Transcript ATP Science Teachers

ATP Science Teachers
ELA Science Literacy Standards
April 6, 2011
Becky W. Smith, Facilitator
P12 Math Science Outreach of PIMSER
Goal for Today
To better understand the ELA
Science Literacy Standards so
that increased student learning in
science will occur through reading
and writing.
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Reading Standards
• Learning Targets:
– To relate reading
standards to a piece of
text.
– To determine text
structure of a piece of
text.
– To utilize reading
standards to inform
text selection.
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Why Text Complexity Matters?
• Review the first 4 paragraphs of page 1 of
Appendix A.
• What’s the gist of the study concerning
text complexity?
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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
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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 “higher-order” 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
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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
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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
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Let’s Read!
As you read the article,
“A Number-One Law, Thermodynamically Speaking”,
use the sticky notes strategy to summarize as you read.
Examining the Standards and
Applying to Text
• Key Ideas and Details
1. Cite specific textual evidence to support conclusions
drawn from text
2. Determine central ideas or conclusions of a text
Provide accurate summary
3. 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
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Examining the Standards and
Applying to Text
• Craft and Structure
4. Domain-specific vocabulary as well as symbols
5. Analyze text structure and apply to help with
comprehension
6. 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?
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Text Structure of the Sample
• Examine the reading sample.
• Identify the predominant text structure
used.
• How might you use text structure to help
students access various texts used in your
classroom?
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Examining the Standards and
Applying to Text
• Integration of Knowledge and Ideas
7. 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).
8. Distinguish among facts, reasoned judgment based on research
findings, and speculation in a text.
9. 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.
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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
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Text Complexity
Considerations
• Qualitative evaluation of the text
– Levels of meaning, structure, language conventionality and clarity, and
knowledge demands
• Quantitative evaluation of the text
– Readability measures and other scores of text complexity
• Matching reader to text and task
– Reader variables (such as motivation, knowledge, and experiences) and
task variables (such as purpose and the complexity generated by the
task assigned and the questions posed)
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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?
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Next Steps
• Identify pieces of text that will promote,
deepen, and enhance understanding of
the science concept.
• Align with POS/CCA 4.1 standards.
• Identify reading standards addressed.
• Design instruction using the text.
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Reading Standards
• Learning Targets:
– To relate reading
standards to a piece of
text.
– To determine text
structure of a piece of
text.
– To utilize reading
standards to inform
text selection.
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