reac3h summit science session

What type of texts do you use

in your science class?

polleverywhere.com

CCSS Literacy & Scientific

Practices

8 Scientific & Engineering Practices

The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.

The intent is to better explain and extend what is meant by “inquiry” in science.

8 Practices

① Asking Questions and Defining Problems

② Developing and Using Models

③ Planning and Carrying Out Investigations

④ Analyzing and Interpreting Data

⑤ Using Mathematics and Computational Thinking

⑥ Constructing Explanations and Designing Solutions

⑦ Engaging in Argument from Evidence

⑧ Obtaining, Evaluating, and Communicating Evidence

Observe and Measure

Classify

Experimental Design

Interpret and Communicate

Model

Inquiry

Process Standards

8 Practices

① Asking Questions and Defining Problems

② Developing and Using Models

③ Planning and Carrying Out Investigations

④ Analyzing and Interpreting Data

⑤ Using Mathematics and Computational Thinking

⑥ Constructing Explanations and Designing Solutions

⑦ Engaging in Argument from Evidence

⑧ Obtaining, Evaluating, and Communicating Evidence

ReadingRead closely make logical

inferences; cite textual evidence

Determine central ideas

Analyze

Interpret words and phrases

Analyze point of view and purpose

Delineate and evaluate the argument and specific claims in a text

Read and comprehend complex informational text

Literacy

8 Practices

① Asking Questions and Defining Problems

② Developing and Using Models

③ Planning and Carrying Out Investigations

④ Analyzing and Interpreting Data

⑤ Using Mathematics and Computational Thinking

⑥ Constructing Explanations and Designing Solutions

⑦ Engaging in Argument from Evidence

⑧ Obtaining, Evaluating, and Communicating Evidence

WritingWrite arguments and

support claims in an analysis using valid reasoning and relevant sufficient evidence

Write informative text to convey complex ideas

Conduct short as well as more sustained research projects based on focused questions

Gather relevant information from multiple print and digital sources

Draw evidence from informational text to support analysis

Literacy

Informational Text in Science

Classrooms

1. Type

2. Source

3. Placement

Text TypeBalancing

Literature/Narrative Text and

Informational Text scboces.org

Informational Text Sources

Argumentative/Opinion Informative/Explanatory

Informational Text Sources

Argumentative/Opinion

• News Articles

• Blogs

Informative/Explanatory

• Textbooks

• Journal Articles

• Trade books

• TEXT A

• TEXT B

– Both groups

• ? = By any sentence or paragraph that prompts you

to ask a question

• X = By any sentence or paragraph that provides you

an explanation for a question you previously had

Expert Groups

What I can do What I can say

I am going to think about what the selected text may mean.

I’m not sure what this about, but I think it may mean..

This part is tricky, but I think it means…

After rereading this part, I think it may mean

I am going to summarize my understanding so far.

What I understood about this reading so far is…

I can summarize this part by saying…

The main points of this section are…

I am going to use my prior knowledge to help me understand.

I know something about this from…

I have read or heard about this when…

I don’t understand the section, but I do recognize…

I am going to apply related concepts and/or readings

One reading/idea I have encountered before that relates to this is…

We learned about this idea/concept when we studied

The concept/idea is related to…

• Understanding Language Project Stanford University

– Clarifying Bookmarks: Start on page 75

Resources

Article A Article B

Similar Features

Different Features Different Features

• Graphic Organizers

Graphic Organizers

Science Text Should…

1. Engage students to ask ?s

1. Serve to answer ?s that

students generate

Engage Explore Explain Elaborate Evaluate

Does the text type and placement

of text matter in a 5E Lesson?

Explain…

Placement of text

Phase Purpose

Engage• Capture students’ interest, uncover what students know and think about a topic,

and determine student misconceptions.

Explore

• Provide cooperative exploration activities, give students common concrete

experiences that help students begin to construct concepts and build skills.

• Provide hands-on experiences you can use later to formally introduce concepts,

processes, and skills.

Explain

• Students articulate their ideas in their own words and listen critically to one

another’s ideas.

• The teacher clarifies concepts, corrects misconceptions, and introduces

terminology.

• It is important to clearly connect the students’ explanations to experiences they

had in the engage and explore phases.

Elaborate • Students apply their understanding of the concept learned to a new situation.

Evaluate

• Evaluate students’ understanding of concepts and their proficiency with various

skills.

• Opportunity for students to assess their own understanding and skills.

The 5Es

Designing a 5E Lesson &

Integrating Text

“Why does the moon look

different on different nights?”

Texts

Engage Explore Explain Elaborate Evaluate

Placement of text

Engage Explore Explain Elaborate Evaluate

Make the argument that your

your text selections and

placement represent authentic

use of text in science?

• Tyler Dewitt TED TALK

Science Textbooks According

to Tyler Dewitt

• http://www.sciencenews.org/

• http://www.sciencenewsforkids.org/

• http://www.sciencedaily.com/

• http://kids.nationalgeographic.com/kids/

• http://www.nationalgeographic.com/

Text Resources