Transcript Introduction to E/LA and Math Common Core State Standards

Preparing Students for College and Career Readiness
2013
Science
Common Core Literacy Standards
Ray Pietersen, Program Specialist, Science
Outcomes:
Prepare to support students developing
CCSS skills as they learn our literacy
standards.
Common Core Causes SHIFTS
in Education
Preparing for the SHIFTS
Shifts Demanded by the CCSS:
Science Literacy Skills
 Reading
 Key Ideas and Details
 Close reading and textual evidence to support
analysis of text
 Craft and Structure
 Text Structure
Reading Standard:
Craft and Structure
 RH & RST.11-12.5 – Analyze:
 RST - Science- how the text structures information or
ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
A Resource for Reading Standard
RH & RST.11-12.5
 Teaching students how to recognize text
structure is a comprehension strategy.
 What might it look like?
Text Structure an example-Biology
 Pg 204 Passive Transport (Std: 1a)
1. What are the substances and conditions that allow material to move
across the cell membrane by passive transport?
A. One person will be the Reader
B. The other person will listen and read along and
identify signal words
C. Discuss after each paragraph what concept you
would like to record within each category of
text structure.
D. Record concepts identified by signal words in the chart.
Text Structure for your area
 Identify a paragraph or section you would like students to
read for themselves, one that you would teach them how to
identify text structures using signal words.
 Add other signal words to the “template” that would help
them comprehend what they are reading.
Reflection on teaching text structure
and improving science literacy
 What is the balance point between teaching students to
comprehend science text and delivering content?
Reading Standard:
Key Ideas and Details
 RH & RST.11-12.1 - Cite specific textual evidence to
support analysis of :
 RST - Science- science and technical texts, attending to
important distinctions the author makes and to any gaps or
inconsistencies in the account.
A Resource for Reading Standard
RH & RST.11-12.1
Text dependent questions
They can only be answered by a close reading of the text.
2. achievethecore.org
1.
Creating Text Dependent Questions
 Template
 Use the guidelines from achievethecore.org, and the template
provided, to create a series of text dependent questions from
a paragraph, section or part of the reading from your text
that may be coming up in the near future.
 Are any of the questions Text Dependent, Text Related or Text
Inspired?
A Resource for Reading Standard
RH & RST.11-12.1
Looking at your text support sections (section reviews, chapter
reviews etc.), the resources you might have brought with you,
or the practices of your team, identify the best sources of text
dependent questions for your content area.
General Science?
Biology?
Chemistry?
Physics?
Electives?
An expectation to read the text:
 If a penny represents 15 minutes, place a penny in the
graduated cylinder that represents how much time during the
week students are currently expected to complete a close
reading of the text to answer text dependent questions.
 When to use power points and when to ask students to read?
Smarter Balance Assessments
involve Performance tasks.
Real life scenarios
Reading from multiple sources and
writing
Culminating activities that integrate
skills outlined in the CCSS
Shifts Demanded by the CCSS: History/Social
Science and Science Literacy Skills
 Reading
 Integration of Knowledge and Ideas
 Two or more texts on the same topic
 Integrating quantitative textual information with
information presented in other visual forms
 Compare and contrast experimental information with
information gained from the text
 Range of Reading and Level of Text Complexity
 Read complex text independently and proficiently
Reading Standard:
Integration of Knowledge and Ideas
 RH & RST.11-12.7 - Integrate and evaluate multiple
sources of information presented in diverse formats and
media in order to address a question or solve a problem.
 Science- (e.g., quantitative data, video, multimedia)
Reading Standard
RH & RST.11-12.7
Providing students opportunities to organize multiple sources
of information
 Text
 Videos
 Online resources
 Data (from text or from an experiment)
Applying Reading Standard
RH & RST.11-12.7
 Integrating multiple sources
A resource:
Organizational charting
Shifts Demanded by the CCSS: History/
Social Science and Science Literacy Skills
 Writing
 Text Types and Purposes
 Write arguments using discipline specific evidence and claims
 Production and Distribution of Writing
 Using technology to produce, publish and collaborate
 Research to Build and Present Knowledge
 Conduct short or sustained research projects
 Range of Writing
 Write routinely and for a range of tasks
Writing Standard:
Text Types and Purposes
 W.11-12.1
Summary - Supporting arguments, defending claims,
analyzing opposing claims with evidence from discipline
specific content.
We might want to look at opportunities
to link these skills
 RH & RST.11-12.7
Integrate and evaluate multiple sources of information
presented in diverse formats and media in order to
address a question or solve a problem.
 W.11-12.1
Supporting arguments, defending claims, analyzing opposing
claims with evidence from discipline specific content.
Scenario:
 You have been hired by the Ethiopian Agricultural Commission to identify if a
new breed of wheat with a shallow root system but can survive in drought
conditions. The only question is whether this type of root system on this wheat
will have a good chance of surviving and should be planted in the dry, arid
regions of this country. It receives little and infrequent rain fall. The rain falls
hard and fast, but not very often and evaporates quickly. The ground is shallow
and hard.
Prompt:
 Conduct research on root systems from 3 sources note the differences,
advantages and disadvantages of each type of root system. Conduct an
experiment using models of tap and fibrous root systems to collect data on how
well each absorbs water. Use the information and experimental data to support
your claim whether this new breed of wheat should or should not be planted in
this country.
Document Based Question
 DBQ
 Used in Social Studies
 Grades: 6-12
 Involves answering open ended questions and analyzing
documents to support claims.
Writing Standard #1
Arguments/Persuasive Prompts
What is expected in a persuasive prompt?
 Requires critical thinking
 Has opportunity for more than one answer
 Needs to be supported with evidence from the content
Science
Argumentative/Persuasive Prompts
Write a paragraph that persuades the reader as to why
the hypothesis is correct. Use evidence from the
experiment and information from the text to justify
your conclusion. Proofread your work for accuracy of
facts.
Does this prompt:
Require critical thinking? Yes
Require support with evidence from the content? Yes
Provide opportunity for more than one answer? No
Science
Argumentative/Persuasive Prompts
Write a paragraph that persuades the reader as to
whether the hypothesis is supported or not supported.
Use evidence from the experiment and information
from the text to justify your conclusion. Proofread
your work for accuracy of facts.
Does this prompt:
Require critical thinking? Yes
Require support with evidence from the content? Yes
Provide opportunity for more than one answer? Yes
ToBHEARD Model
 Science Inquiry and Expository Text come together through
writing an argument regarding a hypothesis.
ToBHEARD Model
Thesis/Topic Sentence
Background procedure
Hypothesis
Evidence
Analysis
Return/restate/
Declaration
A scientific argument
ToBHEARD
 Thesis/Topic Sentence = State the purpose/essential question
(In this experiment ….)
 Background procedure = 1-2 sentence summary of how the
experiment was conducted to test the hypothesis.
(During the experiment…)
A scientific argument
ToBHEARD
 Hypothesis = A testable prediction often phrased as an
(“If…then…” statement)
 Evidence = Explain how the results of your experiment support or do
not support the hypothesis.
(The data (x seconds, milliliters, feet, inches etc.
shows…)…this supports or does not support the hypothesis
that…….
A scientific argument
ToBHEARD
 Analysis = Explain how the scientific principles from the text
help explain the results of the experiment.
(These results can be explained by… )
 Return/restate/= A closing statement returning to
the purpose/essential question.
(This experiment supports….)
 Declaration = Declaring how the analysis of the text
relates to the evidence of the experiment.
Let’s Experiment: ToBHEARD
Scenario:
 You have been hired by the Ethiopian Agricultural Commission to identify if a
new breed of wheat with a shallow root system but can survive in drought
conditions. The only question is whether this type of root system on this wheat
will have a good chance of surviving and should be planted in the dry, arid
regions of this country. It receives little and infrequent rain fall. The rain falls
hard and fast, but not very often and evaporates quickly. The ground is shallow
and hard.
Prompt:
 Conduct research on root systems from 3 sources note the differences,
advantages and disadvantages of each type of root system. Conduct an
experiment using models of tap and fibrous root systems to collect data on how
well each absorbs water. Use the information and experimental data to support
your claim whether this new breed of wheat should or should not be planted in
this country.
Topic
(ToBHEARD)
 In this experiment the adaptation of
plants having a tap (long) root verses a
fibrous (many small) a root is compared
using a model on how they each absorb
water from areas that have shallow soils.
Tap Root Procedure
(ToBHEARD)
 Place 30 milliliters of water in shallow pan.
 Create a tap root model with a sheet of paper towels by
simply rolling it up into a tube.
 Gently place the model vertically into the pan of water for 30
seconds. Do not crush the root
 Measure the amount of water that was absorbed by the root
by pouring the water left in the pan into the graduated
cylinder. The difference is the water the root model
absorbed.
 Record the data
Fibrous Root Procedure
(ToBHEARD)
 Dry everything
 Place 30 milliliters of water in shallow pan.
 Create a fibrous root model with a sheet of paper towels by simply
rolling it up into a tube and shredding with scissors being careful to
not cut off any paper towel roots.
 Gently place the model vertically into the pan of water, allowing the
fibrous roots to spread out on the shallow soil for 30 seconds.
 Measure the amount of water that was absorbed by the root by
pouring the water left in the pan into the graduated cylinder. The
difference is the water the root model absorbed.
 Record the data
Analyzing Text: Organizational Chart
ToBHEARD
 Organizing the ideas from the text
Restating and Declaration
ToBHEARD
 Return/restate = A closing statement
returning to the purpose/essential
question.
(This experiment supports….)
 Declaration = Declaring how the
analysis of the text relates to the
evidence of the experiment.
http://blogs.egusd.net/ccss
Moving forward with the Common Core
 The implementation of Common Core is a “process”….
 “By failing to prepare, you are preparing to fail.” –
Benjamin Franklin
 “Be quick, but don’t hurry.” – John Wooden
 “It’s the little details that are vital. Little things make big
things happen.” – John Wooden
Preparing Students for College and Career Readiness
2013
Science
Common Core Literacy Standards
Ray Pietersen, Program Specialist, Science