Transcript Literacy in the Service of Science Day 1: Procedures and

Literacy in the Service of
Science
Day 1: Procedures and Academic
Vocabulary
Mary Kirby, ESD 123
Migrant Education Literacy Specialist
Georgia Boatman, ESD 123
Regional Science Coordinator
Consensograms
• Read each statement
• Place your post-it above
the indicator for how
strongly you agree that
this is happening in your
school/district right now
Goals
• Deepen understanding of the Common Core
Standards for English Language Arts
• Identify the connections between CCSS-ELA
and Next Generation Science Standards
• Develop awareness of academic language
• Deepen knowledge of Migrant Students
• Develop strategies deepening science
content understanding through CCSS-ELA
– Following procedures
– Reading science content for understanding
– Academic vocabulary
Norms of Collaboration
 Pausing to allow time for thought
 Paraphrasing within a pattern of pause paraphrase - question to ensure deep listening
 Putting Inquiry at the center to reveal and
extend thinking
 Probing to clarify
 Placing ideas on the table and pulling them off /
placing data and perceptions before the group
 Paying attention to self and others to monitor
our ways of working
 Presuming positive intentions to support a nonjudgmental atmosphere
BIG QUESTION
Why do we have to
address this? Don’t kids
already know how to
read before they get to
me?
Increasing Specialization of
Literacy Development
Disciplinary
Literacy
Specialized
Literacy
Intermediate Literacy
Comprehension and
Vocabulary work to
keep students in the
game
Decoding, fluency,
word work,
comprehension
Basic Literacy
THE
STANDARDS
“Most of the reading in college and
workforce training programs is
informational in structure and
challenging in content.”
--CCSS
Literacy Demands Change
•
•
•
•
•
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•
Texts become longer.
Word complexity increases.
Sentence complexity increases.
Structural complexity increases.
Graphic representations become more important.
Conceptual challenge increases.
Texts begin to vary widely across content areas.
The Challenge: What It Will Take to Get our Adolescents College and Career Ready,
Time to Act, 2010.
 By the time adolescent students are
being challenged by disciplinary
[complex] texts, literacy instruction
has often evaporated.
Shanahan & Shanahan. Harvard Educational Review. 78:1 Spring 2008, p 51
ARE THE
STANDARDS REALLY
THAT DIFFERENT?
Three major shifts
The CCSS Requires Three Shifts in
ELA/Literacy
• Building knowledge through content-rich
nonfiction
• Reading, writing and speaking grounded in
evidence from text, both literary and
informational
• Regular practice with complex text and its
academic language
Shift #1
Building Knowledge Through
Content-Rich Nonfiction
Building Knowledge Through
Content-rich Nonfiction – Why?
•
Students are required to read much less
informational text in elementary and middle
school.
•
Non-fiction makes up the vast majority of
required reading in college/workplace.
•
Informational text is harder for students to
comprehend than narrative text.
•
Supports students learning how to read different
types of informational text.
Distribution of Literacy and
Informational Texts
Shift #2
Reading, Writing and Speaking
Grounded in Evidence From Text,
Both Literary and Informational
Reading, Writing and Speaking Grounded in
Evidence from Text: Why?
•
Most college and workplace writing requires
evidence.
•
Evidence is a major emphasis of the ELA and
Literacy in History/Social Studies Standards
•
Ability to cite evidence differentiates strong
from weak student performance on NAEP.
•
Being able to locate and deploy evidence are
hallmarks of strong readers and writers.
Distribution of Writing
Shift #3
Regular Practice with
Complex Text and Its
Academic Language
Regular Practice With Complex text
and Its Academic Language: Why?
•
Gap between complexity of college and high school texts
is huge.
•
What students can read, in terms of complexity, is
greatest predictor of success in college ( 2006 ACT
study).
•
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Too many students are reading at too low a level.
•
Standards also focus on building general academic
vocabulary so critical to comprehension.
Standards include a staircase of increasing text
complexity from elementary through high school.
Determining Text Complexity
Summarizing the Shifts
So what does this mean to me?
The CCSS-ELA Document Structure
• K-5 page 10

– Reading
6-12 page 35

Reading

Writing
– Writing

Speaking and Listening
– Speaking and Listening

Language
• Foundational Skills
– Language
Literacy in History/Social
Studies, Science, and Technical
Subjects page 59
Appendices A, B, C
College and Career Readiness
Anchor Standards for ELA
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
ELA strands that are further
defined by grade-specific
standards
•
Reading - 10
•
Writing - 10
•
Speaking and
Listening - 6
•
Language - 6
23
Strand
Sub-heading
Grade Level
Strand
Abbreviation
Reading Standards for Literacy in Science and Technical Subjects
Key Ideas and Details
Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of
a text.
Grade
11-12 RST.11-12.3
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
9-10 RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
6-8 RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
5 RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
4 RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
3 RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using language that pertains to time, sequence,
and cause/effect.
2 RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
1 RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a
text.
K RI.K.3
With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Bio-Break Time
PART ONE:
IMMERSION INTO SCIENCE: RST 3 Procedures
Earth Science…
• Investigative Question:
What is the effect of different temperature on
the movement of water?
• Essential Question:
What is the relationship between convection
currents and weather?
or
How are convection currents related to plate
tectonics?
Convection Currents System
Learning Target:
 Develop an understanding that
variations in temperature drive
patterns of circulation-currents
Success Criteria:
 use a model to describe
patterns of convection currents
Adapted From: Next Generation
Science Standards MS-ESS2-6 2
Convection Currents System
• Read Procedure
– What is vague to you, and
what questions do you have?
– What barriers do you think
students might have?
– What strategies did you use to
understand the procedure?
– How might you scaffold this for
students that have language or
other challenges?
Data?
• The claim I am trying to find evidence for
is…..
• The data I need to collect is…..
• I will collect it by………
What might you need to model for your
students?
Guidance?
• Go to it!
• How much of a procedure should you
explain to your students?
– What do the CCSS, WA State Science
Standards, and NGSS say?
by Richard
https://creativecommons.org
/licenses/by/2.0/
What the Standards Say
• Follow a procedure when carrying out a
experiments….. (CCSS-ELA Reading #3)
• Plan and carry out investigations…(NGSS SEP #
3)
• Plan and conduct a scientific investigation…..
(WA State Science Standards INQB)
• Plan and conduct a controlled experiment…..
(WA State Science Standards INQD)
PART TWO:
IMMERSION INTO SCIENCE: RST 9
and Reading in Science
Performance Expectations
• MS-ESS-6: Develop and use a model to
describe how unequal heating and rotation
of the Earth cause patterns of atmospheric
and oceanic circulation that determine
regional climates.
• HS-ESS2-3: Develop a model based on
evidence of Earth’s interior to describe the
cycling of matter by thermal convection
Reading
Purpose: Compare and contrast the information in
the reading to those from other sources (your
investigation)
- (RST 9)
How does this information compare to the lab you
completed? Cite evidence from your laboratory
notebook and the reading selection in your response.
• Read the article using sticky note strategy
• Be able to answer questions 1 OR 5, as well as 8
• Use Box and T chart to capture your evidence
Using Evidence to Write a Claim
• Consider your comparisons/contrasts
• Tell your claim to your partner
• Explain your evidence from your
investigation and from your text.
• Explain WHY this piece of evidence
supports your claim- this is your
reasoning.
• Now write your explanation based on the
evidence you found
Lunch! 11:45-12:15
Be sure to find 4 Discussion Partners: Get their name,
school, grade level!
Making Sense of Your Learning
• In your teams:
– Identify what reading strategies you used
throughout this process.
– Identify writing strategies.
– What scaffolding did we give you?
Dig into the Literacy in Science
Standards
1. Identify the Common
Core standards you
think were addressed
by this activity.
2. What was the
purpose for
reading/writing?
3. What reading or
writing strategy did
you use?
The Science and Engineering
Practices
• Read pages 1,2,3 and Practices 6, 7 and 8 from Appendix F
• Use the Note Taking Tool to answer the following questions:
– How do the CCSS-ELA and the 3 practices from the Framework
complement and/or support one another?
– What are the implications for instruction in a science classroom
experience or in a literacy classroom experience?
• Find Your
thinking.
Discussion Partner and share your
Academic Vocabulary
How do you teach vocabulary?
How do you choose which
words to teach?
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Common Core State Standards
Reading Anchor Standard #4
– Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, analyze
how specific word choices shape meaning or tone.
Language Anchor Standard #4
– Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials as
appropriate.
Language Anchor Standard #5
– Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Language Anchor Standard #6:
– Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering
an unknown term important to comprehension or expression.
Common Core State Standards
• Reading Foundational Skills #2:
– Demonstrate understanding of spoken words, syllables, and
sounds.
• Writing Standard #2d:
– Use precise language and domain-specific vocabulary to inform
or explain the topic.
Vocabulary
• At your table, discuss the distribution of
sticky notes.
• How is vocabulary present across the
strands?
• What trends do you notice in terms of
how we focus vocabulary instruction?
Vocabulary knowledge is the
single greatest contributor to
reading comprehension and thus
a strong predictor of overall
academic achievement.
--Kate Kinsella, Isabel Beck, Robert Marzano,
Doug Fisher, et. al.
What is academic vocabulary?
Thinking of words as belonging in three
tiers—Tier 1, Tier 2, and Tier 3—can help
deepen and refine our understanding of
academic vocabulary and help us decide
which words are worth teaching.
The Importance of Selecting the
“Right” Words
So many words,
so little time!
• 310 words make up
about 50% of words
in text.
• We often find
ourselves teaching
the rare words that
only occur in 10% of
text!
• The trick is to teach
the middle of the
pyramid.
Zeno et al., 1995
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
Oregon Department of Education
5
Tier 1: The most basic words
Examples—
• table
• happy
• baby
• nose
• purple
• angry
• hamburger
Tier 3 (brick words):
Low frequency words specific to a discipline
Examples—
• deposition
• ecosystem
• constellations
• mitochondria
• producer
• consumer
• onomatopoeia
Tier 3 words are often defined in the
texts
• Plate tectonics (the study of the movement of the
sections of Earth’s crust) adds to Earth’s story….
• The top layers of solid rock are called the crust.
• Optical telescopes are designed to focus visible light.
Non-optical telescopes are designed to detect kinds of
electromagnetic radiation that are invisible to the human
eye.
5
Tier 2 mortar words:
High frequency words found across a variety
of disciplines
Examples—
• classify
• conduct
• monitor
• investigate
• conclude
• record
• observe
Academic Vocabulary
Content specific vocabulary
brick words = Tier 3
Transportable vocabulary
mortar words = Tier 2
(words that are used across
the curriculum in multiple
disciplines)
Academic Vocabulary
… is not unique to a particular discipline and as a
result are not the clear responsibility of a particular
content area teacher. What is more, many Tier Two
words are far less well defined by contextual clues in
the texts in which they appear and are far less likely
to be defined explicitly within a text than are Tier
Three words. Yet Tier Two words are frequently
encountered in complex written texts and are
particularly powerful because of their wide
applicability to many sorts of reading. Teachers thus
need to be alert to the presence of Tier Two words
and determine which ones need careful attention.
Common Core State Standards (English Language Arts,
Appendix A)
Criteria for identifying Tier II Words…
• Importance and utility: Is it a word that students are likely
to meet often in the world?
• Think about “barrier words”: Does this word keep the
student from understanding the text?
• Instructional potential: How does the word relate to other
words, to ideas that students know or have been
learning?
• Conceptual understanding: Does the word provide
access to an important concept?
Let’s Practice
• Read the text twice
– First for overall comprehension
– Second, to select Tier 2 and Tier 3 words
• Circle Tier 2 words, underline Tier 3 words
Table Groups
• Compare the Tier 2 words that you have
identified with those of your table mates.
• Were there differences?
Vocabulary from Appendix A
Read pages 32-34 of Appendix A:
Highlight words, phrases, sentences that catch your
attention.
First Turn/Last Turn
• First person shares a highlighted item, but does
not elaborate.
• Each group member comments/responds.
• Finally, the initial person gets to share their
thinking about the highlighted item.
Thinking About Vocabulary Lists
• Choose a set of vocabulary words
– K-2
– 3-5
– 6-8
– 9-12
• With your
sort the cards into Tier 1,
Tier 2, and Tier 3 words.
• Compare your sort to another group that
chose the same grade band.
• Discuss your differences
Vocabulary instruction
 Meaning of specific words
◦ Provide student-friendly definition(s)
◦ Read the word in text
◦ Discuss examples and non-examples
of the word
◦ Create semantic maps
◦ Teach multiple meanings
◦ Link new words to words students
already know
 Word-learning strategies
◦ By using contextual cues
◦ By using their existing knowledge of
words and word parts
Oregon Department of Education
6
Strategies: Synectics
Layers are like________________
because ____________________.
• Try another for one the following
words: fossil, seasons,
characteristics, drought, heredity,
mass, nebula, energy
Strategies: Odd One Out
Volcanoes
Which is the Odd
One?
Eruption
Lava
Mantle
Crust
Why is it the odd one out?
Strategies: Word Relationships
Musical Words
Practice, Review, and Deep
Processing
• Sufficient to enable a student to know and
use vocabulary without hesitation
• Distributed over time
• Cumulative, with vocabulary integrated into
more complex tasks
• Varied so vocabulary use can be applied to
multiple contexts
-- more at K-12 Teachers: Building Comprehension in the Common Core
Oregon Department of Education
6
Tomorrow
• Thinking about migrant and non-dominant
populations of students
• Getting students to become close, critical
readers of science
• Bring a passage of student text (article,
textbook, reader, reading) that you intend
to use in then next month
3-2-1
3-2-1
Three things I learned today about literacy in Science…
• Complete the 3-2-1 !!
Two things I learned today that I am going to try in my
classroom…
One thing I still have questions about is….