PRIMALS 7–10

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 7–10 Teachers

Session 11
Literacy Across
the Curriculum: Changing
Paradigms & Implications
of TEXT COMPLEXITY for
instructions in science
(Adapted from Literacy Across the Curriculum: Changing Paradigms and Text
Complexity in the Content Areas: Implications for Instructions,
a Trainer’s Training Resource Package by Nemah N. Hermosa, PhD)

Learning Action Cell Session Guide

Science 7–10

Prepared by:

NOIDA DG. CASTRO

Education Program Supervisor
Schools Division of Calapan City
Department of Education- MIMAROPA
 ANNEX 1

SESSION 1.0 ACTIVITY SHEET: PAIR WORK ON LITERACY

Directions: Following are the 10 least learned skills/competencies in Science G10,
critical content/learning competencies in Science G8 and critical thinking based on
the results for Grade 10 of the National Achievement Test in 2014- 2015. Scan
through the list with a partner. Identify whether the skill/competency is mainly
developed in DevL (Developmental Literacy), CAL (Content Area Literacy) or DL
(Disciplinary Literacy). Tick appropriate column(s).

Group 1: Least Learned Skills/Competencies in Science Grade 10

Least Learned Skills – SCIENCE Grade 10

(DepEd, National Achievement Test 2015)
RANK % SKILL / COMPETENCY DevL CAL DL

1 26.81 Explain how radio communication devices (e.g.,

cellphones, radio/TV receiver) work
2 32.08 Determine relationship among current, voltage,
and its resistance
3 33.16 Describe how the LASER and fiber optics have
improved telecommunications
4 33.51 Apply Ohm’s Law to series and parallel circuits
5 36.38 Given an angle of incidence and indices of
refraction of two materials, illustrate the path of
light ray incident on the boundary (Snell’s Law)
6 38.57 Compare the types and properties of ionizing
radiation
7 40.72 Describe the working principle of an electric
motor
8 41.17 Cite applications of the properties of light
9 45.13 Describe the effect of the application of nuclear
radiation in living things and the environment
10 47.60 Explain different kinds of eyesight defects and
how lenses correct such defects

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 SESSION 1.0 ACTIVITY SHEET: PAIR WORK ON LITERACY
Directions: Following are the 10 least learned skills/competencies in Science G10,
critical content/learning competencies in Science G8 and critical thinking based on
the results for Grade 10 of the National Achievement Test in 2014- 2015. Scan
through the list with a partner. Identify whether the skill/competency is mainly
developed in DevL (Developmental Literacy), CAL (Content Area Literacy) or DL
(Disciplinary Literacy). Tick appropriate column(s).

Group 2: Critical Content/Competencies in Science Grade 8

Critical Content

Code Learning Competency DevL CAL DL

S8ES-IIa-14 Using models or illustrations, explain how

movements along faults generate earthquakes
S8ES-IIa-15 Differentiate the epicenter of an earthquake
from its focus; intensity of an earthquake from
its magnitude; active and inactive faults
S8LT-IVd-16 Compare mitosis and meiosis, and their role in
the cell-division cycle
S8LT-IVd-17 Explain the significance of meiosis in
maintaining the chromosome number
S8MT-IIIe-f-10 Determine the number of protons, neutrons,
and electrons in a particular atom
S8MT-IIIg-h-11 Trace the development of the periodic table
from observations based on similarities in
properties of elements
S8FE-Ib-19 Infer that circular motion requires the
application of constant force directed toward
the center of the circle
S8FE-Ig-29 Differentiate between heat and temperature at
the molecular level
S8FE-Ih-30 Infer the relationship between current and
charge
S8FE-Ii-31 Explain the advantages and disadvantages of
series and parallel connections in homes

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 SESSION 1.0 ACTIVITY SHEET: PAIR WORK ON LITERACY
Directions: Following are the 10 least learned skills/competencies in Science G10,
critical content/learning competencies in Science G8 and critical thinking based on
the results for Grade 10 of the National Achievement Test in 2014- 2015. Scan
through the list with a partner. Identify whether the skill/competency is mainly
developed in DevL (Developmental Literacy), CAL (Content Area Literacy) or DL
(Disciplinary Literacy). Tick appropriate column(s).

Group 3: Least Learned Skills- Critical Thinking G10

Least Learned Skills – SCIENCE Grade 10

(DepEd, National Achievement Test 2015)
RANK % SKILL / COMPETENCY DevL CAL DL

1 23.40 Reasoning about groups or categories using

“All” or “Some” statement
2 35.09 Reasoning from “If” – “Then” statements
3 36.08 Evaluation of arguments
4 44.25 Numerical reasoning
5 45.78 Decision from an assumption
6 49.70 Reasoning about parts of a group using
“Some”, “Most”, “Almost All”, or “Many”
statements
7 52.62 Reasoning by “drawing probable conclusion”
8 54.05 Reasoning based on “Either” or “Neither’
statement
9 54.61 Syllogistic reasoning
10 62.15 Interpretation

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ANNEX 2

SESSION 2.0 ACTIVITY SHEET: EASY OR DIFFICULT? WHY?

Directions: Work with 2 seatmates.
Read the two sample texts.
Tell which text is easier/more difficult
for students to understand. What makes
one of the texts more difficult? What do
you think is the target grade level
audience of each text?

TEXT SAMPLE ONE

Found: A barnacle-covered basketball lost at sea

By Vittoria Traverso, Atlas Obscura
Adapted by Newsela staff, 01/26/2018

Humans toss all kinds of things into the ocean. This includes
the approximately eight million tons of plastic each year that harms the entire
ocean food web. Every sailor has seen trash like this and shed a tear, but
sometimes you come across something surprising, something out of place, that
can generate a smile. You spy something just below the surface. You think it
could be a whale or a turtle, but no, it's actually something completely
unexpected!

SPALDING!
Last fall, English skipper Annie Gilbert had one of these moments. Gilbert is a
commercial skipper, or a boat captain. She specializes in line-
caught, sustainable fishing, and was sailing out of Poole, Dorset, when she
spotted something weird. “We saw something bobbing and I thought: 'What’s
that?'” she writes on Twitter.

The object turned out to be a Spalding basketball. On top, the basketball

looked normal, but below it looked different. Covering the bottom of the basketball
was a thick beard of goose barnacles. Judging from the quantity of filter-feeding
crustaceans attached to it, Gilbert thinks it may have been lost at sea for at least
two years. After posting a photo on social media, the skipper and her husband
released the ball back into the sea. They wanted the ball to “to continue its
journey.”

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 TEXT SAMPLE TWO

There's more than just fish in the ocean — there are basketballs, too
By Vittoria Traverso, Atlas Obscura
Adapted by Newsela staff, 01/26/2018

Humans toss all kinds of things into the ocean. Unfortunately,

that includes plastic waste. It makes a sailor sad to see it. But sometimes you
come across something that can make you smile. You see something just below
the surface and think it could be a whale or a turtle. But it's something else.

Bobbing, Not Bouncing

Last fall, Annie Gilbert had one of these moments. Gilbert is a captain of a
fishing boat in England. She was out on the water when she spotted something
strange. “We saw something bobbing and I thought: 'What’s that?'” she said.

The strange object turned out to be a basketball. It looked fine on the top. But
under the water, it was covered in barnacles. Barnacles are crustaceans. They
are shelled sea animals. Crabs and lobsters are also crustaceans.

Barnacles like to stick to larger things, such as the bottom of ships. Gilbert
thinks the ball may have been lost at sea for two years or more. That's why there
were so many barnacles on it. She posted a photo on the Internet. Then she put
the ball back into the sea “to continue its journey.”

Note: The sample texts above were taken from the Newsela website.
Retrieved 1/28/18 from http://www.newsela.com

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ANNEX 3

ACTIVITY 3 GUIDE
Applying Text Complexity Tools & Planning for Instructional
Support

Directions: Work with your designated group. Be sure you have the materials
needed for the Activity.

WHAT YOU NEED

• Activity Guide
• Copy of the text to be evaluated (Attachment 1)
• Quantitative Tool: Conversion table for Lexile Measure (Attachment 2)
• Qualitative Tool: Rubric for Informational / Literary Text (Attachment 3)
• Report of Output Matrix (Attachment 4)
(A digital version of the Report is preferred, for ease in sharing to the
bigger group.)
WHAT TO DO
1. Read the text.
2. Quantitative Evaluation
• Study the readability measure given.
• Use the conversion table to place the passage in the appropriate grade
band
3. Qualitative Evaluation
• Use the appropriate rubric to evaluate the qualitative features of the text
Which features of the rubric characterize the text? Highlight/Encircle
them.
• Note and write down specific examples of these features
• Compare qualitative results with readability score (Lexile). Is there a
discrepancy? For what grade level would you recommend the text?
4. Reader and Task Demands
(In conjunction with Step 2) Consider age/grade of target readers in terms
of a) Developmentally appropriate content; b) Specific needs of students;
and c) Engagement and motivation
• What features of the text present challenges to the reader?
• Also discuss: Is this text worth reading? Why or why not?
5. Planning for Instruction
• Enumerate ways of support teachers can provide to help students
understand the text.
6. Summarize your report by filling out the Matrix provided.
7. Assign a member of your group to present your output to the plenary.
• Give a brief description/summary of the text
• Present your evaluation findings and recommendations for instructional
support
TIME FRAME:
7
10 minutes for guided group activity (Steps 1-4);
10 minutes for independent group activity (Steps 5-6);
10 minutes for sharing and debriefing (Step 7)
 ATTACHMENT 1
SCIENCE TEXT
From DepEd Learning Module – Science 10, Q3, p. 272

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 ATTACHMENT 2
LEXILE MEASURE and CONVERSION TABLE

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 ATTACHMENT 3
RUBRIC – INFORMATIONAL TEXT

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 ATTACHMENT 4
OUTPUT REPORT

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