common core and you! science literacy: writing, reading and oral language in ccss. susan gomez zwiep...
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Common Core and You!
Science Literacy: Writing, Reading and Oral
Language in CCSS.
Susan Gomez Zwiep and Jody Skidmore-Sherrif
K-12 AllianceCSTA October 2013
Session Outcomes
Become aware of the CCSS- ELA
Begin to think about linking science learning and your lesson planning for CCSS-ELA
New Opportunities for All Learners
California Common Core State Standards (ELA and Math)
Next Generation Science Standards
21st Century Skills
Observations
Sample #1 •Take independent notes as you observe the ice in liquid #1
•Use all senses except taste.
Sample #2 •Take independent notes as you observe the ice in liquid #2
•Use all senses except taste.
Notebook Entry
Draw an illustration in your science notebook to represent what you observed.
Write an explanation of what you think is going on in both samples.
On Your Group White Board
Collaborate on an illustration
Write a detailed explanation of what you think is going on in both samples.
Oral and Written Language
Recall the types of thinking you engaged in during the activity.
What were some of your products?
How did these support oral and written language?
Written Language in CCSS: Listening, Speaking
Standards
• Review the 5th grade standards for Speaking and Listening standards and identify which standards specifically addressed. Give examples
• Review the Speaking and Listening standards standards for(6-12) and compare to the Standards at your grade level.
Written Language in CCSS: Writing Standards
• Review the 5th grade standards for Writing and identify which standards specifically addressed. Give examples
• Review the Writing standards for(6-12) and compare to the Standards at your grade level.
CCSS Reading
•Reading Standards for Literature (K-12)
•Reading Standards for Informational Text (K-12)
•Reading Standards: Foundational Skills (K-5)
•Reading Standards for Literacy in Science and Technical Subjects (6-12)
Accessing Text: Meaning-Making
Criteria
How to plan for:• Perseverance: help students
establish a reason to read
• Making Thinking Visible: design strategies for students to show their thinking so it can be coached
• Social: provide a safe environment for students to share their confusion with text
Gathering More Information
Our “textbook” provides some information that might relate to the phenomena we are investigating.
Read through the text and see how it can help explain your observations of the two samples.
Add any relevant information to your current explanation.
Strategy #1: Post-its
While reading, use post-its to identify 3 different types of passages:
1. * for passages that answer your questions
2. ! for passages that are interesting
3. ? for passages you do not understand
Peer Editing & Citations
• Review your previous explanation.
• Using a blue pen, add new information and answers to your questions
• On the bottom of the chart, cite your reference(s)
Strategy #2: Talking to the Text
While reading, write notations that indicate how you are talking to the text
Share notations with an elbow partner
Using a green pen, edit and add information to the student work
Include citation
Organizing Your Thoughts
You will need to summarize your explanation in a written paragraph.
Before you write the paragraph you will need to first organize your thoughts in one of the graphic organizers provided.
And Now, the Standards
Review the 5th grade standards for Reading Informational Text, and identify which standards specifically addressed. Give examples
Review the Literacy in Science standards (6-12) and compare to the Informational Text Standards at your grade level.
Portrait of College and Career Ready Students
• Demonstrate Independence• Build strong Content Knowledge• Respond to the varying demands of
audience, task, purpose, and discipline• Comprehend as well as critique• Value Evidence• Use technology and digital media
strategically and capably• Come to understand other perspectives
and cultures