ccss and science literacy
DESCRIPTION
CCSS and Science Literacy. Performance Expectations; Student Metacognition Strategies; and Strategies for Explicit Teaching. Today’s Objectives: To look at how Science skills and Reading skills are so similar. To look at how Science skills and Writing skills are so similar. - PowerPoint PPT PresentationTRANSCRIPT
*Welcome to Todays’
Training!November 15, 20148:00 am to 3:00 pm
Strategies for teaching Reading, Writing, Listening/Speaking, and the Nature of Science/Inquiry.
*CCSS and Science Literacy
*Main Purpose:
*Each of you will learn about 6 interconnected approaches and 11 viable strategies that align with the common core to increase science literacy in your classroom.
Today’s Objectives:1. To look at how Science skills and Reading skills
are so similar.2. To look at how Science skills and Writing skills are
so similar.3. To discuss the importance of Performance
Expectations and how Students and Teachers both benefit
4. To discuss the importance of Student Metacognition and strategies that will help students understand how they can improve in this area.
5. To discuss and do strategies that will reinforce the Common Core Reading, Writing, Listening, and Communicating standards.
*What Do Scientists Do?
*80% of their time is devoted to reading and writing!(Palincsar & Magnusson, 2000)
*Performance Expectations
*Teachers and students cannot achieve goals set by the standards without acknowledging and using the intimate connection between science content and the skilled used of science content language.
*Research shows:
If teachers use literacy in the content area strategies 15-20 minutes (a couple of times each week), students increase reading levels and significantly improve performance on content area standardized testing.
*Comparison of Skills: Science and Reading
Science Observing Predicting Inferring Comparing & Contrasting Communicating Classifying Collecting & Organizing Data Interpreting Data Linking Cause & Effect Formulating Conclusions
Reading Note Details Predicting Inferring Comparing & Contrasting Communicating Sequencing Summarizing Recognizing Main Ideas Recognizing Cause & Effect Drawing Conclusions
*Science and Writing SkillsScience
•Interpreting data and graphs •Annotated diagrams and drawings •Procedures/processes •Inferences •Hypotheses •Explanations/justifications •Conclusions •Focused free writing
Writing •Compare and contrast •Analysis •Persuade and convince •Cause and effect •Problems and solutions •Descriptions and observations •Summaries
*Performance Expectations*Teacher expectations for their students!
* (read the short article, discuss with table group, agree upon a describing statement, write it on your table poster hung on the wall)
*Interpreting Visual
Representations
* This strategy guide introduces an approach for teaching students about interpreting visual representations. Teaching students how to interpret visual information can enhance reading comprehension and is particularly important for understanding science texts.
(CCSS.ELA-Literacy.RST K-5.7; 6-8.7; 9-10.7; 11-12.7)
Interpreting Visual Text
Roles of Visual Representations
1.Exemplify: Gives an example of something from the text
2.Contextualize: Helps you understand how something happens
3.Clarify: Shows something that is hard to explain with words
4.Extend: Adds new information(Show clip of the maze runner – www.nsta.org/publications/blickonflicks.aspx )www.youtube.com/watch?v=R9_Mxia_unQ (Do foldables activity)
Student Metacognition StrategiesHow students can help themselves learn the content!
(read the short article, discuss with table group, agree upon a describing statement, write it on your table poster hung on the wall)
*About Concept Mapping
This strategy guide introduces an approach for teaching concept mapping to help students understand information presented in content-rich texts. Concept mapping supports students in making connections between known information and new information. By creating concept maps, students clarify their understanding of the topic and integrate new ideas into their thinking. (CCSS.ELA-Literacy.RST K-5.7; 6-8.7; 9-10.7; 11-12.7)
(do concept map activity)
Concept Mapping
Strategies for Explicit Teaching
Incorporating Literacy into your Science teaching!
(read the short article, discuss with table group, agree upon a describing statement, write it on your table poster hung on the wall)
*Using Text Features
This strategy guide introduces an approach for teaching students how to identify informational text features, such as bold print, headings, and captions. Using text features facilitates comprehension and enables readers to locate information in text. (CCSS.ELA-Literacy.RST K-5.1; 6-8.5; 9-10.5; 11-12.5)
Using Text FeaturesText Features can help readers:
1.Identify the most important ideas in a text.
2.Anticipate what’s to come.3.Understand challenging ideas.4.Find information they are looking for.
(Read Mining in Peru story, use features above to guide your reading!)
Memory
Short Term and Long Term Memory
(read the short article, discuss with table group, agree upon a describing statement, write it on your table poster hung on the wall)
*Teaching Summary Writing
This strategy guide introduces an approach for teaching students to distinguish main ideas from supporting details in order to write a summary. Summary writing is often used in science to distill important ideas from a text and represent them in a shortened form. (CCSS.ELA-Literacy.RST K-5.2; 6-8.2; 9-10.2; 11-12.2)(CCSS.ELA-Literacy.WHST 5.8; 6-8. 8; 9-10. 8; 11-12. 8) (Read: Writing in Science Classrooms)
How We Forget and the
Importance of Review
1.Fading2.Remembering3.Retrieval4.Interference5.Interactive interference
*Teaching About the Nature of Science
This strategy guide introduces an approach for teaching about the nature of science. Learning about the nature of science helps students understand that science is a process for inquiring about the world. Students learn about the scientific enterprise when they read about how scientists pose questions and engage in investigations. (CCSS.ELA-Literacy.RST 6-8.3; 9-10.3; 11-12.3)
Teaching About the Nature of Science
Practices of Sciencea. Ask questionsb. Design new thingsc. Make predictions or hypothesesd. Read about the work of other scientistse. Work with other scientistsf. Make observationsg. Use tools, models, and computersh. Record and organize datai. Make explanations from evidencej. Create solutions to solve problemsk. Talk and write about investigations
(Do mining activity)
The Keys to Remembering1.Choose to remember2.Visualize or picture in your mind what
you wish to remember.3.Relate the ideas and information you
wish to remember to each other and to ideas and information you already know.
4.Repeat what you wish to learn until you overlearn it.
*Teaching Procedural Writing
This strategy guide introduces an approach for teaching students how to write scientific procedures. Learning to write scientific procedures enables students to communicate about investigations the way that scientists do.
(CCSS.ELA-Literacy.WHST.6-8.2; 9-10.2; 11-12.2)
About ProceduresCharacteristics of a Procedure
A procedure:Tells how to do something.Has a title.Lists materials at the beginning.Has numbered steps.Includes specific measurements.Includes details that help the reader know exactly what to do.Uses command verbs. (Do PBJ activity)
*Connecting Science Words and Everyday Words
This strategy guide introduces an approach for helping students learn to use the language of science—the specialized language that scientists use to communicate about ideas and processes. Teaching students to connect scientific words with everyday words is one way to help them acquire this important academic discourse.
(CCSS.ELA-Literacy.RST K-5. 2,3,4; 6-8.4; 9-10.4; 11-12.4)
Connecting Science Words and Everyday Words
*Promoting Word Consciousness
This strategy guide introduces an approach for promoting word awareness as students read science texts. Students who are word conscious are aware of the words around them and appreciate the power of words as a means of communicating ideas in a precise manner. (CCSS.ELA-Literacy.RST K-5. 2,3,4; 6-8.4; 9-10.4; 11-12.4)
Promoting Word Consciousness
Ways to Promote Word Consciousness1. Create a classroom environment that encourages
curiosity about words and their meanings.2. Provide repeated opportunities to identify, explore,
and use new words found in text.3. Encourage precision with language in discussions and
writing.4. Foster an awareness about words through the study
of prefixes , suffixes, and roots.5. Help students see relationships between words.6. Involve students in conducting investigations as a
context for learning and using new words.
*Teaching Vocabulary with Science Texts
This strategy guide introduces an approach for teaching vocabulary with science texts. Knowing specialized vocabulary is necessary for understanding important concepts in content-rich texts.(CCSS.ELA-Literacy.RST K-5. 2,3,4; 6-8.4; 9-10.4; 11-12.4)
Teaching Vocabulary with Science Texts
Guidelines for selecting vocabulary to teach with Science Texts.1. Select words that convey the most important ideas from a text.2. Choose words that can generate many examples (e.g., planet, invertebrate) rather than specific examples (e.g., Jupiter, centipede).3. Choose words that relate to other words you are teaching (e.g., erosion, rock).4. Focus on two to three words from each text. It is better to help students gain a deep understanding of a few words than to try to teach long lists of words.
*Using Roundtable Discussions
This strategy guide introduces an approach for teaching students to discuss ideas using a Roundtable Discussion format. Roundtable Discussions are student-led, evidence-based conversations about challenging questions.
(CCSS.ELA-Literacy.SL. K-5.1; 6-8.1; 9-10.1; 11-12.1)
Roundtable Discussions
Roundtable Discussion Directions:1.The person who is the leader for question #1
reads the question aloud.2.The leader asks the group for ideas.3.Everyone else in the group shares ideas, and
the leader takes note as needed.4.The leader makes sure that everyone
contributes.5.When everyone has shared ideas, rotate to
the next leader and the next question.
Roundtable Discussion Questions:1. What is Science Literacy?
2. What is being Scientifically Literate?
3. How important is knowing Science vocabulary words?
4. Why are writing and Science Notebooks synonymous?
5. Communicating what one learns to others is important. Why?
6. Is it important to teach good listening skills? Why?
*Analyzing Part-to-Whole Relationships
This strategy guide introduces an approach for teaching students how analyzing part-to-whole relationships enriches understanding of science texts. Part-to-whole relationships are particularly important for understanding systems, a foundational concept that spans many topics in science.
(CCSS.ELA-Literacy.RST 9-10.2,5,9; 11-12. 2,5,9)
Analyzing Part-to-Whole Relationships
*Taking Notes based on Observations
This strategy guide introduces an approach for teaching students to take notes based on observations. Making observations and recording them in a systematic way is a very important part of the scientific process.
(CCSS.ELA-Literacy.WHST K-5.4; 6-8.4; 9-10.4; 11-12.4)(Read: Tips for Developing Students’ Note-taking Skills)
Taking Notes Based on Observations
Taking notes based on observations:1. Focus your attention on what you are observing.2. Use as many of the senses as possible to observe
(sight, hearing, touch, smell).3. Write down only what you observe, not what you
imagine.4. Use scientific language (e.g., thorax instead of
body).5. Be specific and detailed in order to create a picture
with words.6. Include the date and time of your observations and
and measurements you took.7. If possible, draw a detailed picture of what you
observe and include labels.
Do Notes Based on Observation Activity
(Apples, Oranges, Pears, and Lemons)
Today’s Objectives were:1. To look at how Science skills and Reading skills are
so similar.2. To look at how Science skills and Writing skills are
so similar.3. To discuss the importance of Performance
Expectations and how Students and Teachers both benefit
4. To discuss the importance of Student Metacognition and strategies that will help students understand how they can improve in this area.
5. To discuss and do strategies that will reinforce the Common Core Reading, Writing, Listening, and Communicating standards.
Please complete the Action Plan so I can make copies before you leave.
I will be doing a “Survey Monkey” around the 15th of December to get some feedback from each of you on how implementation of your chosen strategies is working.
Please fill out and put your evaluations on the back table!
Have a wonderful rest of the day and weekend and thank you for being here today!