Transcript Common Core ELA and Secondary Content

Wendy Whitmer- Regional Science Coordinator
NEWESD 101
Learning Targets
 Understand the connections between content,
Common Core State Standards- English Language
Arts, and the Next Generation Science Standards.
 Integrate informational text reading strategies into our
content courses.
 Integrate effective writing strategies into our content
courses.
Agenda
 CCSS-ELA for Science and Technical Subjects
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Architecture
NGSS Architecture- What’s the connection?
Instructional Model
Text Strategies
The Practices
Arguing from Evidence
In your classroom!
What do you know?
 Please answer the probe on your own.
 Talk to the people at your table.
 Share out with the whole group.
The ELA Document Structure
Introduction page 10
• K-5 page 11

 Reading

Foundational Skills
 Writing
 Speaking and
Listening
 Language
5
6-12 page 35

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social
Studies, Science, and
Technical Subjects
Appendices A, B, C
CCSS-ELA
 Read the Anchor Standards for Writing
 Where do you do this already in your classroom?
 What strategies do you use already?
NGSS Architecture
Integration of 3 Dimensions:
Practices
Crosscutting Concepts
Core Ideas
Correlation with CCSS
Performance
Expectation
Science and
Engineering Practice
Disciplinary Core
Idea
Cross Cutting
Concept
Common Core State Standards
Connections
Instructional Model
 Activity
 Hands-on
 Informational text reading
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Watch for
these
components!
Scaffolding for the reading
Purpose that connects back to activity
NGSS and CCSS Standards that the reading helps meet
th
8
Grade Earth Science…
 Essential Question:
How do ocean currents affect regional climate?
 Investigative Question:
What is the effect of temperature and salinity on
ocean currents?
What is the effect of temperature
and salinity on ocean currents?
 Turn and talk with your elbow partner
 Make a claim and sketch a model
 Complete the investigation.
 Record observations and collect evidence that
support your claim.
What is the effect of temperature
and salinity on ocean currents?
Step 1: Make a claim and sketch a model
STEP 2: Refine your claim and model using
evidence from the investigation.
What is the effect of temperature
and salinity on ocean currents?
Mark your text while you are reading
 Text refers to one of the demonstrations
Text helps to support your claim
? Text is confusing or doesn’t make sense
What is the effect of temperature
and salinity on ocean currents?
In your table groups:
 Discuss what you read.
 Did each member of the group find a reference to all
four demonstrations?
 Did each member find information to help answer the
question?
 Refine your model that answers the investigative
question.
Reasoning/Argumentation
 Use your best refined claim as your topic sentence.
 Use one piece of evidence from your investigation and
one piece from your text.
 Explain WHY this piece of evidence supports your
claim- this is your reasoning.
Explanation Framework
CER (a.k.a. "Cl-Ev-R")
Claim
Evidence
Reasoning
•
•
•
EVIDENCE
EVIDENCE
CLAIM 1
EVIDENCE
REASONING
CLAIM
A statement that answers the question
 Relevant: The Claim should directly and clearly
respond to the question.
 Stands Alone: The Claim statement is complete and
can stand alone.
EVIDENCE
Scientific data that supports the claim.
 Appropriate: Needs to be scientifically relevant for
supporting the claim. Is it the right type of evidence for
this claim?
 Can be Quantitative and/or Qualitative Evidence
 Should NOT be based on opinions, beliefs, or everyday
experiences
 Sufficient: Is there enough evidence?
 Reliability > Repeated trials increase the reliability.
 Range > Needs to include enough different
conditions/values of variables.
 Representative > Explanation cites enough examples to
represent the whole set without being tedious.
REASONING
A justification for why the evidence supports the claim
using scientific principals
 Links > Provides a scientific justification that links the
Evidence to the Claim.
 Logical > Provides a sound logical connection between the
Claim and the Evidence.
 Stands-Out > The reasoning should be obvious and easy to
identify.
NGSS / CCSS Standards
 MS-ESS2-6: 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
 ESS2.C (DCI): Variations in density due to variations in
temperature and salinity drive a global pattern of
interconnected ocean currents.
 RST.6-8.2: Determine the central ideas or conclusions of a
text.
 RST.6-8.7: Integrate quantitative or technical information
expressed in words with a version of that information
expressed visually
Design Challenge?
 Design a layering tool
 Last through 5 class periods
 Costs less than $2
 Easy to assemble
 You have 15 minutes!!
 Test your device
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
23
Three tiers of words
– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ E.g., oligarchy, euphemism, hydraulic, neurotransmitters
–Abstract, general academic (across content
areas); encountered in written language; high utility across
instructional areas
◦ E.g., principle, relative, innovation, function, potential, style
– Basic, concrete, encountered in conversation/
oral vocabulary; words most student will know at a
particular grade level
◦ E.g., injury, apologize, education, serious, nation
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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.
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Think About Volcanoes
Tier 3 Words
Tier 1 Words
Volcanoes
Volcanoes
Volcanoes
Molten
Mantle
Magma
Crust
Study
Planet
Works
Scientists
Melts
26
Activity: Categorize vocabulary
In partners:
 Identify the tiers of words
in the reading
 Identify the tiers in the
procedures
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Underline Tier 1
Highlight Tier 2
Circle Tier 3
27
Teaching Vocabulary Strategies
 In your science notebooks:
 share your strategies
 Make a Line of Learning and record other ideas you
hear from your partner
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Strategies
 Look in Keeley’s Science Formative Assessment.
 What strategies do you think would be best for teaching
academic vocabulary?
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Which fit Tier 2 words?
Which fit Tier 3 words?
29
Your connections
 Look at your own text.
 Fill out the template for your text: Consider
 What is your purpose?
 How will you scaffold for your students?
Instructional Model
 Activity
 Hands-on
 Informational text reading



What did you
notice?
What are you
wondering?
Scaffolding for the reading
Purpose that connects back to activity
NGSS and CCSS Standards that the reading helps meet
 Reflect:
 Which Science and Engineering Practices did we
build towards in our instructional model?
Role of Argumentation
What do the standards say?
In partners Read:
 From the Framework for K-12
Science Education
 From the CCSS Speaking and
Listening
Role of Argumentation
Complete a Box and T
Add to the bottom of the
Box and T:
Where are these practices in
your classroom?
Argument and Evidence
 Where in your courses do you have students argue from
evidence?
 How can students demonstrate their reasoning?
Smarter Balanced
• Many tasks are science-based.
• They outline the connections between NGSS and
CCSS.
 http://www.youtube.com/watch?v=2zrooEAeIVc
 www.smarterbalanced.org
Smarter Balanced
1.
2.
3.
4.
5.
What are your tasks?
What note-taking tools do you have?
Find the video note-taking tool.
Jigsaw the reading with a partner.
Complete part 2 together.
 http://www.youtube.com/watch?v=2zrooEAeIVc
 www.smarterbalanced.org
Reflect
 What strategies can you add to your CCSS charts?
Exit Ticket
 What strategies or elements from today might you use
in your classroom?
 How do you envision implementing the strategy in
your classroom?
Evaluation:
tinyurl.com/esdevaluation
 CCSS-ELA Middle School Content
 Objectives:
 Learn strategies for reading and writing in middle
school content areas
 Learn the connections between CCSS-ELA, assessment,
and effective reading and writing strategies.