Transcript CCSS and Science Literacy

*Welcome to
Todays’
Training!
November 15, 2014
8:00 am to 3:00 pm
*
Strategies for teaching Reading,
Writing, Listening/Speaking, and
the Nature of Science/Inquiry.
*
*Each of you will learn about 6
interconnected approaches and
11 viable strategies that align
with the common core to
increase science literacy in your
classroom.
Today’s Objectives:
1. To look at how Science skills and Reading skills are so
similar.
2. To look at how Science skills and Writing skills are so
similar.
3. To discuss the importance of Performance Expectations
and how Students and Teachers both benefit
4. To discuss the importance of Student Metacognition and
strategies that will help students understand how they
can improve in this area.
5. To discuss and do strategies that will reinforce the
Common Core Reading, Writing, Listening, and
Communicating standards.
*
* 80% of their time is devoted to reading and writing!
(Palincsar & Magnusson, 2000)
* Teachers and students
cannot achieve goals
set by the standards
without acknowledging
and using the intimate
connection between
science content and the
skilled used of science
content language.
*
*
If teachers use literacy in the
content area strategies 15-20
minutes (a couple of times each
week), students increase reading
levels and significantly improve
performance on content area
standardized testing.
*
Science
Observing
Predicting
Inferring
Comparing & Contrasting
Communicating
Classifying
Collecting & Organizing
Data
Interpreting Data
Linking Cause & Effect
Formulating Conclusions
Reading
Note Details
Predicting
Inferring
Comparing & Contrasting
Communicating
Sequencing
Summarizing
Recognizing Main Ideas
Recognizing Cause &
Effect
Drawing Conclusions
*
Science
•Interpreting data and graphs
•Annotated diagrams and
drawings
•Procedures/processes
•Inferences
•Hypotheses
•Explanations/justifications
•Conclusions
•Focused free writing
Writing
•Compare and contrast
•Analysis
•Persuade and convince
•Cause and effect
•Problems and solutions
•Descriptions and observations
•Summaries
*Performance
Expectations
* Teacher expectations for their students!
* (read the short article, discuss with table group, agree
upon a describing statement, write it on your table poster
hung on the wall)
*
* This strategy guide introduces an approach for
teaching students about interpreting visual
representations. Teaching students how to
interpret visual information can enhance
reading comprehension and is particularly
important for understanding science texts.
(CCSS.ELA-Literacy.RST K-5.7; 6-8.7; 9-10.7; 11-12.7)
Interpreting Visual Text
Roles of Visual Representations
1.Exemplify: Gives an example of something from the
text
2.Contextualize: Helps you understand how
something happens
3.Clarify: Shows something that is hard to explain
with words
4.Extend: Adds new information
(Show clip of the maze runner – www.nsta.org/publications/blickonflicks.aspx )
www.youtube.com/watch?v=R9_Mxia_unQ
(Do foldables activity)
Student Metacognition
Strategies
How students can help themselves learn the
content!
(read the short article, discuss with table group, agree upon a describing statement, write it
on your table poster hung on the wall)
*
This strategy guide introduces an approach for teaching
concept mapping to help students understand information
presented in content-rich texts. Concept mapping supports
students in making connections between known information
and new information. By creating concept maps, students
clarify their understanding of the topic and integrate new ideas
into their thinking.
(CCSS.ELA-Literacy.RST K-5.7; 6-8.7; 9-10.7; 11-12.7)
(do concept map activity)
Concept Mapping
Strategies for Explicit
Teaching
Incorporating Literacy into your Science
teaching!
(read the short article, discuss with table group, agree upon a describing
statement, write it on your table poster hung on the wall)
*
This strategy guide introduces an
approach for teaching students how to
identify informational text features, such
as bold print, headings, and captions.
Using text features facilitates
comprehension and enables readers to
locate information in text.
(CCSS.ELA-Literacy.RST K-5.1; 6-8.5; 9-10.5; 11-12.5)
Using Text Features
Text Features can help readers:
1.Identify the most important ideas in a text.
2.Anticipate what’s to come.
3.Understand challenging ideas.
4.Find information they are looking for.
(Read Mining in Peru story, use features above to guide your reading!)
Memory
Short Term and Long Term Memory
(read the short article, discuss with table group, agree upon a describing
statement, write it on your table poster hung on the wall)
*
This strategy guide introduces an approach for
teaching students to distinguish main ideas from
supporting details in order to write a summary.
Summary writing is often used in science to distill
important ideas from a text and represent them in a
shortened form.
(CCSS.ELA-Literacy.RST K-5.2; 6-8.2; 9-10.2; 11-12.2)(CCSS.ELALiteracy.WHST 5.8; 6-8. 8; 9-10. 8; 11-12. 8) (Read: Writing in Science
Classrooms)
How We Forget and
the Importance of
Review
1.Fading
2.Remembering
3.Retrieval
4.Interference
5.Interactive interference
*
This strategy guide introduces an approach for
teaching about the nature of science. Learning about
the nature of science helps students understand that
science is a process for inquiring about the world.
Students learn about the scientific enterprise when
they read about how scientists pose questions and
engage in investigations.
(CCSS.ELA-Literacy.RST 6-8.3; 9-10.3; 11-12.3)
Teaching About the Nature of Science
Practices of Science
a. Ask questions
b. Design new things
c. Make predictions or hypotheses
d. Read about the work of other scientists
e. Work with other scientists
f. Make observations
g. Use tools, models, and computers
h. Record and organize data
i. Make explanations from evidence
j. Create solutions to solve problems
k. Talk and write about investigations
(Do mining activity)
The Keys to
Remembering
1.Choose to remember
2.Visualize or picture in your mind what you
wish to remember.
3.Relate the ideas and information you wish to
remember to each other and to ideas and
information you already know.
4.Repeat what you wish to learn until you
overlearn it.
*
This strategy guide introduces an approach for
teaching students how to write scientific
procedures. Learning to write scientific
procedures enables students to communicate
about investigations the way that scientists do.
(CCSS.ELA-Literacy.WHST.6-8.2; 9-10.2; 11-12.2)
About Procedures
Characteristics of a Procedure
A procedure:
Tells how to do something.
Has a title.
Lists materials at the beginning.
Has numbered steps.
Includes specific measurements.
Includes details that help the reader know exactly
what to do.
Uses command verbs.
(Do PBJ activity)
*
This strategy guide introduces an approach for
helping students learn to use the language of
science—the specialized language that scientists use
to communicate about ideas and processes. Teaching
students to connect scientific words with everyday
words is one way to help them acquire this important
academic discourse.
(CCSS.ELA-Literacy.RST K-5. 2,3,4; 6-8.4; 9-10.4; 11-12.4)
Connecting Science Words and Everyday Words
*
This strategy guide introduces an approach for
promoting word awareness as students read
science texts. Students who are word conscious
are aware of the words around them and
appreciate the power of words as a means of
communicating ideas in a precise manner.
(CCSS.ELA-Literacy.RST K-5. 2,3,4; 6-8.4; 9-10.4; 11-12.4)
Promoting Word Consciousness
Ways to Promote Word Consciousness
1. Create a classroom environment that encourages curiosity
about words and their meanings.
2. Provide repeated opportunities to identify, explore, and use
new words found in text.
3. Encourage precision with language in discussions and
writing.
4. Foster an awareness about words through the study of
prefixes , suffixes, and roots.
5. Help students see relationships between words.
6. Involve students in conducting investigations as a context
for learning and using new words.
*
This strategy guide introduces an
approach for teaching vocabulary with
science texts. Knowing specialized
vocabulary is necessary for
understanding important concepts in
content-rich texts.
(CCSS.ELA-Literacy.RST K-5. 2,3,4; 6-8.4; 9-10.4; 11-12.4)
Teaching Vocabulary with Science Texts
Guidelines for selecting vocabulary to
teach with Science Texts.
1. Select words that convey the most important ideas from a
text.
2. Choose words that can generate many examples (e.g.,
planet, invertebrate) rather than specific examples (e.g.,
Jupiter, centipede).
3. Choose words that relate to other words you are teaching
(e.g., erosion, rock).
4. Focus on two to three words from each text. It is better to
help students gain a deep understanding of a few words than
to try to teach long lists of words.
*
This strategy guide introduces an approach for
teaching students to discuss ideas using a
Roundtable Discussion format. Roundtable
Discussions are student-led, evidence-based
conversations about challenging questions.
(CCSS.ELA-Literacy.SL. K-5.1; 6-8.1; 9-10.1; 11-12.1)
Roundtable Discussions
Roundtable Discussion Directions:
1.The person who is the leader for question #1 reads
the question aloud.
2.The leader asks the group for ideas.
3.Everyone else in the group shares ideas, and the
leader takes note as needed.
4.The leader makes sure that everyone contributes.
5.When everyone has shared ideas, rotate to the
next leader and the next question.
Roundtable Discussion Questions:
1. What is Science Literacy?
2. What is being Scientifically Literate?
3. How important is knowing Science vocabulary words?
4. Why are writing and Science Notebooks synonymous?
5. Communicating what one learns to others is important.
Why?
6. Is it important to teach good listening skills? Why?
*
This strategy guide introduces an approach for
teaching students how analyzing part-to-whole
relationships enriches understanding of science texts.
Part-to-whole relationships are particularly important
for understanding systems, a foundational concept
that spans many topics in science.
(CCSS.ELA-Literacy.RST 9-10.2,5,9; 11-12. 2,5,9)
Analyzing Part-to-Whole Relationships
*
This strategy guide introduces an approach for
teaching students to take notes based on
observations. Making observations and recording
them in a systematic way is a very important part
of the scientific process.
(CCSS.ELA-Literacy.WHST K-5.4; 6-8.4; 9-10.4; 11-12.4)
(Read: Tips for Developing Students’ Note-taking Skills)
Taking Notes Based on Observations
Taking notes based on observations:
1. Focus your attention on what you are observing.
2. Use as many of the senses as possible to observe (sight,
hearing, touch, smell).
3. Write down only what you observe, not what you
imagine.
4. Use scientific language (e.g., thorax instead of body).
5. Be specific and detailed in order to create a picture with
words.
6. Include the date and time of your observations and and
measurements you took.
7. If possible, draw a detailed picture of what you observe
and include labels.
Do Notes Based on
Observation Activity
(Apples, Oranges, Pears, and Lemons)
Today’s Objectives were:
1. To look at how Science skills and Reading skills are so
similar.
2. To look at how Science skills and Writing skills are so
similar.
3. To discuss the importance of Performance Expectations
and how Students and Teachers both benefit
4. To discuss the importance of Student Metacognition and
strategies that will help students understand how they
can improve in this area.
5. To discuss and do strategies that will reinforce the
Common Core Reading, Writing, Listening, and
Communicating standards.
Please complete the Action Plan so I can make copies
before you leave.
I will be doing a “Survey Monkey” around the 15th of
December to get some feedback from each of you on
how implementation of your chosen strategies is
working.
Please fill out and put your evaluations on the back
table!
Have a wonderful rest of the day and weekend and
thank you for being here today!