Transcript Science Leadership Support Network

Learning in Physical Science (LeaPs)
ADMINISTRATOR’S
WebEx
March 18, 2011
Funding Provided by KDE through a Math and Science
Partnership Grant from USDOE
Facilitated by the P-12 Math and Science Outreach Unit of
PIMSER
1
Facilitators
• Kim Zeidler-Watters, Director P-12 MSOU of
PIMSER at UK
– [email protected]
– 859-257-4915 (office)
– 859-576-4286 (cell)
• Diane Johnson, P-12 MSOU Regional Teacher
Partner
– [email protected]
– 606-541-6106 (cell)
Logistics
• Raise your hand to ask
questions throughout WebEx
and we will call on you or type
in question using the Q and A
section.
• Question and Answer section
• Feedback on pacing
• Session is recorded and
available for 3 months.
LeaPs Project Update
• Force and Motion Kit
and relationship to new
standards
– Expectation
• Transformation of
Matter Kit update
– Training on this kit for
your teachers will take
place on July 11-15,
2011
– Location: Morehead
Focus of This Webex
• Examine reading standards for literacy in
science and technical areas 6-12 (plus related
standards in K-5)
• Apply standards to a text sample
• Provide suggestions for supporting science
teachers in understanding the reading
standards and utilizing them to teach science
Order of Handouts
1. CCR Anchor Standards for Writing K-5 & 6-12
2. Writing Standards – grade bands relevant to
your position
3. WinS Data Analysis Frame
4. Before and After Student Samples
5. Text Structure Frames
Why new standards? Why Career and
College Readiness (CCR)?
• http://www.msnbc.msn.com/id/41857506/ns
/business-consumer_news/
• Note: To start the video on your end, you will
need to press the forward arrow on your
screen.
Building the Case
• “…reading is not separate from content learning, but is
intimately connected.” (pg. xiv)
• “Content reading that supports content learning
provides opportunities for students to develop their
understanding. The texts that are selected and the
lessons that are designed to incorporate those texts
work in support of learning about and interacting with
the core concepts of the discipline….content reading
for content learning opens opportunities for students
to build conceptual understanding through critical
analysis and application.” (pg. xix)
– Reading for Learning, Heather Lattimer, 2010
Building the Case
• “…the clearest differentiator was students’ ability
to answer questions associated with complex
texts.”
• “The most important implication of this study
was that a pedagogy focused only on “higherorder” or “critical” thinking was insufficient to
ensure that students were ready for college and
careers: what students could read, in terms of
complexity, was at least as important as what
they could do with what they read.”
– KCAS, Appendix A, pg. 2
Building the Case
• “High quality science instruction requires that students learn
to read and write like a scientist. The discipline of science,
and reading and writing in science, is different from history,
English, mathematics, art, or nutrition. Science teachers
guide their apprentices, students, in this discipline through
reading and writing. That’s not to say that science teachers
should become reading teachers. In fact, we argue that not
all teachers are teachers of reading. Instead, we understand
that humans learn through language. As such, we have to
ensure that students in our classrooms have opportunities to
read, write, speak, listen, and view….The science teacher has
to provide students with opportunities to use language for
learning content.” (pgs. 2-3)
– Reading and Writing in Science, Grant and Fisher, 2010
1st Semester Freshman
Course Load (15 hrs)
22 Tests
3,674 Pages
of Reading
20 Quizzes
Typical
Semester
2 Oral
Presentations
13 Formal
Papers
Reading in Science
• “When reading scientific and technical texts,
students need to be able to gain knowledge from
challenging texts that often make extensive use of
elaborate diagrams and data to convey information
and illustrate concepts.
• Students must be able to read complex informational
texts in these fields with independence and
confidence because the vast majority of reading in
college and workforce training programs will be
sophisticated nonfiction.”
– KCAS, pg. 60
Examining the Standards
• 4 Strands
– Key Ideas and Details
– Craft and Structure
– Integration of Knowledge and Ideas
– Range of Reading and Level of Text Complexity
• Text Exemplars and Performance Tasks in
Appendix B
Examining the Standards and
Applying to Text
• Key Ideas and Details
– Cite specific textual evidence to support conclusions
drawn from text
– Determine central ideas or conclusions of a text
– Provide accurate objective summary
– Follow multi-step procedure
• Applying to text
– Examine excerpt from The Story of Science, “A
Number-One Law, Thermodynamically Speaking.”
– Obvious – 1st Law of Thermodynamics
– More subtle – Nature of Science
Examining the Standards and
Applying to Text
• I can provide a summary of the text.
– This means I can provide a recap of the original
text that highlights the main points without
unnecessary examples, descriptions, or
digressions and contains only the facts not
opinions.
Examining the Standards and
Applying to Text
• Craft and Structure
– Domain-specific vocabulary as well as symbols
– Analyze text structure and apply to help with
comprehension
– Analyze author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in
a text.
• Applying to the text
– Vocabulary boxes (pgs. 397, 398)
– Why mention Einstein on pg. 394?
– Why tell von Mayer’s story?
Questions?
• We’ll pause for a few
minutes to address
any questions.
• Please take your
phone off mute if
you have a question
during this time.
Examining the Standards and
Applying to Text
• Text Structure of example
• How might using text structure help with
understanding?
Examining the Standards and
Applying to Text
• Integration of Knowledge and Ideas
– Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
– Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
– Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same
topic.
• Applying to the text
– Could use a flow chart of energy transfer and transformation in a system after
reading to further cement understanding.
– Locate author’s opinion vs. factual information; example page 398 “He has
come to an astonishing conclusion – and he knows it. But no one pays
attention.”
– Had experience and gathered data, then used text to help understand the
need for more careful observations.
Text Complexity and the
Common Core State Standards
Grade
Band
Current
Lexile Band
"Stretch"
Lexile Band
K–1
N/A
N/A
2–3
450L–725L
450L–790L
4–5
645L–845L
770L–980L
6–8
860L–1010L
955L–1155L
9-10
960L–1115L
1080L–1305L
11–CCR
1070L–1220L
1215L–1355L
Examining the Standards and
Applying to Text
• Range of Reading and Level of Text Complexity
– Independently and proficiently by the end of 5th,
8th, 10th, and 12th
• How and when will you assess?
• How will you determine needs of students?
Reading in Science
• Read the grade band sample.
– “Why Study Photosynthesis?” – Middle School
• Note the following:
– Main idea of reading
– What you would want students to take away from reading with
respect to the standard(s) you are addressing
– What background knowledge would need to be activated or cultivated
– What might be difficult for students in the reading
– Possible strategies to help students access information in the reading
Ways to Support
• Expect copy needs
• Work with media specialist to acquire
supportive materials
• Provide expectations and timelines – with
support
• Divide and conquer
• Anticipate PD needs and address
Focus of This Webex
• Examine reading standards for literacy in
science and technical areas 6-12 (plus related
standards in K-5)
• Apply standards to a text sample
• Provide suggestions for supporting science
teachers in understanding the reading
standards and utilizing them to teach science
Questions?
• We’ll pause for a few
minutes to address
any questions before
we wrap up.
• Please take your
phone off mute if
you have a question
during this time.
Wrap-up
• Next LeaPs Administrator’s
and Teacher’s Meeting –
May 12
• Summer LeaPs Session for
Teachers -July 11-15, 2011
Focus: Transformation of
Matter Kit Training
Grant Pays $100/day stipend
• Survey concerning Webex
• Respond to questions, if time
remaining