings and important details.  This is a great way to check for understanding.  Variations of this include collecting the writings for assessment or having students “grade” and edit the writing of another student.

Real-world writing. Students write how a concept is related to its application in the real world and explain the concept in a way that the “general public” would understand it.  A variation is to have students explain the concept as if they were teaching it to students in a lower grade.  This forces students to restate some of the jargon from the textbook in their own words and set their explanation in a framework that they can really understand.

And More

If you want to find more information on including literacy in content-area instruction, here are three great resources:

Forget, M. A. (2004). Max teaching with reading and writing: Classroom activities for helping students learn new subject matter while acquiring literacy skills.  Victoria, BC:  Trafford Publishing.

Hammerman, E., & Musial, D. (2008). Integrating science with mathematics and literacy: New visions for learning and assessment (2nd ed.).  Thousand Oaks, CA: Corwin Press.

Keeley, P. (2005). Uncovering student ideas in science:  Formative assessment probes.  Arlington, VA: NSTA Press.

References

Miners, Zach, & Pascopella, Angela. (2007, October). The new literacies, District Administrator.

National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

National Research Council. (1996). National Science Education Standards. (1996). Washington, DC: National Academy Press.

Kerri Matheny taught science in every grade from 7 to 12 for ten years in southwestern Ohio and tutored math. For the past two years, she has been employed as the District Science and Mathematics Coordinator for Springboro Community City Schools. She is currently completing her EDD in curriculum and instruction at the University of Phoenix School of Advanced Studies.

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